Detailed Sample Task: Stage I

CLB 4 - Reading
Getting Things Done

Global Citizenship

Real-World Task

Read information about replacing a stolen ID card.

Planning Context

Helpful Knowledge:

Basic vocabulary related to types of identification documents in Canada.
Knowledge of the importance of protecting your identification to avoid identity theft.

Context:

In Canada, identification documents are very important. They indicate your name, date of birth and will be needed to open
a bank account, access healthcare and other essential services. You may need photo identification or other government identification for a wide range of services including flying, picking up mail or signing a work contract.
When considering the loss of identification documents it is important
to emphasize the reporting of loss to avoid legal liability for misuse of the document or identity theft. You can get
a replacement for lost documents but it will require specific steps.

Vocabulary and Grammar

Sample Vocabulary:

ID card
driver’s licence / health card / Permanent Resident (PR) card
stolen / lost
replace / replacement
new card / old card
photo / picture
Identity theft
apply
fill out a form
fee / cost / money
bring / show / provide
wait / mail / pick up

Sample Grammar:

Modal verbs to express obligation
such as must, should, and may.

Coordinating conjunctions to form compound sentences such as and, but,
or and so on.

Knowledge and Strategies

Textual and Functional Knowledge:

Recognition of connective words and phrases to show additions, examples
and chronological sequences.
Textual clues to interpret the purpose
of a text.

Sociolinguistic Knowledge:

Formal and informal language

Activities and Tasks

Sample Skill-Building Activities:

Discuss as a class: What forms of identification do you have? What do you
use them for? Have you ever lost your ID cards / documents? Why do you have to be careful with your official ID cards? Have you heard of identity theft? What is it and who can be affected by it?
Review the meanings of the vocabulary
list items and complete sentences with vocabulary words. When you have completed the sentences, check your answers with a partner. Practice reading the sentences aloud, taking turns and then use the vocabulary words to write new sentences.
Review the grammar rules for modal verbs that express obligation, such as should, must, and might. Discuss the different strength of obligation in the meaning of the different modal verbs using examples from everyday life, such as You should brush your teeth everyday., and, Your children must attend school regularly. Now write sentences to a LINC classmate to give advice about protecting your ID or other cards.
Listen to an instructor-made audio if necessary, describing why safekeeping
of your ID documents is important. Answer some simple multiple choice questions about the listening. Now read a transcript
of the audio and underline all of the modal verbs; discuss how strong the recommendation is. Identify vocabulary words in the text.
Take jumbled sentences about everyday
life using modal verbs and put the words into the correct order so that the sentence makes sense.
Look at an infographic of the steps to replace a lost bank card. Practice scanning the document for key pieces of information and suggestions. Present 2-3 steps to replace your bank card to a partner.

In pairs, read a simple paragraph about identity theft and using a list of coordinating conjunctions, combine the simple sentences into compound sentences such as, “Some people may try to steal your identity. You can protect yourself.” Can be written in a more connected and natural way by writing, “Some people may try to steal your identity, but you can protect yourself.” Review as a class and discuss why using a variety of sentence types can enhance your writing.

Read a paragraph about ID cards in daily use, where all the modal verbs are missing. Working with a partner, write the correct modal verb into each sentence, such as You must report a lost ID card, You should keep your ID card in your wallet or You should not carry your passport with you everyday and so on.
Scan a bank website to look for steps for how to get a new bank card. Write down the verbs / modal verbs used in each of the steps such as “You can call or visit a local branch of the bank.” As a class, discuss the steps suggested on the website, with extra explanation from the instructor as needed. Close the website and write 2-3 sentences to explain how to get a new bank card using the verbs / modal verbs you noted down.

Sample Skill-Using Tasks:

Read information about five steps to apply for a bank card for your child who is turning 16. Complete a chart to show all of the steps you need to take.

Sample Assessment Tasks:

Read information about replacing a stolen ID card. Complete a table with some steps missing to describe how to replace the ID card.

Teaching Considerations

Cultural Considerations:

In Canada: reporting a lost / stolen ID is normal and safe. In some countries: reporting to police or government might feel unsafe, corrupt, or even dangerous. Learners may be hesitant to involve authorities. In Canada: multiple IDs exist (health card, PR card, driver’s licence, photo card), and replacing them is a routine process.
Prior experience in countries with less regulated systems may have learners expecting less than fair and standardized systems such as much higher fees, fines or even bribery.

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.
Use familiar apps, social media platforms and web pages.
Read information from a screen.
Scan online resources to find information.
Send and receive text messages and messages on other texting apps.
Send and receive email messages
Read formatted texts online, such as forms
Navigate and use online learning management systems (LMS) such as Avenue.
Recognize a phishing attempt of a scam message.
Evaluate online search results.
Open and read PDF attachments to email

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.
Teach reading strategies such as skimming and scanning to find information on websites.
Use digital tools such as translation or pronunciation tools to support language learning and foster autonomous learning.

Equity, Diversity, Inclusion and Indigenization Strategies:

Losing important documents can trigger anxiety, especially
for refugees who may have lost passports or ID in conflict / displacement. Instructors need to be sensitive; frame the activity as practical life skills, and avoid making it personal if learners choose not to share.
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.
Discussions of scams, fraud, and theft may be triggering for learners who have experienced trauma, especially those who have lost their homes, possessions, and / or money.

Strategies:

Give learners advance warning of this topic and be aware that there may be learners who require support.
Make space for learners to feel safe and recover from the experience of sharing their experiences of scams and fraud but do not require learners to share distressing personal experiences. Follow the activities which may make learners feel vulnerable with routine, predictable and comforting activities.
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
Giving learners the knowledge, skills and language to access resources can be empowering.

Resources

Outings, Guest Speaker Suggestions, Extension Activities:

Take a field trip to Service Canada or another service office to see the counters, forms, signage, and where to ask for help.
Invite a guest speaker from a community settlement agency to help explain specific steps for replacing stolen or lost ID.
Service Canada website scavenger hunt to promote scanning skills. Learners hunt for 4-5 key facts on the webpage, such as fees, replacement time and so on.

Realia:

Pamphlets / brochures from ServiceOntario / Service Canada (downloadable or free at offices).
Sample ID cards (laminated teaching copies of driver’s licence,
health card, PR card).
Police report forms (sample or simplified).
Website printouts (ServiceOntario / Service Canada “Replace your ID” page).
Fee charts (with dollar amounts).

Units and Modules:

Tutela (CCLB): CLB 3-4 Reporting a Lost or Stolen Bank/Credit Card
Tutela: Banking and Money CLB 3/4

Lessons and Activities:

Multimedia:

NorQuest College: WebSafe
Tutela: ESL Image Bank: Banking and Finance