C3. Reflecting on the ASL Constructing Process
Specific Expectations
Metacognition
C3.1
C3.1
describe strategies they found most helpful before, during, and after using the ASL constructing process to create basic ASL literary works and ASL texts, and identify next steps to improve their ASL constructing skills
Strategies: work in small groups to generate and share ideas; refer to visual aids when learning new ASL words; use an ASL notebook and an ASL word wall to build vocabulary; observe ASL words and ASL works from multiple perspectives to refine constructing skills; use repetition to refine and practise their ASL works
- As you prepared for your interview with the president of an ASL organization, you made a list of ASL words that you thought you might need. Where did you research the ASL words? What did you do with the information you found?
- What visual aids were helpful when you were learning non-manual markers for questions?
- After a presentation on different kinds of technologies that members of the ASL community use, what types of questions can you ask to help determine the effectiveness of the various forms? How can the answers help you prepare a follow-up presentation?
Teachers can ask students to:
- discuss the purpose and audience for their ASL work with their classmates before they begin constructing;
- explain how a mind map helped them plan and develop ideas for their ASL chant. This might take place in a video-based student/teacher conference;
- describe during a constructing process session how the use of peer feedback helped them to revise their ASL slogan;
- identify different feedback they received about ASL relative clauses in their draft presentation.
Interconnected Skills
C3.2
C3.2
identify deciphering-deconstructing, interpreting, representing, and responding skills, and ASL cultural knowledge they used to construct basic ASL literary works and ASL texts, and explain how these skills helped them in the constructing process
Skills: present and examine the short ASL story “Friend”, and then build on it to create an interesting ending; announce in ASL: IX=1 FIND BIRD., then repeat the announcement using different ASL words; using a simple map of the community, create a short video giving simple directions to go from the school to a destination of their choice; after presenting the ASL classifier story “The Flight”, work in a group to construct their own ASL classifier story
- You have practised presenting your short ASL story. How does practice and repetition help you to clarify your ASL sentences?
- You have asked a peer for their interpretation of your ASL work. How does their feedback on the clarity of your grammatical structures help you to refine your constructing skills?
Teachers can ask students to:
- record their reflections on how taking the time to review their work helps to improve it;
- compare their experiences of using the ASL constructing process individually, and as part of a group. Which experience produced a more refined ASL work? Which experience did they prefer, and why?
Developing a Portfolio
C3.3
C3.3
select a few of the ASL literary works and ASL texts they have constructed that demonstrate a progression in their learning, and explain the reasons for their selection
Progression in their learning: expanded ASL vocabulary; better awareness of subject-verb agreement; improved use of basic ASL classifiers; use of more complex ASL sentence structures
- In the first ASL works you created, you used the present tense to simplify the subject-verb agreement. How did you use the past tense in a later work you completed?
Teachers can ask students to:
- compare their use of ASL classifiers in their first draft of an ASL work to their use of classifiers in their final draft;
- use a digital portfolio tool to document their progress in the creation of ASL work, within the classroom or beyond.
