Detailed Sample Task: Stage I
CLB 3 -Writing
Getting Things Done
Community and Recreation
Real-World Task
Fill out 12 to 15 items on an application form to register a child for a recreation program for BIPOC youth.
Planning Context
Helpful Knowledge:
- Recreation programs are available in many communities and offer various learning and recreational opportunities.
- Recognize basic Canadian address and phone format.
- Understand the purpose of forms.
- Clearly print basic information.
- Be able to state personal information like name spelling and phone number.
Context:
- Many recreation programs will ask you to share personal information so they can contact you if the class time changes, it is cancelled, or there is any other kind of change or problem. If you are registering for a program at a community centre or other school / city centre, it is usually safe to share your basic personal information.
- Many community centres may offer programming specifically for BIPOC youth. This programming creates safe spaces and includes resources that reflect real experiences. In addition this programming can include role models with shared backgrounds and can celebrate cultural heritage and language.
- 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.
Vocabulary and Grammar
Sample Vocabulary:
- first / last name
- email address
- phone number
- date of birth
- address
- optional
- check / checkbox
- required*
- emergency contact
- parent / guardian
Sample Grammar:
- Capitalization of proper nouns.
- Correct date format.
Knowledge and Strategies
Textual and Functional Knowledge:
- Begin to recognize the layout and different parts of standard forms
(such as heading, instructions,
and areas to complete). - Begin to recognize how to complete a checkbox or circle option on a form.
- Recognize the importance of writing legibly.
Sociolinguistic Knowledge:
- Begin to recognize Canadian conventions for sharing personal information.
Activities and Tasks
Sample Skill-Building Activities:
- Discuss as a class Who has been to a recreation centre? What did you do there?
If you haven’t been to a “rec centre”, what do you know about it? When you go to a class or activity at a rec centre, you need
to provide information. What do you think
it is? - Discuss recreation centres in Canada. Discuss why young people might like to take part in programs for BIPOC youth, including safe spaces, resources specifically designed for them and the inclusion of role models from BIPOC communities in the programs.
- Look at a picture of a person. Listen to an audio of them giving their basic personal information. Complete five sentences with missing words to describe the person’s information.
- Match vocabulary words about personal information to pictures.
- In pairs, practice asking your partner about a child, family member, or friend. What is their first name? What is their date of birth? What is their phone number? Who is their emergency contact? Who is their parent / guardian (if they are under 18).
- Incorporate phonics activities based on vocabulary words and other vocabulary related to the topic area.
- As a class, discuss the difference between required and optional information on a form. Include in the discussion that most likely
the form will not move forward or submit if required information is missing. Look at a simple blank online form. Find all the required sections. On a printed version of the form, highlight each information field that is “required”. - In pairs, look at an instructor-created resource of several simple forms that have been filled in, with one mistake in each form. Find each mistake and circle it.
- Listen to your instructor read five important dates in the LINC term such as the first day of class, the last day of class, days when class is cancelled and so on. Write down
the dates using the correct date format on
a handout next to the relevant event. - In pairs or groups, look at certain pages of
a local recreation centre or library guide highlighting various activities, groups or workshops. Identify those that may be for specific groups such as women, men, boys or girls, youth, BIPOC youth or other specific cultural groups. Present the programs to the rest of the class specifying the names of the program, who it is for and the dates and times.
Sample Skill-Using Tasks:
- Look at an instructor-created simple form for a community cooking class. On the form, there are 12 pieces of personal information. Each piece of information has a mistake in either the place it has been entered, the capitalization, or where the required information is blank. Using a blank form beneath, enter the information into the form correctly.
Sample Assessment Tasks:
- Fill out 12 to 15 items on an application form to register a child for a recreation program for BIPOC youth.
Teaching Considerations
Cultural Considerations:
- Some learners may experience changes to gender roles when they come to Canada. Perhaps gender roles have previously determined who completes forms and shares personal information. Address that in Canada, any parent or family member can complete their children’s forms. For some, this may be a welcome change, but for others it may be challenging. Address their concerns with sensitivity but teach that Canada is equitable and inclusive to people of all genders.
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
- 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.
- 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 2SLGBTQIA+, 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 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.
- Teach learners appropriate terms for people of different cultures, races, and ethnicities, including BIPOC, Black, and Indigenous.
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 have experienced discrimination, racism, homophobia, transphobia, misogyny or gender-based violence. Discussions of programming for BIPOC youth may be triggering: be aware that there may be learners who need help, but it may also provide some comfort and support.
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
- 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:
- Role play registering a child or other family member in person for a community program with a partner. Practice giving the personal information needed to fill in the registration form.
- Create a poster with information about how to register children in a summer camp which includes all the necessary information such as time, dates, cost, and so on.
- Complete simplified online forms to extend writing skills to include digital formats.
Realia:
- Simplified forms for local community centres or schools
- Simplified information about different programs at local community centres
Units and Modules:
Lessons and Activities:
- Tutela: Assessment Task: Filling Out an Application Form for Swimming Lessons (CLB 1)
- Tutela: Assessment Task: Filling out a Field Trip Form (CLB 2)
(Not the correct level but can be adapted.) - Tutela: Writing Assessment CLB 1/2 – IV. Sharing Information – Personal information questions (Not the correct level but can be adapted.)
- A search of NLCG (nlcg.achev.ca) may provide additional tasks that can be adapted.
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.
