B3. Reflecting on Comprehension in ASL
Specific Expectations
Metacognition
B3.1
B3.1
describe strategies they found most helpful before, during, and after deciphering-deconstructing basic ASL literary works and ASL texts to determine meaning, and identify next steps to improve their comprehension
Strategies: use an ASL graphic organizer to brainstorm and develop questions with their peers about what they notice in a pictorial text previewed in class; update their ASL log to track their effective use of strategies to decipher-deconstruct familiar short ASL works; determine whether skimming is a useful strategy for deconstructing digital ASL flyers; examine their ASL journals to note preferred strategies for previewing simple ASL works to find specific information
- What types of ASL words would you preview to better understand a particular passage of a new ASL literary work that you are studying?
- What is an effective strategy that you have used to divide or chunk your learning? How do chunking strategies differ depending on the content, form, or format of the ASL work?
- What strategies might help you to comprehend the meaning of new ASL words as you repeat the process of deciphering-deconstructing?
Teachers can:
- encourage students to work in small groups to review an ASL text that includes ASL words about feelings. The students can then say what they notice about these ASL words;
- model how to use a graphic organizer as students decipher-deconstruct a simple ASL media work.
Interconnected Skills
B3.2
B3.2
identify deciphering-deconstructing, interpreting, constructing, representing, and responding skills and ASL cultural knowledge that build comprehension, and explain how these skills help them to understand basic ASL literary works and ASL texts
Skills: examining and retelling a short ASL text that includes an online image about the first ASL female teacher; examining the adjectives and adverbs used to describe a character in an ASL story to identify their age; exploring ASL grammar to create an ASL chant such as an “opposites” patterned chant, alternating ASL students IX=1 SIT. IX=2 STAND. IX=1 WAKE UP. IX=2 FALL ASLEEP.; constructing a brief description, or composing an introduction of their family members, including their name and some background information, and discussing a restaurant experience the family shared IX=3 NOT>LIKE BURGER. IX=3 FINISH EAT BEFORE.; referring to video texts to build descriptive vocabulary; practising with peers to improve clarity and accuracy when using the handshapes for the ASL ordinal number system (e.g., FIRST, SECOND, THIRD, FOURTH, FIFTH)
- How can working with a partner deepen your understanding of ASL modifiers used in adjectives in an ASL text?
- How does deconstructing the main character of the familiar ASL story “David’s Snowman” help you to understand the story overall?
- What skills did you use when you were studying the literary work “Leaves”? How did the skills support your understanding of the explicit and implicit themes of the story?
- Teachers can encourage students to self-assess their comprehension skills, and co-develop learning goals, including goals related to cultural knowledge, with their teacher.
