Detailed Sample Task: EAL Literacy

CLB FL - Writing

Equity, Diversity and Inclusion

Real-World Task

Write words to match images to identify a very common accommodation like glasses or a wheelchair.

Planning Context

Helpful Knowledge:

Lowercase and capital letters
Basic body parts: eyes, ears, arms, legs

Context:

Many people need accommodations to be able to learn.

Vocabulary and Grammar

Sample Vocabulary:

Sample Grammar:

Spacing between letters and words

Knowledge and Strategies

Textual and Functional Knowledge:

It is easiest to copy a word directly beneath the source.
Words are written in a straight line.

Sociolinguistic Knowledge:

It is okay to need accommodations to work or learn.

Activities and Tasks

Sample Skill-Building Activities:

Discuss as a class: where do you sit in class? Do you like to sit at the front or back of the class? Why do you like to sit where you sit? Is it by a friend? Do you like to sit where you can see or hear the instructor?
Sing Head and Shoulders (e.g. the first two minutes of this video: Head and Shoulders) to practice words for body parts.
Teach the words see, hear, and move. Practice a chant: I see with my eyes, I hear with my ears, I move with my legs. Have learners chant along and point to the matching body parts. Once learners are comfortable with the chant, leave blanks for learners to chime in: I ______ with my ______.
Practice tracking by lining up stones along lines, stringing beads, or braiding yarn.
Sing the Alphabet Song and practice the sounds of the alphabet with ABC Phonics Chant or Phonics Alphabet Song.
Incorporate phonics activities based on the vocabulary words and other vocabulary related to the topic.Read a very simple instructor-made story about a learner wearing glasses, e.g. Kate is learning English. Kate can’t see the teacher. Kate can’t see the board. Kate gets glasses. Now Kate can see! Read the story aloud and then choral read and echo read the story.
Trace and then copy the words see, hear, and move.
Discuss common accommodations as a class: what are glasses? What is a wheelchair? Look at pictures of glasses, wheelchairs, and hearing aids. Ask learners if they use glasses or wheelchairs or if they know anyone who does.
Trace and then copy the words glasses and wheelchair. Draw a line from the word to the correct picture.

Sample Skill-Using Tasks:

Copy words to match images to identify 2 very common accommodations. (Similar to assessment task. Only one of these tasks can be used in the portfolio.)

Sample Assessment Tasks:

Copy words to match images to identify very common accommodations like glasses or a wheelchair.

Teaching Considerations

Cultural Considerations:

Learners may not be aware that they have a right to accommodation in education and in most cases in the workplace. Teach learners that they can ask for what they need so they can learn best, such as sitting where they can hear and see the instructor.

Digital Literacy Strategies:

Successful completion of some tasks may require some baseline knowledge and digital 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.
Show learners that the size of an image on the screen can be adjusted.

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.
Some learners may not be able to get assessed for hearing or vision issues due to wait times or costs. Note learners who may struggle and try to make things easier for them by changing their seating in the class or providing some inexpensive reading glasses.
Learners who need glasses may qualify for free or subsidized eye care and glasses. There are different programs available in different provinces and territories.

Trauma-informed Strategies:

Possible Trauma Triggers:

Learners who have faced discrimination for a disability or for being neurodivergent may find this topic triggering. Help all learners to understand that Canada is an inclusive country and all people have the right to accommodation and the right to be included in education, the community, and the workplace.
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:

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:

Go for a walk around your school or organization and notice accommodations for people with disabilities, such as wheelchair ramps.

Realia:

Glasses, such as readers from the dollar store or old glasses that have been donated

Units and Modules:

Lessons and Activities:

Tutela (Archway): Personal Information: Alphabetic Focus: CLB 1L/2L (Not the right level but can be adapted)
Tutela (Archway): Items in the Classroom: CLB 1L/2L
Tutela: Norquest LINC Phonics Curriculum: CLB FL
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: