Detailed Sample Task: EAL Literacy

CLB FL-Writing

Equity, Diversity and Inclusion

Real-World Task

Read a familiar word or symbol (such as an arrow, the Pride flag, or the word “park”) on a sign to locate a Pride event at your school.

Planning Context

Helpful Knowledge:

Months of the year
Straight lines and curves
Letter formation: lowercase and capital letters
Left-to-right directionality

Context:

Canada is an inclusive country.
June is Pride Month in Canada, and there are many community events celebrating 2SLGBTQIA+ lives.

Vocabulary and Grammar

Sample Vocabulary:

love
pride
marry
flag
rainbow
park
party
colour words: red, orange, yellow, etc.

Sample Grammar:

Spaces between words

Knowledge and Strategies

Textual and Functional Knowledge:

The letters in a word each make a different sound.
Posters or signs are read from top to bottom.

Sociolinguistic Knowledge:

Pride events are inclusive and are open to everyone.

Activities and Tasks

Sample Skill-Building Activities:

Discuss as a class: June is Pride Month in Canada. Pride Month is a celebration of love and of being who you are. You might explain Pride Month at this level by explaining that in Canada, anyone (who is an adult) can marry anyone. Explain that there are many parades and parties during Pride Month.
Use large, clear photographs to learn vocabulary words such as love, pride, marry, flag, rainbow, park, and party.
Practice forming the letter p using air writing, a sand tray, and a pencil. Trace the letter and then practice writing it on your own.
Look at the words pride, park, and party. Have learners circle the p in these words.
Give each learner a small paper flag, such as a Pride flag or a Canadian flag. Read out a few short, familiar words. Have learners raise their flag when they hear words that start with p.
Read a very simple story about a Pride event.
Listen to a very simple dialogue: Are you going to the Pride party? Yes. Where is it? At the park.
Use crayons, markers, or pencil crayons to colour in a rainbow.
Copy vocabulary words.
Lay two sets of word cards with vocabulary words. Have learners work with a partner to find the pairs.

Sample Skill-Using Tasks:

Read a familiar word or symbol on a very simple poster for a Pride event. Respond to the instructor’s question (e.g. Can you find “park?”) by pointing to the correct word or symbol.

Sample Assessment Tasks:

Read a familiar word or symbol (such as an arrow, the Pride flag, or the word “park”) on a sign to locate a Pride event at your school. Tell the instructor orally what it means or respond to the instructor’s question by pointing to the correct symbol or word.

Teaching Considerations

Cultural Considerations:

Some learners may have different views. You can be sensitive to their differing opinions, but all learners benefit from EDI, and all learners have the right to an inclusive and equitable learning environment.
Race, national or ethnic origin, colour, religion, age, sex, sexual orientation, gender identity or expression, marital status, family status, genetic characteristics and disability are all protected grounds under the Canadian Human Rights Act.
Some learners may have lived in places where any form of homosexuality is illegal. Make sure all learners understand their rights in Canada, but recognize that 2SLGBTQIA+ learners may not feel safe to be open about their gender or sexuality. Never require learners to state their sexuality or gender.

Digital Literacy Strategies:

Successful completion of some tasks may require some baseline digital knowledge and skills.

Learners may need to:

Have keyboarding and typing skills.
Locate, navigate and use websites.
Type information to appear on screen.

Instructors can:

Dedicate time to improve digital literacy for learners.
Make and/ or adapt digital materials.
Introduce websites that are relevant to the task(s).
Support learners in finding, navigating and using websites.

Equity, Diversity, Inclusion and Indigenization Strategies:

Use diverse representations of people in all your learning resources and images, including people who are 2SLGBTQ+, Indigenous, Francophone and of other cultures, and people who have disabilities or who are neurodivergent. Consider this diversity as you choose names for characters in stories you create as well.
Be factual about laws and rights in Canada. All people have the right to no discrimination, and sex, sexual orientation, and gender expression are all protected grounds under the Canadian Charter of Rights and Freedoms.

Trauma-informed Strategies:

Possible Trauma Triggers:

Learners who have experienced discrimination because of their gender, sexual orientation, or gender expression may be triggered by this topic. Be aware and support learners as needed.
Learners who have been forced to marry may be triggered by this discussion. Look out for learners who need extra support.
When teaching about Canada, you may teach about things that are triggering to learners who have experienced trauma. We can’t know what the triggers might be and what seems commonplace to us may have a triggering component for learners. Be aware of this and be prepared to support learners as needed.

Strategies:

Never require learners to identify their gender or sexuality or to share their own stories or experiences if they do not want to.
Give learners advance warning of this topic and be aware that there may be learners who require support.
Learners who have experienced trauma often benefit from having routine. Create a safe and supportive classroom environment by establishing familiar routines, repeated activities, and model friendly and non-evaluative interactions.
Learners will benefit from positive relationships established in the classroom with the instructor and peers.
Learners who have experienced trauma benefit from having choices.
- Allow learners choice:
  - the choice to work on a different topic
  - the choice to share or not share their own experiences
  - the choice to work alone or to work with others
  - the choice to take care of themselves
  - the choice to step out of the learning environment
When learners have shared personal distressing or traumatic experiences, make space for learners to feel safe and recover from the experience of sharing their experiences. Follow the activities which may make learners feel vulnerable with routine, predictable and comforting activities.
Giving learners the knowledge, skills and language to access resources can be empowering.

Resources

Outings, Guest Speaker Suggestions, Extension Activities:

Look up Pride events in your area.
Find a Pride crosswalk in your area.
Find local businesses that have a Pride flag or sticker in the window.

Realia:

Websites about Pride events
Pamphlets, posters, or flyers about Pride events or 2SLGBTQIA+ organizations
Pride flags

Units and Modules:

LINC 1 Activities: Family and Relationships (p. 327-366) (Not the right level but can be adapted)

Lessons and Activities:

Tutela: Writing Family Members: CLB FL/1L
Tutela: Norquest LINC Phonics Curriculum: CLB FL
Tutela: Foundation L-CLB 2L Phonics Curriculum
The Literacy Centre of Expertise at TIES: Adults Learn to Print
The Literacy Centre of Expertise at TIES: Reading Skills Stories
A search of NLCG (nlcg.achev.ca) may provide additional tasks that can be adapted.

Multimedia:

Tutela: ESL Image Bank: Community