EAL Literacy:
Canada
This theme focuses on language skills and cultural knowledge around geography, history, culture, government, and daily life that are helpful for integrating into Canadian society.
Choose a CLB level by clicking below to access information about Real-World Tasks and Detailed Sample Tasks for this theme.
Helpful Hint
You would benefit from familiarity with Literacy Learner Considerations for each level as you navigate the Sample Real-World Tasks below.
Listening
CLB Foundation L
Listen to 2-3 words about inclusion in your classroom like equal, respect and inclusion.
Comprehending Information
Understand very simple information about highly familiar, concrete topics.
- Identifies a few obvious factual details, such as numbers, letters, time and dates.
- Identifies a few key words and short expressions related to immediate needs.
Listen to 2-3 single word instructions for how to grow tomatoes (such as plant, water, pick).
Comprehending Instructions
Understand very short, simple instructions, commands and requests related to immediate needs.
- Identifies words or phrases that indicate positive or negative commands.
- Indicates comprehension with appropriate verbal or non-verbal requests.
Listen to 2-3 words of a short, simplified 1-day weather forecast for your town/ city.
Comprehending Information
Understand very simple information about highly familiar, concrete topics.
- Identifies a few obvious factual details, such as numbers, letters, times and dates.
- Identifies a few key words and short expressions related to immediate needs.
CLB 1L
Listen to 2-3 words about inclusion in your classroom like equal, respect and inclusion.
Comprehending Information
Understand very simple information about highly familiar, concrete topics.
- Identifies a few obvious factual details, such as numbers, letters, time and dates.
- Identifies a few key words and short expressions related to immediate needs.
Listen to a few phrases of a short, simplified 1-day weather forecast for your town/ city and answer 1 or 2 questions about the type of weather.
Comprehending Information
Understand very simple information about highly familiar, concrete topics.
- Identifies a few obvious factual details, such as numbers, letters, times and dates.
- Identifies a few key words and short expressions related to immediate needs.
Listen to 4-5 single word instructions for how to grow tomatoes (such as plant, water, pick).
Comprehending Instructions
Understand very short, simple instructions, commands and requests related to immediate needs.
- Identifies words or phrases that indicate positive or negative commands.
- Indicates comprehension with appropriate verbal or non-verbal requests.
CLB 2L
Listen to 2-3 sentences about inclusion at your school.
Comprehending Information
Understand simple information about familiar, concrete topics.
- Identifies simple factual details, such as numbers, letters, time, place, key words and expressions.
- Identifies words related to personal identification information.
Listen to short, simple instructions of a couple sentences for how to plant a maple tree or a birch tree.
Comprehending Instructions
Understand short, simple common instructions, commands, requests and directions related to immediate needs.
- Identifies words or phrases that indicate positive or negative commands.
- Responds verbally or with actions.
CLB 3L
Listen to a few short sentences about inclusion in the Canadian workforce, including specific groups and people with disabilities.
Comprehending Information
Understand short descriptive narrative communication on topics of personal relevance.
- Gets the gist.
- Identifies factual details, key words and expressions as required.
Listen to a few simple instructions for how to plant native plants in your garden or in a pot.
Comprehending Instructions
Understand instructions and directions related to familiar, everyday situations of immediate personal relevance.
- Identifies basic connectors related to time (now, then, before, after) and place (this, that, here, there).
- Responds with correct actions to instructions
CLB 4L
Listen to up to 10 sentences about equity, diversity and inclusion in Canada, including rights and freedoms of different marginalized groups.
Comprehending Information
Understand short descriptive narrative communication on topics of personal relevance.
- Gets the gist.
- Identifies factual details, some implied meanings, key words and expressions.
Listen to simple instructions for how to tap sugar maple trees.
Comprehending Instructions
Understand short descriptive or narrative communication on topics of personal relevance.
- Identifies words and phrases that indicate movement, location, manner, frequency and duration.
- Recognizes and identifies correct sequence of steps.
Listen to up to 10 sentences about equity, diversity and inclusion in Canada, including rights and freedoms of different marginalized groups.
Comprehending Information
Understand short descriptive narrative communication on topics of personal relevance.
- Gets the gist.
- Identifies factual details, some implied meanings, key words and expressions.
Speaking
CLB Foundation L
Introduce yourself to someone who was born in Canada and ask them where they are from.
Interacting with Others
Use and respond to basic courtesy formulas and greetings.
- Responds appropriately to common greetings, introductions, and leave-takings.
- Uses acceptable gestures and body language when making requests.
Say where you buy your favourite foods.
Sharing Information
Give basic personal information in response to direct questions from a supportive listener.
