Grade 8: Communicating

PRESCRIBED LEARNING OUTCOMES

• participate in short conversations
• communicate information about activities and interests
• ask for information and permission
• participate in familiar activities (real or simulated) using simple ASL

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

SUGGESTED INSTRUCTIONAL STRATEGIES

• Have students in pairs role-play making plans for the weekend with a friend. They should include activities that both partners like to do, referring to places, times, and people and including any new expressions or ideas used in class.
• Guide students to produce a video for an exchange class. Provide them with a frame for signing information (e.g., asking respondents for information). Encourage them to use questions they've practised.
• Ask students to prepare and rehearse questions for a class survey related to themes such as "family," "school," and "preferences." Students can then circulate through the class, asking questions to fill out questionnaires. Results could be graphed for comparison with other classes learning ASL, included in a class video news project, or exchanged with a video pal class.
• Have students plan holiday weekends and role-play visits to a travel agent to ask for information in ASL. Role plays should include explaining their budgets and what they would like to see and do. Students should adjust their conversations to focus on familiar and practised expressions and vocabulary. They might use prompt notes for assistance if necessary.
• Ask students to work in groups to prepare, rehearse, and practise questions to ask a Deaf person visiting the classroom. Students should ask familiar questions, share school or family information, and use props or prompt cards to aid recall and maintain communication.
• Have students explain in ASL how to do a task in the present, in the past, and in the future.

SUGGESTED ASSESSMENT STRATEGIES

• When students produce a video for an exchange class, assess the videos before they are mailed. Criteria might include:
  • contains complete ideas that convey relevant information
  • uses questions practised in class
  • shows evidence of self-correction
  • errors do not interfere seriously with the message
• When students prepare and complete class surveys, include both self- and teacher assessment. Challenge students to use only ASL while asking questions and to keep track of how many times they use English. Have a class discussion in which students describe how they managed with their interactions.
• Have students practise and present role plays welcoming a Deaf newcomer to their school or homes. Provide them with criteria they can use for self- and peer assessment. Criteria might include:
  • uses a variety of questions
  • exchanges pertinent information
  • is comprehensible
  • uses effective strategies for repairing and supporting communication (e.g., repeats more slowly, uses gesture and modulation, attempts to self-correct)
• follows a plan or outline (which may be collected as part of the assignment)
• When assessing individual or group presentations, focus on the communication of messages. Before students prepare presentations, provide them with a few key criteria such as:
  • message is understandable
  • message is appropriate and relevant for the task
  • uses common patterns and vocabulary practised in class
  • takes risks to include interesting information or language
  • shows understanding of ASL verb tense

• Bravo ASL! Curriculum

• Signed Finger Alphabet Cards (Set of 26)

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