Detailed Sample Task: EAL Literacy

CLB 2L - Writing
Recording Information

Global Citizenship

Real-World Task

Copy information about French immigration in Canada.

Planning Context

Helpful Knowledge:

Present simple
Letter formation
Word spacing
Whole, round numbers 1-1,000

Context:

Many people immigrate to Québec, and many French speakers immigrate to other places in Canada.
Francophone culture is an important part of Canadian culture.

Vocabulary and Grammar

Sample Vocabulary:

Sample Grammar:

Capital letters for the first word of the sentence and for proper nouns
Period at the end of a sentence

Knowledge and Strategies

Textual and Functional Knowledge:

Informative texts usually begin with a statement about the topic, followed by examples or further details.

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 is immigration? Where do Newcomers to Canada come from? Make a list on the board of all the countries learners in the class are from.
Look at a large map of Canada. Split learners into small groups. Give each group the name of a province or territory on a large sticky note. Allow learners to use whatever resources they can to place their sticky note on the correct province/territory.
Repeat with a different colour of sticky notes and major Canadian cities.
Discuss as a class: What are the official languages of Canada? Where is English (mostly) spoken? Where is French (mostly) spoken? Which province is bilingual (New Brunswick)?
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.
Practice the consonant blend <fr>. Practice saying words with <fr>: French, Francophone, from, frog, frequent. Listen to your instructor say words and stand up if you hear a word that begins with <fr>. Listen to your instructor say words with <fr> and write them down. Compare your spelling with a partner and then, at the end, compare your spelling with the correct spelling.
Read a short story about French immigration in Canada. Read the story to learners and then choral read and echo read the story. Match vocabulary cards to words in the story.
Work with a partner to retell important facts from the story. As a class, brainstorm these facts on the board.
Work with a partner to answer comprehension questions about the story.
Copy words to complete sentences about French immigration based on what you learned in the story. Share your sentences with a partner. Use a checklist to check your own sentences and your partner’s sentences for capital letters and a period at the end.
Listen to information about French immigration and complete a cloze exercise.

Sample Skill-Using Tasks:

Copy information about all immigration in Canada.

Sample Assessment Tasks:

Copy information about French immigration in Canada.

Teaching Considerations

Cultural Considerations:

Francophone culture is an important part of Canadian culture, and there is a lot of immigration of French-speaking Newcomers to Canada, both to Québec and New Brunswick and to the rest of Canada. Many learners may speak French as a first or second language.

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:

Use a wide range of images to represent Francophone people in Canada, including people of different races, genders, ages, and abilities.
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:

Learners who have experienced trauma around leaving their countries, being stateless, or the process of immigration may be triggered by this discussion.
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:

Learn about how many Newcomers there are in Canada. Work with a partner to create a poster and share this information with your class.
Discuss as a class what it means for Canada to be multicultural.
Create a booklet about the cultures in your class. Each learner can complete sentences about themselves and their culture. Add photos (with learners’ permission) and share with another class.

Realia:

Maps
Flags

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: