EAL Literacy:
Education
and Learning
This theme focuses on the communication skills needed to understand and navigate Canadian education systems.
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 from your class guidelines about inclusion like respect and cultures.
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 new learner say their name and where they are from.
Interacting with Others
Understand individual greetings, introductions and goodwill expressions.
Communication is very brief, 1 or 2 short turns.
- Identifies individual, familiar words and short phrases used in common courtesy formulas.
- Indicates comprehension with appropriate verbal or non-verbal responses.
CLB 1L
Listen to your teacher giving the right words to talk about different identities or disabilities.
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 new learner say their name and where they are from.
Interacting with Others
Understand individual greetings, introductions and goodwill expressions.
Communication is very brief, 1 or 2 short turns.
- Identifies individual, familiar words and short phrases used in common courtesy formulas.
- Indicates comprehension with appropriate verbal or non-verbal responses.
CLB 2L
Listen to your school guidelines to find out about inclusion.
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 a new learner introduce themselves to the class giving their name, where they are from and when they came to Canada.
Interacting with Others
Understand greetings, introductions, requests, goodwill expressions and an expanding range of basic courtesy formulas.
Communication is very brief, 2 or 3 turns.
- Identifies common courtesy phrases and an expanding range of expressions.
- Identifies participant roles and relationships based on courtesy formulas and introductions.
CLB 3L
Listen to a teacher give information about accommodating diverse needs in the classroom.
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 conversation between an instructor and a new learner to find out the new classmate’s name, where they are from, and their family structure.
Interacting with Others
Understand simple social exchanges, including styles of greetings, introductions and leave-taking.
Communication is brief, about 5 turns.
- Identifies a range of common courtesy expressions in discourse.
- Identifies participant roles and relationships based on courtesy formulas and introductions.
CLB 4L
Listen to a teacher give information about accommodating diverse needs in the classroom.
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 conversation between an instructor and a new learner with some orientation.
Interacting with Others
Understand short social exchanges containing introductions, casual small talk and leave-taking.
Communication is about 6 turns.
- Identifies formal and casual style and register.
- Identifies specific factual details and some implied meanings.
Speaking
CLB Foundation L
Give your personal information to your instructor including your name.
Sharing Information
Give basic personal information in response to direct questions from a supportive listener.
- Answers simple questions about personal information.
- Uses alphabet to spell out words, such as own name.
Ask your teacher for help with a task.
Getting Things Done
Make and respond to simple requests related to immediate personal needs.
- Uses appropriate single words, phrases, memorized expressions and courtesy formulas.
- Uses simple expressions of time.
CLB 1L
Give your personal information to your instructor including your name and where you are from.
Sharing Information
Give basic personal information in response to direct questions from a supportive listener.
- Answers simple questions about personal information.
- Uses alphabet to spell out words, such as own name.
Ask your teacher for help with a task.
Getting Things Done
Make and respond to simple requests related to immediate personal needs.
- Uses appropriate single words, phrases, memorized expressions and courtesy formulas.
- Uses simple expressions of time.
CLB 2L
Describe the items you bring to school every day.
Sharing Information
Give basic descriptions of concrete, familiar objects in a few short words or phrases.
- Describes concrete objects, likes and dislikes.
- Describes sizes, colours and numbers.
Ask your teacher for suggestions on how you can improve your English.
Getting Things Done
Make and respond to simple requests related to common everyday activities.
- Uses appropriate memorized expressions, simple sentences, and courtesy formulas for requests.
CLB 3L
Tell a classmate about your first day in English class.
Sharing Information
Give simple descriptions of concrete objects, people or experiences in a few short sentences.
- Sustains about 4 or 5 sentences, which may not be adequately connected as discourse.
Ask a child’s teacher how your child is doing in class.
Getting Things Done
Make and respond to an expanding range of simple requests related to everyday activities.
- Uses appropriate polite expressions.
- Uses simple sentences and question formations.
CLB 4L
Describe your goals for learning English to a classmate.
Sharing Information
Give brief descriptions of personal experiences, situations or simple processes, such as getting goods or services.
- Sustains about 5 to 7 sentences, which are adequately connected as discourse.
- Gives descriptions in coherent narratives.
Ask a child’s teacher to meet to discuss your child being bullied in class.
Getting Things Done
Make and respond to a range of requests and offers.
- Asks questions and makes requests and suggestions politely and appropriately.
- Uses modals with some accuracy.