- Answers simple questions about personal information.
- Speaks in isolated words or strings of 2 to 3 words.
CLB 1L
Introduce yourself to someone who was born in Canada and ask them where they are from.
Interacting with Others
Use and respond to basic courtesy formulas and greetings.
- Responds appropriately to common greetings, introductions, and leave-takings.
- Uses acceptable gestures and body language when making requests.
Say where you buy your favourite foods.
Sharing Information
Give basic personal information in response to direct questions from a supportive listener.
- Answers simple questions about personal information.
- Speaks in isolated words or strings of 2 to 3 words.
CLB 2L
Introduce yourself to someone who was born in Canada and talk to them about the weather.
Interacting with Others
Use and respond to courtesy formulas and greetings.
- Opens a short conversation.
- Indicates communication problems verbally, if needed.
In 2 or 3 short phrases, explain how to make a very simple, easy dish that you like to eat in Canada.
Giving Instructions
Give short, simple, common, routine instructions to a familiar person.
Instructions are short phrases or imperative sentences.
- Uses imperative forms, memorized stock expressions, and appropriate courtesy words (such as please).
- Gives both positive and negative commands.
CLB 3L
Introduce yourself to someone who was born in Canada and ask them about their favourite place in Canada.
Interacting with Others
Use a range of courtesy formulas and greetings in very short, casual, face-to-face interactions.
- Responds appropriately in short routine exchanges.
- Initiates and responds appropriately in short routine exchanges about self and another person.
In 2-3 steps explain how to make a simple dish that you eat in Canada.
Giving Instructions
Give simple, common, routine instructions and directions to a familiar person. Instructions are about 2 to 3 steps.
- Uses appropriate courtesy forms and structures.
- Expresses movement and location.
CLB 4L
Introduce yourself to someone who was born in Canada and make small talk about their experiences living in your community.
Interacting with Others
Participate in short, very simple phone calls.
- Asks and responds to routine questions.
- Uses a range of small talk phrases and expressions.
In 4-5 steps, explain how to make your favourite thing to eat in Canada.
Giving Instructions
Give a set of simple, common, routine instructions and directions to a familiar person. Instructions are about 4 to 5 steps.
- Uses appropriate courtesy forms and structures.
- Expresses movement and location.
Reading
CLB Foundation L
Read 2 or 3 highly familiar words in a very short message from a Francophone Canadian friend, saying where they are from.
Read place names for your own city/ town and your own province in Canada.
CLB 1L
Read a very short, very simple message from a Francophone Canadian friend saying where they are from in Canada.
Interacting with Others
Understand short greetings and simple goodwill messages.
- Locates dates, times, addresses and phone numbers.
- Locates specific words and phrases.
Read a simple sentence about your own province in Canada.
Getting Things Done
Get information from very short, simple, common formatted texts.
- Identifies numbers and familiar words.
CLB 2L
Read a short, simple message from a Francophone Canadian friend saying 1 to 2 things about their community.
Interacting with Others
Understand short greetings and other goodwill messages.
- Finds a few simple details.
- Gets the gist.
Read a very simple description of a few sentences about your own province.
Getting Things Done
Get basic information from short, simple business or service notices.
- Scans text to find specific details.
CLB 3L
Read a short letter or email from a Francophone Canadian friend describing several things about their community.
Interacting with Others
Understand short, personal social messages within predictable contexts of daily experience.
- Gets the gist.
- Identifies some specific details and information (such as sender, date and response required).
Read a short description about a city in a different region of Canada from a travel magazine.
Getting Things Done
Get information from simple, formatted texts.
- Identifies layout and specific information.
- Scans formatted text to find specific information.
CLB 4L
Read a letter or an email from a Francophone Canadian friend describing the region in Canada where they grew up.
Interacting with Others
Understand simple personal social messages within predictable contexts of daily experience.
- Gets the gist.
- Identifies specific important details (such as sender, date and response required)
Read a travel brochure about a Canadian city in a different region of Canada.
Getting Things Done
Get information from simple, formatted texts.
- Identifies layout and specific information.
- Compares facts and information to make choices.
Writing
CLB Foundation L
Write 2 to 3 highly familiar words to complete a very simple, very short guided text about the local Indigenous nation closest to you.
Write 3 personal identification items to complete a highly simplified form to register for a utilities provider.
CLB 1L
Write 2 to 3 highly familiar words to complete a very simple, very short guided text about the local Indigenous nation closest to you.
Sharing Information
Writes a few words to complete a short, guided text or answer simple questions to describe a personal situation.
- Writes a few personal and familiar details.
