Detailed Sample Task: Stage I
CLB 2 - Reading
Getting Things Done
Education and Learning
Real-World Task
Read information about a conversation class at the local library to find details such as the days and times it is offered as well as who the class is for.
Planning Context
Helpful Knowledge:
- General knowledge of libraries and their role in the community.
- Days of the week.
- Time.
Context:
- Libraries offer a vast array of free or affordable programs and services to the community, many of which are specifically designed for newcomers. Learning how to navigate the library system, find relevant information and access appropriate programs and services can help newcomers integrate into their new communities. In this task, learners identify details about a conversation class at their local library.
Vocabulary and Grammar
Sample Vocabulary:
- days of the week
- conversation class
- in-person
- online
- join
- free
- meet new friends
- register
- link
Sample Grammar:
- Abbreviations for days and months.
- Abbreviations used in time such as pm and am.
- Punctuation: exclamation marks.
Knowledge and Strategies
Textual and Functional Knowledge:
- Recognize layout of a webpage.
- Identify simple text features such as bold, capital letters, lowercase and large font.
- Scan to find a few, specific details.
- Use pictures to connect to text.
- Identify addresses, QR codes, links.
Sociolinguistic Knowledge:
- Background knowledge or experience using library services and/ or programs.
- The process for getting a library card.
- The availability of free registered and drop-in programs.
Activities and Tasks
Sample Skill-Building Activities:
- Elicit knowledge about and/ or experiences with using libraries in Canada or other countries.
- Locate and review a digital or paper-based library program page. Identify parts of the page and key textual features such as size, bold, colour, capital and lowercase letters and pictures.
- Match pictures with library program descriptions.
- Scan the library programs’ descriptions to find specific details such as name of the program, day, time, cost and so on.
- Post a variety of library program descriptions around the classroom or on an LMS or video conferencing tool and have learners identify which programs they would like to take and provide a reason.
- Create a short, simple instructor-made story on the topic, and have learners listen as the instructor reads, following with their finger. Have learners repeat after the instructor to match intonation and fluency. Finally, have learners read the story as a group, and then individually. These activities practice vocabulary in context, show relevancy of the language and improve fluency.
Sample Skill-Using Tasks:
- Read information about a citizenship class at a library from a simple social media post and find the day, time and location as well as who the class is for.
Sample Assessment Tasks:
- Read a digital or paper-based program description page for a conversation class at a local library and answer 7-8 questions to find details such as the days, times and location the class is offered and who the program is for.
Teaching Considerations
Cultural Considerations:
- Libraries are funded by municipal governments and offer programs and services to the community free or at a low cost. Learners should be aware that:
- They need a library card to access the programs and services and how to obtain a library card.
- Library staff are available to help patrons in-person and online.
- Most libraries have websites where patrons can access materials, register for courses and so on.
- Libraries are intended to be inclusive and serve all members of the community.
- Have learners compare and contrast library services in Canada and in other countries to develop intercultural awareness.
Digital Literacy Strategies:
Successful completion of some tasks may require some baseline digital knowledge and skills.
Learners may need to:
- Navigate and use webpages and/ or social media posts to get information.
- Navigate and use online learning management systems (LMS) such as Avenue.
Instructors can:
- Introduce web pages that are relevant to the task, such as those found on your local library website that feature programs offered to residents.
- Teach reading strategies such as skimming and scanning to find information on webpages.
Equity, Diversity, Inclusion and Indigenization Strategies:
Instructors can:
- Help learners become aware of the accessibility features and services for library patrons both in person and online.
- Use diverse representations of people in all your learning resources and images, including people who are 2SLGBTQIA+, Indigenous, Francophone and of other cultures, and people who have disabilities or who are neurodivergent.
Trauma-informed Strategies:
Possible Trauma Triggers:
- Recognize that not everyone will feel comfortable with the idea of meeting new people in a conversation class or other library program.
Strategies:
- Adapt tasks to meet “safer” people such as classmates or other teachers as needed.
- Create a safe and supportive classroom environment by establishing familiar routines, repeated activities, and model friendly and non-evaluative interactions; learners who have experienced trauma often benefit from having routine.
- Recognize and respect learners’ right to choose if, when and what they share about themselves and their routines.
Resources
Outings, Guest Speaker Suggestions, Extension Activities:
- Take a field trip to the local library to tour the library, obtain library cards and explore the materials, programs and services offered.
- Invite a representative from the local library to come to the class to talk about the programs and services the library offers.
- Have learners suggest ideas for other programs and services they’d like to see at their library.
- Have learners find a transit route from their home to the nearest library.
Realia:
- Authentic library webpages or other published materials featuring the programs and services offered in your community
- Other authentic or adapted program web pages from other organizations in the community
Units and Modules:
- Tutela: Ready English Accessible to Caregivers at Home (REACH): CLB 3/4 H5P Skill Building Activities, Libraries Unit 2: Use your Local Library (adapt for the CLB level you teach).
Lessons and Activities:
- Tutela: Assessment Task, Filling out an Application Form for a Library Card CLB 2
- Tutela: Assessment Task, Recording Library Programs onto a Family Calendar CLB 3 (adapt for the CLB level you teach)
- Tutela: Assessment Task, Reading about Library Programs CLB 3 (adapt for the CLB level you teach)
Multimedia:
Instructor Resources and References:
- Sample Conversation Class webpages from Canadian Libraries:
Detailed Sample Task
This exemplar is aligned with the Canadian Language Benchmarks (CLB) and is designed to guide and inform your lesson and module planning. Consult the Canadian Language Benchmarks English as a Second Language for Adults for detailed performance descriptors at this benchmark and skill.
The information in this document is not exhaustive and can be expanded on. As well, you can use more learner-friendly language in your materials and assessments.
This is NOT a lesson or module plan.