Reading
CLB Foundation L
Read a familiar word in very simple, highly familiar instructions at a learning station in your classroom like write, read or put.
Read your own name and locate your own binder in the classroom.
CLB 1L
Read a very simple, familiar instruction for how to contact your teacher if you are sick.
Comprehending Instructions
Understand very short, simple instructions for common, familiar everyday situations.
Instructions have only 1 step and may be accompanied by illustrations.
- Recognizes individual words (imperative verbs and common nouns) in a set of instructions.
- Identifies numbers, a few key words and short expressions in instructions.
Read your own name and classmates’ names and deliver messages to classmates’ “mailboxes.”
Getting Things Done
Get information from very short, simple, common formatted texts.
- Identifies numbers and familiar words.
CLB 2L
Read 3-4 simple instructions for how to sign up for a tutoring session.
Comprehending Instructions
Understand short, simple, clearly sequenced instructions for common, familiar everyday situations.
Instructions are up to 4 steps, in point or bullet form, and may be accompanied by illustrations.
- Recognizes individual words, phrases and symbols used in simple instructions.
- Follows instructions in the proper sequence.
Read a very simple poster for a school event to find out the place, date and time.
Getting Things Done
- Get basic information from short, simple business or service notices.
- Scans text to find specific details.
CLB 3L
Read 4-5 instructions for how to get a library card.
Comprehending Instructions
Understand short, simple, clearly sequenced instructions for familiar everyday situations.
Instructions are up to about 5 steps, in point form or prose, and are often accompanied by illustrations.
- Identifies sequence signals (such as first, second, next).
- Recognizes words, phrases and symbols commonly used in instructions.
Read a simple list of class rules of 3-5 items.
Getting Things Done
Get information from simple, formatted texts.
- Identifies layout and specific information.
- Scans formatted text to find specific information.
CLB 4L
Read 5-6 instructions for how to check out books at the library using self-check out.
Comprehending Instructions
Understand short, simple, clearly sequenced instructions and instructional texts for familiar everyday situations. Instructions are up to about 6 steps, in point form or as a short, continuous text that may include a visual.
- Identifies sequence signals (such as first, next, before).
- Recognizes common sentence patterns, phrases and symbols commonly used in instructions.
Read a simple brochure for conversation classes to find out the place, days, time and how to register.
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
Copy several orally familiar vocabulary words like class, pencil and binder.
Copy 2-3 words into a highly simplified form to sign up for an Indigenous art class.
CLB 1L
Copy a short list of orally familiar vocabulary words like class, pencil and binder.
Reproducing Information
Copy numbers, letters, words, short phrases or sentences from simple lists or very short passages, for personal use or to complete short tasks.
Texts to copy are up to 2 sentences in length, have a clear layout and basic everyday information.
- Copies letters, numbers, words and short sentences, including capitalization and punctuation.
- Copies text legibly; reader may still have difficulties decoding some letters and numbers.
Copy 2-3 items of personal information into a very simple form to sign up for an Indigenous cooking class.
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
Choose 2 vocabulary words and copy their meanings and sample sentences.
Reproducing Information
Copy a range of information, from simple lists or very short passages, for personal use or to complete short tasks.
Texts to copy are 3 to 5 sentences, have clear layout, and basic everyday information; lists have about 10 items.
- Copies letters, numbers, words and sentences with correct capitalization and punctuation.
- Copies text legibly; reader may still have difficulties decoding some letters and numbers.
Complete up to 10 items on a simple form to register yourself for an Indigenous music concert.
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
Choose 4 vocabulary words and copy their meanings and sample sentences.
Reproducing Information
Copy or record a range of information from short texts or personal use.
Texts to copy are up to about 1 paragraph and have a clear layout.
- Follows standard Canadian conventions for capitalization, punctuation and other requirements of the genre.
- Copies text legibly, causing only slight uncertainty in decoding for the reader.
Complete up to 15 items on a form to register a friend or family member for an Indigenous dancing class.
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
Copy the requirements for a task in class.
Reproducing Information
Copy or record an expanded range of information from short texts for personal use.
Texts to copy are up to about 2 paragraphs and have a clear layout.
- Follows standard conventions for capitalization and punctuation; accurately copies other elements of formatting.
- Copies text legibly, causing only slight uncertainty in decoding for the reader.
Complete up to 20 items on a form for a child to go on a field trip to an Indigenous cultural event.
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.
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 other 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.
