Detailed Sample Task: EAL Literacy

CLB 2L - Reading
Comprehending Information

Global Citizenship

Real-World Task

Read information about getting an ID card.

Planning Context

Helpful Knowledge:

Present simple

Context:

ID cards can be helpful if you don’t have a driver’s license.
People often need to show identification when applying for services or doing business with different organizations. Sometimes two pieces of ID are required, and one may need to include a photo.
Learners should understand which forms of ID they should carry with them and which ones they should not carry for safety and privacy reasons.

Vocabulary and Grammar

Sample Vocabulary:

ID card
identification
driver’s license
passport
the location in your province or
territory where you can get an ID card, e.g. a Registry in Alberta, Access Nova Scotia, a ServiceOntario Centre,
and so on
fee
photo

Sample Grammar:

Imperative voice

Knowledge and Strategies

Textual and Functional Knowledge:

We use the imperative voice to give instructions.

Sociolinguistic Knowledge:

ID cards can be used as a proof of identity or age.

Activities and Tasks

Sample Skill-Building Activities:

Discuss as a class: What does ID mean? Brainstorm examples of identification cards, such as passports, driver’s licenses, PR cards, and ID cards.
Discuss as a class: What kind of information is on an ID card? Brainstorm name, photo, and address.
Hand out large samples of ID cards
from your own province or territory.
Have learners point to the name, address, and photo.
Discuss: What do you use an ID card for? Brainstorm examples of when you might use photo ID, like in signing up for utilities, picking up a package from the post office,
or entering a space that is only for adults.
Use TPR and vocabulary cards with words and photographs to practice the task vocabulary. Call out the word and have learners hold up the correct card. Play games such as Bingo or Go Fish with the vocabulary cards.
Have learners trace and copy their own personal identification information: name and address.
Give learners a template to fill in with their name and address. With their permission, include their photograph.
Play post office as a class. Have one learner play the role of the post office employee. Give them a stack of small empty boxes
to give as packages and write the names
of learners in the class on the boxes.
Have learners line up and present their identification (the template they filled in) to retrieve their packages. If possible, include something small in each package like a small piece of candy.
As a class, look at a website for your own province or territory that talks about getting an ID card. Have learners identify words on the website they can read. Summarize and discuss the steps in getting an ID card. Example:
- Write your name, address, and birthday on the ID form.
- Bring two pieces of ID, like a health card, passport, or birth certificate.
- Give the form and papers to the worker.
- Pay the fee.
Write the steps for getting an ID card on
the board. Show learners that instructions are given with just the action (i.e. in the imperative voice), and give some examples using simple classroom language like stand up, sit down, open the door, turn on the lights. Read the instructions to the class and then choral read and echo read the instructions.
Write words from the instructions onto large sticky notes and hand them out to learners. Have them place their sticky note over the matching word on the board.
Look at the word photo. Teach that <ph> usually makes an /f/ sound.

Sample Skill-Using Tasks:

Read a very simple message from a friend that tells you how to get an ID card. Answer simple comprehension questions.

Sample Assessment Tasks:

Read information about getting an ID card. Answer simple comprehension questions.

Teaching Considerations

Cultural Considerations:

Some people cover their face for religious or cultural reasons and this is okay. Sometimes, a worker may need to see your face to check your ID. You can show your face in a private space or to a woman worker, if you prefer.

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.
Read information from a screen.
Adjust volume on device.

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:

Help learners understand why ID cards can be useful to them in terms of accessing services and proving their identity.
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.

Trauma-informed Strategies:

Possible Trauma Triggers:

Some learners may not feel comfortable working with their own addresses. They may feel safer if they keep this information private.
If that is the case, let them use the address of your school or organization instead.
Learners who have experienced trauma may be triggered by official forms, especially learners who have been persecuted by their own governments or who have been forced to flee their homes and did not have official papers.
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 community walk, if possible, to a location near your school
or organization where you can get an ID card, such as a Registry, Access Nova Scotia, ServiceOntario Centre, and so on.
Practice filling in forms with personal information.
Look at sample ID cards and copy the name and address into a simple form.

Realia:

Websites for Registries, Access Nova Scotia offices,
ServiceOntario Centres, and so on
Sample ID cards

Units and Modules:

Lessons and Activities:

LINC 2 Classroom Activities (Not literacy but can be adapted)

A search of NLCG (nlcg.achev.ca) may provide additional tasks that can be adapted.

Multimedia:

Tutela: ESL Image Bank: Community