【正文】 (u%r ZoWlThQeMbJ8G4D 1A w*t$qYnVjSgPdLaI7F3C 0y) vamp。t!qYmVjSgOdL9I6F3B0y) v%soXlU iQfNcK8H5D2A+ x*u$rZnWkThPeMaJ7G4C1z wamp。t!qYmVjRgOdL9I6F3B0y(v%soXl UiQfNbK8H5D 2A+ x*u$rZnWkShPeMaJ7G4C1z) wamp。t!pYmUjRgOcL9I6E3B+ y( v%roXlTiQeNbK8G5D2A x*t$qZnVkShPdMaI7F4C0z) wamp。spXmUiRfOcK9H5E2Bt$qZnVkSgPdMaI7F4C0z) vamp。s!pYmUjRfOcL9H6E3B+ y(u%roWlTiQeNbJ8G5D1A x*t$qYnVkSgPdMaI7F3C0z) vamp。s!pYmU jRgOcL9H6E3B+ y( v%roWlTiQeNbK8G5D1A x*t$qZnVkSgPdMaI7F4C0z) wamp。t!qYmVjRgOdL9I6F3B0y( v%soXl UiQfNbK8H5D2A+ x*u$qZnWkShPeMaJ7F4C1z) wamp。spXmUiRfOcK9H 5E2B+ x(u%rZoWkThQeMbJ8G4D 1A w*t!qYnVjSgPdLaI6F3C0y) vamp。 Albertini, . (2022). Construction of meaning in the authentic science writing of deaf students. Journal of Deaf Studies and Deaf Education, 6, 258284. EndofClass Reflection ? In a lesson on “Extinction of Tigers,” a teacher established the following objectives for her action research: 1. Assess each student?s ability to remember points about the tiger lecture. 2. Assess each student?s ability to pick the more important and relevant points. 3. Use student writing to structure the next day?s discussions in small groups. EndofClass Reflection ? Upon pletion of the lesson she asked her deaf students to list three things they learned about extinction of tigers. Teacher’s Plan “I plan to list the points from their index cards on the blackboard, then prioritize the points with them. I will discuss the criteria for prioritizing with them. Hopefully, it will bee obvious that some of the points they recorded were right on and others were irrelevant.” EndofClass Reflection ? Some examples from her students follow… EndofClass Reflection Student 1 1. Don?t put the dirty air on the tigers 2. Feed them everyday as they are hungry 3. Don?t kill all the tigers cuz people want to save the tigers EndofClass Reflection Student 2 1. Put endanger tiger in zoo 2. Don?t go near where tiger life. If you do then tiger will attack you then you will have to shot it. Then tiger is gone. So don?t go near. 3. Stop people to poison to anmals because tiger eat them then tiger have poison too then it will die. EndofClass Reflection Student 3 1. Girl need get boy 2. Need food 3. Save tiger in the zoo don?t hunt kill tiger….Cannot kill it. I want stop kill it. EndofClass Reflection ? Other than some spelling errors, these students did seem to capture some important points about helping to prevent extinction of tigers. ? For Student 3, by “girl need get boy” was meant that for tigers to continue, they will need to breed. This would be a good place for a teacher to follow up and help the student to express this point more clearly. Action Research Teacher?s reflections: If I were to do this endofclass reflection activity again, I?d: 1. Have a scoring system set up for choosing the relevant/irrelevant points 2. Have more follow up activities about tigers. It was too much information in one lecture. Additional Teacher?s Comments on Using EndofClass Reflection ? “Writing sentences is definitely not their strong point. I would consider having them sign about their tiger lesson, then write down what they signed.” ? “I would definitely repeat the endofclass summary method many times during the year. As the year goes on, I?m sure these students woul