Detailed Sample Task: Stage I

CLB 4 - Writing
Getting Things Done

Community and Recreation

Real-World Task

Write a short message to the local library to ask if they have or can order books in your language so you can teach your children.

Planning Context

Helpful Knowledge:

Vocabulary related to message formats such as email formats and written requests through website forms.
You can borrow books on a huge variety of topics at the local library. Anyone can get a library card. Library cards are free.

Context:

A public library is a free community service where people can:
- Borrow books, magazines, and DVDs
- Use computers and the internet
- Attend children’s programs and classes
- Request books in different languages
Libraries often order books if people request them.
Libraries often host community events and classes and provide learning opportunities.
Many libraries in Canada now have self-checkout stations that allow you to check out your materials by yourself.

Vocabulary and Grammar

Sample Vocabulary:

library / librarian
library card
borrow / return
request
order
language
bilingual
request
Polite email phrases: I would like to ask ..? Can you order ..? Do you have any books in ..?

Sample Grammar:

Modal verbs for polite requests

Knowledge and Strategies

Textual and Functional Knowledge:

Logical sequencing to get main ideas across.
Basic format and paragraph structure
Basic email writing conventions
(such as subject lines and opening / closing conventions)

Sociolinguistic Knowledge:

Activities and Tasks

Sample Skill-Building Activities:

Discuss as a class: Have you ever been to the local library? Do you have a library card? Do you ever take your children to the library? Have you attended any events at the library? Did you ever go to the library in other countries where you have lived? How are Canadian libraries different from other libraries you have been to?
Match vocabulary word cards with cards containing simple definitions. Copy words and definitions into a vocabulary journal or online learning resource.
In small groups learners take 3-4 of the vocabulary words and make sentences using the words.
In pairs, read an instructor-made paragraph about “How to request special orders at the library” and fill in the missing words using the items in the vocabulary list.
Review the grammar rules for how to use modal verbs to communicate in a polite manner. Practice using modal verbs in a role play with a partner to ask five questions at the local library. Change partners and practice your role plays together.
Read a sample instructor-made email
from a parent to a librarian requesting information about how to get a children’s library card. Underline the modal verbs, highlight the phrases that show a polite and respectful communication, and circle the opening and closing of the email.
Review the rules for punctuation, including some more complex punctuation such as apostrophes and semi-colons. Practice adding punctuation to a set of sentences about the library.
In pairs, correct the spelling, punctuation and capitalization errors in a paragraph about children’s programming at the library. Copy the corrected paragraph into a notebook or digital document.
Listen to a short phone conversation between a parent and librarian. Answer a short set of multiple choice questions about the main idea and entails of the conversation.
Read a transcript of the conversation above. Underline the words from the vocabulary list that are in the conversation.
Read an email from a family member explaining the great children’s books they saw at the library. The email has a number of mistakes in spelling, punctuation and in the opening / closing elements. With a partner, correct the mistakes and re-type the email into a digital format.
Read a short, instructor-adapted article about the benefits of reading with your child with missing words. The vocabulary words are listed at the side of the article; use these words to complete the gaps.

Sample Skill-Using Tasks:

Write an email to a classmate asking if they have a library card and questions about where the library is, what services they have and if they books in other languages. Use an appropriate subject line, as well as modal verbs to questions about the library.

Sample Assessment Tasks:

Write a short message to the local library to ask if they have or can order books in your language  so you can teach your children.

Teaching Considerations

Cultural Considerations:

Libraries in Canada are highly inclusive places and will lend materials on any subject to any person. They do not judge whether or not a person should borrow a material. Libraries are places where you can find information on a wide range of topics. You can also often borrow computers or other devices.
Libraries often have materials specifically for people who are learning English, including reading material for adults at a range
of levels.

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.
Type information to appear on screen
Send and receive text messages and messages on other texting apps.
Send and receive email messages
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 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.
Recognize that learners with disabilities and learners who are neurodivergent may need accommodations; when possible, help learners of all abilities understand their rights and the rights of their children.
Ensure that learners understand that libraries are inclusive places that will lend materials of any topic to any person. They will not share the information of what you borrow with anyone.

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.

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:

Visit a local library.
Arrange a tour of the school / organization library or a local library.
Invite a librarian to visit the class and share information about the library.
Prepare a poster presentation about the local library and present to learners from another class.
Visit the library to get library cards for those that don’t have one.

Realia:

Library cards
Library website
Books, movies, music CDs, and so on.

Units and Modules:

Tutela: REACH Unit: Libraries: Use Your Local Library CLB 3/4

Lessons and Activities:

Multimedia: