EAL Literacy:
Employment –
At the Workplace
This theme focuses on the communication skills and workplace cultural knowledge required to be successful at a job.
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 a coworker give a 2 or 3 word suggestion on how to work faster.
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 supervisor tell you, in 2 or 3 words, how to sign up for a shift.
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 1L
Listen to a coworker give a 2 or 3 word suggestion on how to work faster.
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 coworker confirm the day, time and location of a one-on-one meeting.
Comprehending Information.
- 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 a supervisor tell you, in 2 or 3 words, how to sign up for a shift.
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 a supervisor explain the importance of safety such as appropriate workwear and emergency exits.
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 supervisor tell you about clocking in at the start of the shift in a few short, simple sentences.
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.
Listen to a supervisor tell you the day, time and what to bring to a team meeting.
Comprehending Information
Understand simple information about familiar, concrete topics.
- Identifies specific factual details, such as numbers, letters, time, place, key words and expressions.
- Identifies words related to personal identification information.
CLB 3L
Listen to feedback from a supervisor about things that are going well.
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 close down the store at the end of a shift.
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.
Listen to an announcement about an upcoming meeting to find out the topics that will be covered in teething.
Comprehending Information
Understand short, simple, descriptive communication about a person, object, situation, scene, personal experience or daily routine.
- Gets the gist.
- Identifies factual details, key words and expressions as required.
Listen to a coworker’s request to switch shifts so they can celebrate a cultural holiday with family like Eid, Nowruz, Lunar New Year and so on to find out the date and time of the shift.
Getting Things Done
Understand expressions used in familiar everyday situations (such as requests, permission and warnings).
- Identifies phrases and sentences related to simple persuasive functions.
- Understands the gist and an expanding range of factual details.
CLB 4L
Listen to feedback from a supervisor about things that are going well and suggestions for improvement.
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 instructions for how to submit your hours at work.
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 the correct sequence of steps.
Listen to a coworker’s request to modify a specific task to accommodate their disability to find out what accommodations they need.
Getting Things Done
Understand short communication intended to influence or persuade others in familiar, everyday situations.
- Identifies purpose, main ideas, factual details and some implied meanings in simple announcements, commercials or infomercials.
- Understands an expanded range of factual details and some implied meanings.
Speaking
CLB Foundation L
Give personal information to a supervisor like your first name and last 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 a supervisor to go home because you are sick.
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 personal information to a supervisor such as your first name and last 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 a supervisor to go home because you are sick.
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
Explain to a coworker how to use a basic tool or machine.
Giving Instructions
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 coworker where the washrooms are in your workplace. Identify if they are gender neutral.
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.
Ask a supervisor for a day off because you have an appointment.
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
Explain job duties to a coworker in 4 to 5 short sentences.
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 supervisor for a day off for a religious or cultural holiday.
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
Explain safety procedures to a coworker in 5-7 sentences.
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 supervisor for more responsibilities at work.
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 2 or 3 words related to supporting mothers at work like family sick days and daycare.
Read 2-3 highly familiar words on your timesheet at work like day and time.
Read a simplified pay stub to find your own name and earnings.
CLB 1L
Read 2 or 3 words related to supporting mothers at work like family sick days and daycare.
Comprehending Information
Recognize names, numbers and some basic details in very simple, short texts related to everyday situations and immediate needs.
- Identifies numbers, letters, a few key words and short expressions.
Read and follow a single-step workplace instruction with visuals like Wash your hands or Wear a hair net.
Comprehending Instructions.
Understand very short, simple instructions for common, familiar everyday situations.
- Recognizes individual words (simple imperative verbs and common nouns).
- Follows instruction by responding with action.
Read a very simple pay stub to find your own name and net earnings.
Getting Things Done
Get information from very short, simple, common formatted texts.
- Identifies numbers and familiar words.
CLB 2L
Read 2 or 3 simple sentences about maternity leave in the workplace.
Comprehending Information
Understand the purpose and some basic details in very simple, short texts related to everyday, familiar, personally relevant situations and topics.
- Identifies purpose.
- Identifies numbers, a few key words and short, common expressions.
Read an infographic, of up to 4 steps, on how to perform a duty at work.
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 simple pay stub to find your name, job position and net earnings.
Getting Things Done
Get basic information from short, simple business or service notices.
- Scans text to find specific details.
CLB 3L
Read instructions, of up to 5 steps, for how to use a point of sale machine at work.
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 pay stub and to find your name, gross earnings, tax, and net earnings.
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 paragraph describing how to perform a safety check at work.
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 pay stub to find deductions, gross and net earnings, and tax.
Getting Things Done
Get information from simple, formatted texts.
- Identifies layout and specific information.
- Compares facts and information to make choices.
Read a short simple paragraph about how companies can encourage more mothers to come back to the workforce.
Comprehending Information
Understand the purpose, main idea, key information and specific details in simple, short texts related to everyday familiar and personally relevant situations and topics.
- Gets the overall meaning.
- Finds key information and specific details.
Writing
CLB Foundation L
Copy the name and phone number of an organization that supports people from different cultures.
Copy a 2 or 3 word greeting on a card to a coworker celebrating a cultural holiday like best wishes, congratulations for your friend.
CLB 1L
Copy the name, phone number and address of an organization that supports people from different cultures.
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 a greeting on a card to a coworker celebrating a cultural holiday.
Interacting with Others
Convey greetings or other goodwill messages by completing cards or other very short, simple standard texts.
Messages are a few words in length, addressed to a familiar person and related to personally relevant situations.
- Completes a message with simple and minimal information.
- Addresses message for sending.
CLB 2L
Copy a short list of 5-10 accommodations for people with disabilities that may be needed in the workplace.
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.
Copy a greeting on a card to a coworker celebrating a cultural holiday. Address the envelope.
Interacting with Others
Convey an expanding range of goodwill messages by means of standard cards or guided notes.
Messages are a few words or short phrases, addressed to a familiar person and related to personally relevant situations.
- Completes a message with familiar information.
- Uses adequate spelling and punctuation.
CLB 3L
Copy a list of strategies for including 2SLGBTQIA+ people in the workplace.
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.
Invite coworkers to a cultural gathering at your home.
Interacting with Others
Convey short, personal, informal social messages on topics related to familiar everyday situations.
Messages are a few short sentences addressed to a familiar person and related to personally relevant situations.
- Conveys the message; readers may have to guess or make inferences to follow completely.
- Describes time and location.
Copy 5-6 sentences about a workplace sexual harassment policy.
Reproducing Information
Copy or record a range of information from short texts for personal use.
- Copies or records letters, numbers, words, and sentences with correct capitalization and punctuation.
- Copies legibly, causing only slight uncertainty in decoding for the writer.
- Copies text with no major omissions and only occasional copying mistakes.
CLB 4L
Copy a list of suggestions for how French and English are both supported in the workplace.
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.
Reply to a coworker’s invitation to a cultural gathering at their home.
Interacting with Others
Convey short, personal, informal social messages on topics related to familiar everyday situations.
Message is a few sentences or a short paragraph addressed to a familiar person and related to a personally relevant situation.
- Conveys the message so that a reader can follow it.
- Conveys main ideas and supports them with some detail in a basic paragraph structure.
Copy a list of advantages of being bilingual. or having the ability to speak many languages.
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.
Create a promotional poster about a BIPOC or Queer lunch that’s offered at your workplaces regularly. Give details like the day, time, location and what topics will be discussed.
Getting Things Done
Write simple business or service messages
- Conveys main ideas and supports them with some detail in a basic paragraph
- Uses language and content that are appropriate to the purpose, intent, and social context.
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.
