Detailed Sample Task: Stage I

CLB 3 - Writing
Getting Things Done

Shopping

Real-World Task

Complete up to 15 items on a form to order several items from a grocery store including personal information,
the items and the quantities.

Planning Context

Helpful Knowledge:

Numbers 1-50
Vocabulary related to grocery shopping
Knowledge of personal information including name, address and telephone number
Basic knowledge of form structure and fields to be filled

Context:

In Canada, many people order items they need and want online, including grocery items.
Ordering online gives access to many items that may not be available locally or make shopping accessible for those who may not have the opportunities to get out shopping when needed.

Vocabulary and Grammar

Sample Vocabulary:

contact information- name, address and phone number
grocery items- rice, bread, milk, eggs, fruit, vegetables
number
bag
bottle
box
can
kilogram (kg)/ pound (lb)
item
quantity
total

Sample Grammar:

Countable and uncountable nouns- apples/ rice and so on
Numbers and quantities- 2 apples/ a bag of rice
Simple noun phrases- a bottle/ carton of milk, 3 boxes of cereal, a can of soup and so on

Knowledge and Strategies

Textual and Functional Knowledge:

Recognition of boxes and labels on forms and specific sections
Necessity of providing information clearly and accurately

Sociolinguistic Knowledge:

Grocery stores order forms may include unfamiliar foods or units
Quantities are written as numbers,
not words
It is important to print clearly (not use cursive).

Activities and Tasks

Sample Skill-Building Activities:

Discuss as a class: Where do you go shopping? What do you buy every week? Write answers on the board. Have you ever shopped online? What stores do you shop at? What do/ did you buy?
Discuss: Why do you think people shop online? What would be some advantages
of shopping online? What are some disadvantages? Discuss ways of mitigating some of the risks like ensuring that you shop on reputable sites, protecting your payment information and not entering your credit card too often on online sites.
Match picture flashcards showing vocabulary items with definitions of the terms. Then learners write on an additional set of cards the information related to themselves.
Listen to a short audio text of someone describing their grocery list, with quantities, and answer a set of multiple choice questions about the details of their description.
As a class, review a sample form. Identify where to write personal information, items and quantities.
In groups, play a game to see which team can identify sections of the form as the instructor calls them out.
In pairs, ask each other a set of questions that mimic the types of information asked for on a form, such as personal information, how many (X), and what vegetables/fruit/meat and so on. Take turns asking and responding to the questions.
Review the grammar rules for how to describe quantities of countable vs. uncountable grocery items. Practice forming simple questions using a gap fill activity.
In pairs, ask and answer questions about quantities.
Take jumbled sentences which include items and quantities and put the words in each sentence in the correct order.
On an online form, highlight the different parts of the form in different colours, such as yellow for name, blue for address,
green for items and so on.

Sample Skill-Using Tasks:

Write 3-4 simple sentences to describe what you need in groceries.
Write personal information onto a simplified form based on a simple text about a Newcomer making a grocery order.

Sample Assessment Tasks:

Complete up to 15 items on a form to order several items from a grocery store including personal information, the items and the quantities.

Teaching Considerations

Cultural Considerations:

In Canada, ordering online is a common activity. Learners may come from countries where online ordering is not available or not safe.

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.
Use familiar apps, social media platforms and web pages.
Type information to appear on screen
Complete formatted texts online, such as forms
Navigate and use online learning management systems (LMS) such as Avenue.
Use a search engine to find information

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.
Use digital tools such as translation or pronunciation tools to support language learning and foster autonomous learning.
Share knowledge and strategies to ensure online safety.
Refer learners to programs to improve their digital skills

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.
Filling in forms and dealing with authority can be triggering for learners who have experienced trauma, especially for learners who have been in unsafe situations or have been in a political regime.

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.
Make sure that learners are always aware of the purpose of the forms used in this activity and be ready to provide support if needed.

Resources

Outings, Guest Speaker Suggestions, Extension Activities:

Visit a local grocery store and do a scavenger hunt for various items, using quantities and uncountable and countable nouns.
Invite another learner that frequently shops online as a guest speaker to provide a simple introduction to shopping online and their experience and advice.
Give informal presentations: “What I bought this week” to share what learners bought, whether online or in person, practicing the names of items and quantities.
Fill out other forms that may be applicable to daily life to practice personal information, and ensure accurate and clear information.

Realia:

Authentic online order forms from local grocery stores.
Flashcards for vocabulary items
Grocery store flyers to practice names of grocery store items and quantities
Application forms in a variety of languages.

Units and Modules:

Tutela (Norquest): LINC Works: Application Forms: CLB 3
Tutela (CCLB): Shopping for Groceries CLB 3/4 Module
Tutela (REACH): Talk About Food Preferences and Restrictions
CLB 3/4
Tutela (OCDSB): Let’s Go Shopping for Food CLB 2/3
Tutela (CCLB): Getting Around the City- Blended Module CLB 3/4

Lessons and Activities:

LINC 3 Classroom Activities
Tutela: Farmers Markets CLB 3L ( Not CLB 3 but can be adapted)
A search of NLCG ( nlcg.achev.ca) may provide additional tasks that can be adapted.

Multimedia