Grade 6 Acquiring Information

It is expected that students will:

• extract specific information from German-language resources to complete authentic tasks
• convey acquired information in oral and visual forms

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

At this level, students are beginning to access specific information and to convey it orally and visually. They are developing some confidence in working in German as they experience success in applying a variety of strategies, such as predicting from clues and using prior knowledge.

• Ask students to browse German sources on the Internet to research the day's weather in several German-speaking cities and then report their findings to the class. This could be a regular activity in which students are assigned specific cities to research and report on.
• Provide students with German travel brochures. Have them list activities from the brochures that they would enjoy doing with their families. Suggest that they write beside each activity the time of day they would do it (e.g., vormittags, nachmittags, abends) and then share their plans with the class.
• Invite students to select items from a German-language children's craft book that they would like to make (e.g., an ornament for a special occasion). Ask them to make the objects by following the directions and any visual clues in the book.
• Prepare (or ask a German-speaking guest to prepare) a familiar dish for the class (e.g., pancakes, pizza, sandwiches). Have students follow the preparation sequence displayed on a chart in German. Then cover the chart and distribute the instructions listed in random order, asking students to number the instructions in the correct order and then compare their sequences with the one on the original chart.

Students at this level may not be able to provide detailed explanations of the information they acquire. Assessment should focus on their abilities to discover and use central ideas and overall impressions, along with some selected detail. Assessment tasks should allow students to represent their understanding in a variety of ways that require a minimal use of language.

• When students work with travel brochures to plan and report on activities at different times of day, look for evidence that they are able to:
• recognize an increasing number of high-frequency words
• use classroom resources (e.g., picture dictionaries or textbooks) to solve problems
• use strategies for discovering the meaning of unfamiliar words (e.g., recognizing cognates, looking for similarities in word form)
• Prompt students to reflect on and assess the strategies they used to follow German instructions in a craft book by asking them questions such as:
• What strategies or approaches helped you understand the instructions you needed?
• How were the reading strategies you used similar to those you use for difficult English materials? How were they different?
• What words, phrases, or expressions did you learn that you want to remember?

  Encourage students to keep personal journals, vocabulary lists, or word banks.

• To assess students' understanding of key information in a cooking demonstration, look for their:
• recognition of vocabulary related to ingredients, utensils, and cooking instructions
• reproduction of some of the German vocabulary in understandable form
• correct sequencing of steps in the cooking process

Print Materials

• Pack's An

Note: Additional information will be provided as soon as resources to support learning outcomes are identified.

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