- Writes legibly.
Complete up to 5 items on a very simple form to register for a utilities provider.
Getting Things Done
Complete very short, simple or simplified forms that require only basic personal identification information. Forms contain up to about 5 personal identification items and have clear labels and areas in which to write.
- Includes the required basic information.
- Write basic information in appropriate sections.
CLB 2L
Write a few words to complete a short guided text about the local Indigenous nation closest to you.
Sharing Information
Write a few words to complete a short, guided text or answer simple questions to describe a personal situation.
- Follows some spelling and punctuation conventions.
- Writes legibly.
Complete up to 10 items on a simplified form to apply for an identification card in Canada.
Getting Things Done
Complete short, simple or simplified forms that require only basic personal identification or familiar information. Forms contain up to about 10 personal identification or familiar information.
- Includes the required basic information.
- Follows standard conventions for capitalization and punctuation.
CLB 3L
Write a few sentences to describe something you have learned about a local Indigenous nation close to you.
Sharing Information
Write a few sentences to describe a familiar person, object, place, situation or event.
- Uses a few connected sentences.
- Provides adequate descriptions, though a reader may have some difficulty following the message.
Copy the ingredients and several steps in a short, simple recipe for a traditional Canadian holiday dish.
Reproducing Information
Copy or record a range of information from short texts for personal use.
- Copies or records letters, numbers and words with no major omissions.
- Copies text legibly, causing only slight uncertainty in decoding for the reader.
Complete up to 15 items on a form to apply for a housing subsidy in Canada.
Getting Things Done
Complete short, simple forms that require basic, personal identification or familiar information. Forms contain about 12 to 15 items and have clear labels and areas in which to write.
- Includes the required basic information with no major omissions.
- Follows standard conventions for capitalization and punctuation.
CLB 4L
Write a paragraph to describe what you have learned about a local Indigenous nation close to you.
Sharing Information
Write a short paragraph to describe a familiar situation, event, personal experience or future plan.
- Ues basic paragraph structure.
- Conveys main ideas and supports them with some detail.
Complete up to 20 items on a form to apply for a tax credit in Canada.
Getting Things Done
Complete simple forms that require basic, personal identification or familiar information. Forms contain 15 to 20 items and have clear labels and areas in which to write.
- Includes the required basic information with no major omissions.
- Follows appropriate conventions for capitalization and punctuation.
Complete up to 15-20 items on a Canada census form or similar data collection form. Find and complete the gender identity categories.
Getting Things Done
Complete simple forms that require basic personal or familiar information and some responses to simple questions.
- Follows appropriate conventions for addresses, telephone numbers, etc.
- Follows most spelling conventions.
Literacy Learner Considerations
CLB FL Literacy Learner Considerations
Listening and Speaking
For listening and speaking, Foundation L learners vary in their abilities. It is important for them to build oral language related to the task or theme. This will help them understand the structure of the language, cultural-specific ways of communication, and to recognize the same language in print.
Reading
To prepare for CLB 1L reading tasks, Foundation L learners can work towards foundation reading skills, in the context of real-world tasks, such as:
- developing oral vocabulary related to the task or text
- recognizing letters of the alphabet
- connecting letters and corresponding sounds
- attending to first sound when learning new oral vocabulary
- attending to the first letter and corresponding sound when locating a familiar word
- recognizing numbers 1-10
- recognizing date and date of birth formats
- recognizing their own name in print
- recognizing a few common sight words related to the task
Writing
To prepare for CLB 1L writing tasks, Foundation L learners can work towards foundational writing skills, in the context of real world tasks, such as:
- developing oral vocabulary related to the task or text
- gripping a pen or pencil effectively
- forming the letters of own name legibly, and orally spelling own name
- using letter counting to check accuracy while copying
- forming capital and lowercase letters from a model
- creating a reference card with personal identification information
- forming numbers 1-10
- tracing and copying words
- labeling a picture or diagram
- filling in missing first letter of a dictated familiar word related to the task
- attending to the first sound when attempting to write words
CLB 1L Literacy Learner Considerations
Listening and Speaking
1L learners are meeting the requirements of CLB 1 in listening and speaking. It is important for 1L learners to develop all new languages orally first so that it is familiar to them when they learn to recognize it in print. Listening and speaking should be taught and assessed orally and not through the skills of reading and writing. There is a focus on learning basic and immediately relevant vocabulary and beginning to learn the sounds of the language, including the ability to break words into sounds and to blend sounds into words.
