Detailed Sample Task: Stage I

CLB 4 - Writing
Getting Things Done

Equity, Diversity and Inclusion

Real-World Task

Describe in a paragraph what you need in class to support you in being a good language learner.

Planning Context

Helpful Knowledge:

Vocabulary related to education and being in classes and some basic vocabulary related to neurodivergent learners.
Knowledge of typical communication between instructors and learners, as well as language for making polite requests.
Basic punctuation
Present simple

Context:

In Canada, everyone has the right to express their needs in schools and programs.
Learners in classes need to communicate their needs in their classes to their instructors, tutors, volunteers or other program staff. This will help with learning and reaching their goals.
People learn in different ways because they have different strengths, backgrounds, languages, and experiences. Instructors support learning best by using varied strategies such as a variety of activities, visuals, discussion, practice, and repetition. With different methods all learners can access and understand the lesson.
Common forms of neurodivergence include ADHD and autism. Approximately 1 in 50 people in Canada have autism and 1 in 21 have ADHD. Some people have both autism and ADHD.
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:

Sample Grammar:

Need plus infinitive: I need to wear headphones to concentrate.
Simple subordinating conjunctions such as because.
Adverbs of frequency words such as often, sometimes.

Knowledge and Strategies

Textual and Functional Knowledge:

Logical sequencing to get main ideas across.
Basic format and paragraph structure
Simple connectors such as and, also, because
Connective words and phrases within and between sentences to indicate addition and sequence.

Strategic Competence:

Beginning ability to use resources such as dictionaries and spell checking functions on the computer.
We use polite and respectful language when explaining our needs.

Activities and Tasks

Sample Skill-Building Activities:

Discuss as a class: Have you been to
other classes in Canada? Was it a good experience? Have you ever asked your teacher for help? What do some students need help with in class? Elicit ideas such as troubles hearing or seeing, teachers talking too fast, the pace moving too quickly and so on. Does everybody in a class learn in the same way? Discuss different ways of learning and how some learners are neurodivergent and their brains work differently. What helps you to learn better in class? What is difficult for you? How does your experience of being in class in Canada compare to experiences of education in other countries where you have lived?
Match vocabulary word cards with cards containing simple definitions. Copy words and definitions into a vocabulary journal or online learning resource.
In pairs, read an instructor-made paragraph about ‘Make the most of your LINC classes.’ 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 make five suggestions about how they could practice their English skills outside class time (such as, “You could make flashcards to practice vocabulary while you are on the bus.”)
With your partner, decide the best five suggestions and write those in a simple list.
Read a sample instructor-made message from a student to a teacher requesting a change in the classroom, such as to change seats because they can’t see the board or for the teacher to speak more slowly. Underline the verbs describing need, highlight the phrases that show a polite and respectful communication, and circle the main idea and the supporting details.
Read and analyze a model paragraph on a related topic. In small groups, learners respond to questions with a discussion about what the main ideas of the paragraph are, and where those ideas appear in the order of the paragraph; what details are included in the paragraph; what examples are used in the paragraph; how the paragraph is ended.
Listen to a short phone conversation between two students in a LINC class. Answer a short set of multiple choice questions about the main idea and details of the conversation.
Read a transcript of the conversation above. Underline the words from the vocabulary list that are in the conversation. Answer some comprehension questions about what they need to be good learners in class. Find out why they need the support. Make sentences using because.
In pairs, share five important things that you need in a class to learn best. Try to use connectors when you are speaking. Share with a new partner. Each learner shares one thing they need to learn in a class with the whole class.
Read a paragraph about a learner who is telling their teacher what they need to learn in the classroom. The paragraph has a number of mistakes in spelling, punctuation and in the supporting details. With a partner, correct the mistakes and re-type the paragraph into a digital format.
Read a short, instructor-adapted article about diverse learning needs with missing words. The vocabulary words are listed at the side of the article; use these words to complete the gaps.
Review the use of common cohesion linking words such as also, and, too and so on. Discuss how these words can help to organize ideas in a paragraph and to make it easier for the reader to follow the writing. In pairs, add missing cohesion links into a paragraph with these words removed.
Practice brainstorming and mind mapping to help generate ideas before writing. Create a mind map of what topics you want to include in your paragraph. Share your mind map with a partner and explain the different parts of the diagram and what you will write about for each part.
Complete sentence gap fills to begin
writing about the topic, such as “I need ____________ to learn English.” or “I like to study at ______________.”, and so on.
Copy a short paragraph about “Tips for effective studying” into a digital document. As a class, look at one example of the copied text and discuss the presence of
red or blue underlining to indicate an error. Share how to correct the error with help from the application. Review your own document and attempt to use the spellcheck function.

Sample Skill-Using Tasks:

Write a short paragraph about your English class. Use an appropriate subject line, as well as some supporting details. Remember to edit your paragraph.

Sample Assessment Tasks:

Describe in a paragraph what you
need in class to support you in being a
good language learner.

Teaching Considerations

Cultural Considerations:

In some cultures, roles of learners and instructors may be different to those in Canada. Instructors may be seen as unapproachable and authority figures. Learners may not realize that in Canada they are welcome and even expected to ask questions, share concerns, ask for support or request meetings.
In some cultures, talking about learning differences may carry stigma or shame. Learners may be unsure about how to talk about their needs or may want to avoid being stigmatized or labelled. Emphasize that in Canada, neurodivergence is not a negative word, rather a word to describe difference.
By making study habits visible and intentional, instructors help learners build confidence and independence over time. Ultimately, explicit instruction in study skills supports stronger academic outcomes and prepares learners for lifelong language learning.
Many learners are balancing many roles as learner, parent, employee, caregiver and so on. It is important to be understanding of these different pressures in a way that is fair to everyone and minimizes disruptions to learning for everyone.

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:

Recognize that learners with disabilities and those who are neurodivergent may need accommodations at school. Help learners understand their rights in the education system.
Teach learners that people of all abilities have the right
to accommodation. Accommodation supports learners
to learn more easily.
Race, national or ethnic origin, colour, religion, age, sex, sexual orientation, gender identity or expression, marital status, family status, genetic characteristics and disability are all protected grounds under the Canadian Human Rights Act.
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:

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.
Dealing with authority, such as instructors and principals can be triggering for learners who have experienced trauma, especially for learners who have been in unsafe situations or have been in a political regime.

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:

Take a field trip to a resource centre to learn more about supports in education.
Invite a guest speaker from a local school to talk about the benefits of accommodations when learning.
Take a field trip to a local library to look at resource books or books specifically related to understanding neurodivergence.
Invite someone who is neurodivergent to come and talk about their experiences with learning and what they needed / need to be successful.

Realia:

LINC websites with online information about learning English.
Websites / screenshots of webpages showing different approaches to language learning.
Posters for effective study habits.
Sample paragraphs as models for writing

Units and Modules:

Tutela: CCLB: Communicating with a Child’s School CLB 3-4

Lessons and Activities:

Multimedia:

Tutela: ESL Image Bank: Education