Grade 7: Communicating

PRESCRIBED LEARNING OUTCOMES

• use ASL while working with others to complete a task
• discuss preferences and interests
• ask for simple information, including date, time, and weather
• participate in classroom activities using simple ASL

To view the prescribed learning outcomes for Foundations in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Ask students to brainstorm the names of restaurants in the area. Help them develop the ASL vocabulary for the types of food served. Students can then work in groups, using drawings, maps, visual aids, and sign vocabulary, to create videotaped restaurant guides advising on where to go for dinner.
• Have students in pairs interview each other to find out their partners' three favourite TV shows and at what times and on which channels they are shown. Alternatively, students could discuss other scheduled activities (e.g., sports practices, music lessons, club meetings).
• Encourage students to keep ongoing records of useful ASL phrases and "survival" expressions such as: Again please(?) Not understand Us-two work(?) Group leader who(?) Student posters displaying these expressions can be posted around the classroom.
• In ASL, tell the class which day of the week is your favourite and explain why. On chart paper or on the board, label and sign the name of this day and every hour or half-hour in it. Describe your typical schedule for that day. Then ask students to consider which days of the week are their favourites and why. Have them work individually or in groups to prepare similar presentations.
• Provide opportunities for students to use ASL expressions related to playing card and board games, such as: Take-turn(you) now ____________ have(?) You play(?)

SUGGESTED ASSESSMENT STRATEGIES

• When students are practising interactions that involve new structures and vocabulary, work with them to develop criteria they can use to help one another. For example, students in pairs might be responsible for observing and offering advice to other pairs about such features as:
  • whether the vocabulary and structures are appropriate
  • non-manual signals
  • smoothness of delivery
  • completeness of information
  • ways to make interactions more interesting
• When students present information in ASL, notice the extent to which they:
  • convey understandable messages
  • use visual aids or body language to help make the meaning clear
  • employ a range of vocabulary and structures
  • understand simple questions about their topics
  • attempt to answer questions
• Observe and record students' abilities to report on group activities and decisions. For example:
  • after a group has made a co-operative decision, have group members describe the choice and explain why they made it
  • after a class survey, have students describe the overall results and give their own opinions
• Encourage students to reflect on their communication by having them create symbols or computer graphics they can use to rate their learning during various activities. For example, they might choose or design three or four different symbols to indicate:
  • how much they enjoyed an activity
  • how much they learned
  • how effectively they performed

• The Finger Alphabet
• Number & Letter Games

• Bravo ASL! Curriculum

• Signed Finger Alphabet Cards (Set of 26)

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