Reading
To be successful in 1L reading tasks, 1L learners can work towards the development of reading skills in the context of real-world tasks, such as:
- developing oral vocabulary related to the task
- recognizing that letters have distinct sounds
- connecting letters to sounds
- reading own name and recognizing own address and personal information
- developing first sight words
Writing
To be successful in 1L writing tasks, 1L learners can work towards the development of writing skills in the context of real-world tasks, such as:
- developing oral vocabulary related to the task
- forming lowercase and uppercase letters
- identifying the first sound and some others sounds in a familiar word
- copying words
- writing own name and personal information
CLB 2L Literacy Learner Considerations
Listening and Speaking
2L learners are meeting the requirements of CLB 2 in listening and speaking. It is important for 2L learners to develop all new languages orally first so that it is familiar to them when they learn to recognize it in print. Listening and speaking should be taught and assessed orally and not through the skills of reading and writing. There is a focus on increasing basic, immediately relevant vocabulary and learning the sounds of the language, along with the ability to break words into sounds and to blend sounds into words.
Reading
To be successful in 2L reading tasks, 2L learners can work towards the development of reading skills in the context of real-world tasks, such as:
- developing oral vocabulary related to the task
- using short vowel sounds to differentiate between a few short, highly familiar words
- beginning to blend sounds to read very simple words
- recognizing familiar repeated sentence stems
- developing some very basic sight words
Writing
To be successful in 2L writing tasks, 2L learners can work towards the development of writing skills in the context of real-world tasks, such as:
- developing oral vocabulary related to the task
- using a mature grip on a pencil or pen
- forming all letters and numbers with increasingly consistent size
- filling in missing initial and final sounds of dictated familiar words
- spelling own name and a small set of short, familiar function words from memory
CLB 3L Literacy Learner Considerations
Listening and Speaking
3L learners are meeting the requirements of CLB 3 in listening and speaking. It is important for 3L learners to develop all new languages orally first so that it is familiar to them when they encounter it in print. Listening and speaking should be taught and assessed orally and not through the skills of reading and writing. There is a focus on widening basic vocabulary and learning grammatical structures through rhythm and repeated patterns.
Reading
To be successful in 3L reading tasks, 3L learners can work towards the development of reading skills in the context of real-world tasks, such as:
- developing oral vocabulary related to the task
- categorizing familiar single-syllable words by rime (make, take, lake)
- recognizing diagraphs as a single sound while reading familiar words (fish, church, think)
- attending to initial, medial and final sounds when reading familiar words
- recognizing inflectional endings (-ing, -ed, -s)
Writing
To be successful in 3L writing tasks, 3L learners can work towards the development of writing skills in the context of real-world tasks, such as:
- developing oral vocabulary related to the task
- forming letters and numbers in consistent, adult-like size
- writing with consistent spacing
- developing a larger rote spelling repertoire including multisyllabic words
- using long vowel conventions in spelling
CLB 4L Literacy Learner Considerations
Listening and Speaking
4L learners are meeting the requirements
of CLB 4 in listening and speaking. It is important for 4L learners to develop all new languages orally first so that it is familiar to them when they read it and use it in print. Listening and speaking should be taught and assessed orally and not through the skills of reading and writing. There is a focus on an increasingly broad vocabulary for basic communication and a wider range of grammatical structures that are familiar through rhythm and repeated patterns.
Reading
To be successful in 4L reading tasks, 4L learners can work towards the development of reading skills in the context of real-world tasks, such as:
- developing oral vocabulary related to the task
- applying onset-rime knowledge to decode unfamiliar words in context
- attempting to break unfamiliar multisyllabic words into syllables while reading in context
- beginning to recognize common but irregular spelling patterns (height, although)
- identifying contractions and their connection to long forms
Writing
To be successful in 4L writing tasks, 4L learners can work towards the development of writing skills in the context of real-world tasks, such as:
- developing oral vocabulary related to the task
- forming letters and numbers with automaticity
- varying writing size and line spacing depending on context
- using root words to attempt to write new words independently (happy, happiness)
- applying spelling rules for inflectional endings with accuracy
Sample Real World Tasks
This information is aligned with the Canadian Language Benchmarks (CLB) and is designed to help guide you in the planning process. You can use these sample real-world tasks to guide and inform your selection or creation of skill-building activities, skill-using tasks and assessment tasks
These sample real-world tasks include the following: skill, real-world task, competency area, one competency statement and two sample indicators of ability. This is not an exhaustive list: there are more indicators of ability and information about this CLB level in Canadian Language Benchmarks English as a Second Language for Adults. Consult this resource for more information and to select your own competencies or indicators of ability. Remember, you can use more learner-friendly language in your materials and assessments.
This is NOT a lesson plan, module plan or curriculum.
