Detailed Sample Task: Stage I
CLB 2 - Writing
Reproducing Information
Getting Around and Transportation
Real-World Task
Copy a location name, address and phone number into a text message or note to a friend to arrange to meet up at a Pride celebration event in the community.
Planning Context
Helpful Knowledge:
- Vocabulary related to addresses, phone numbers and date / time formats.
- Some basic knowledge of conventions for numbering and directions such as NW, SE and so on, in Canadian addresses.
Context:
- Canadian street addresses usually follow this order:
- House or unit number + street name
- The number comes before the street name.
- If there’s an apartment or unit: write Unit/Apartment number – Street number
- Some cities use NW, NE, SW, SE in their address system and these are important for finding the correct quadrant of the town / city, when applicable.
- This task reflects the intention to include all people in Canada in the themes. The language skills in this task could be applied to other contexts. It is not necessary to go into the specifics of Pride events in the lesson. It is enough to say that Pride is an important community inclusion event and that many other community-based events take place throughout the year.
Vocabulary and Grammar
Sample Vocabulary:
- Let’s meet
- Pride or other events that are relevant in the community at the time
- event
- place
- location
- address
- See you there!
Sample Grammar:
- Spelling and capitalization conventions
Knowledge and Strategies
Textual and Functional Knowledge:
- Use common text formats for specific purposes (such as a text message or address).
- Begin to recognize the layout and different parts of formatted texts.
Sociolinguistic Knowledge:
- Beginning ability to use spell-checking functions on a computer.
Activities and Tasks
Sample Skill-Building Activities:
- Discuss as a class: What local community events have you been to? Did you go with your family / friends? What did you do there? How did you get there? How did you hear about the event? Do you remember the date and time of the event? When you text a friend or family member about an event what information do you need to include?
- In small groups, match picture flashcards to vocabulary words, such as match the word location to an image of a pin on a map. Copy the words into a vocabulary notebook or digital vocabulary journal. The instructor reads a very simple definition of the words and learners hold up the correct image to match the definition. Then, the instructor reads the list of definitions again and learners hold up the correct words to match the definitions.
- Listen to a short instructor-made audio description of key information about an upcoming community event. Read a transcript of the description. Underline all of the vocabulary words in the transcript. Review the basic rules of capitalization and use of periods at the end of a sentence. Now, highlight the punctuation in the transcript.
- In pairs, read a very simple text message about a community event which has some key vocabulary words missing. Complete the description using the vocabulary words listed and compare the completed text with a partner. Take turns reading the text aloud.
- Incorporate phonics activities based on vocabulary words and other vocabulary related to the topic.
- Copy three sentences about a local community event into a digital document. As a class, look at one example of the copied text and discuss the presence of red or blue underlining to indicate an error. Share how to correct the error with help from the application. Review your own documents and attempt to use the spellcheck function.
- On a formatted document match words in the left column, such as address / place to the correct information, such as Prince’s Island Park on the right.
- Read 3 sentences about a local community event which have some errors of capitalization and end-sentence punctuation. Highlight the errors and then re-write the sentences with the correct punctuation.
- Look at an instructor-created simplified map of the local area. Look at a simple address and locate it on the map.
- Practice reading and writing own address and phone number, noting appropriate capitalization and writing conventions.
- Copy the name, address and phone number of some local businesses or services relevant to the learners.
- Look at several email invitations or short text messages inviting someone to different events and fill in a chart with the pertinent information.
Sample Skill-Using Tasks:
- Copy information about a multicultural event in the community onto the correct date on a calendar including the place and time of the event.
Sample Assessment Tasks:
- Copy a location name, address and phone number
into a text message or note to a friend to arrange to meet up at a Pride celebration event in the community.
Teaching Considerations
Cultural Considerations:
- Pride is a time for 2SLGBTQIA+ people to celebrate who they are and live openly without fear. It started as a response to discrimination, and today it reminds us of the progress made and the work still ahead. Pride brings together families, friends, and allies, creating a sense of belonging and showing that all identities are valued. It’s also a chance to learn about inclusion, respect, and diversity.
- Learners who are 2SLGBTQIA+ may have experienced discrimination in other countries or in Canada and may not feel safe discussing Pride.
- Never require learners to identify their gender or sexuality or to share their own stories or experiences if they do not want to.
Digital Literacy Strategies:
Learners may need to:
- Have keyboarding and typing skills.
- Locate, navigate and use websites.
- Use familiar apps, social media platforms and web pages.
- 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.
Trauma-informed Strategies:
Possible Trauma triggers:
- 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.
- Learners may be triggered by feeling like they are in dangerous
or risky situations such as going to new / unfamiliar places.
Strategies:
- Consider discussing strategies for safety when using public transportation to attend community events such as walking with a friend, phoning a friend before you leave and when you get home, staying in well-lit areas, and so on.
- 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
- Allow learners choice:
- 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:
- Visit a local Pride / multicultural event or festival such as a parade, community fair, or art exhibit.
- Go to the public library and look at community event boards or brochures.
- Invite a guest speaker from the library who can show learners how to find local event information
- Invite a settlement worker as a guest speaker to explain how Newcomers can join community events and why it is a good way to meet people.
- Role-play text messages: learners practice sending short notes to classmates with event info.
Realia:
- Flyers or posters from local Pride events (June is easiest).
- Community centre newsletters.
- Screenshots from event websites or Facebook pages.
- Transit maps / schedules to practice planning how to get to the event.
- Sample phone contacts list to copy in the name/address/number.
Units and Modules:
- Tutela (TCDSB): Home and Neighbourhood CLB 1/2
Lessons and Activities:
- Ellii: Transportation Simple Sentences CLB 2-4
- Tutela: Assessment Task: Listening to Addresses of Places in the Community (CLB 1) ().( Not the correct level but can be adapted.)
- A search of NLCG (nlcg.achev.ca) may provide additional tasks that can be adapted.
Multimedia:
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.
