EAL Literacy:
Social Connections
and Relationships
This theme focuses on the cultural competency and communications skills needed to build and maintain meaningful relationships.
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 information from a friend about the location of a neighbourhood store that sells food from your culture.
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 the facilitator welcome parents to a child’s playgroup and say that it is an inclusive environment for people from all cultures.
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 friend tell you a store location that sells food from your culture like the address.
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 an event facilitator welcome all participants to a group and say that it is an inclusive place.
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 information about a yard sale; identify the address, date and time.
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 two 2SLGBTQIA+ parents introduce themselves at a child’s playgroup.
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 neighbour tell you about a community yard sale such as the address, date, time and how to participate.
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 two sets of parents introducing themselves to each other in a child’s playgroup, including a 2SLGBTQIA+ family.
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 information from a community group about volunteering at a cultural event such as a Francophone event, to decide whether to volunteer or not.
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 people introducing themselves, their families, making small talk and starting a conversation at a neighbourhood or community event.
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.
Listen to a French neighbour looking for an English tutor to learn how many days and the pay.
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 a friend talking about having to take a language test before being accepted into a college program to identify the score needed and what they are studying.
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 your classmates giving your name and where you’re 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.
Order a drink at a favourite restaurant.
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
Introduce yourself to classmates/ instructor; give name and country of origin.
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.
Order a drink at a favourite restaurant.
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 an item that is important to you telling what it is and where you got it.
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.
Order a drink and a meal at a favourite restaurant.
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
Talk about the first day in the LINC centre to classmates; answer their questions.
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.
Order a drink and a meal for yourself and a friend at a restaurant.
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.
Teach your classmates how to make a traditional food from your culture giving the traditional name and ingredients.
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
Talk about personal experience of learning English and practices used.
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.
Describe a problem with a meal to a server and ask for a replacement.
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 highly familiar words about being a good language learner like learn, practice and write.
Read a sign at a community centre about a conversation club to find the highly familiar location and the day of the week.
CLB 1L
Read a few short sentences on how to be a good partner in class.
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 a very simple poster for an inclusive community playgroup.
Getting Things Done
Get information from very short, simple, common formatted texts.
- Identifies numbers and familiar words.
- Identifies an address.
CLB 2L
Read instructions for registering for a conversation circle at a local library.
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 notice for a neighbourhood walking club.
Getting Things Done
Get basic information from short, simple business or service notices.
- Scans text to find specific details.
- Recognizes layout.
CLB 3L
Follow instructions on how to complete a group activity in the classroom.
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 poster for upcoming social events for newcomers to decide whether or not to attend.
Getting Things Done
Get information from simple, formatted texts.
- Identifies layout and specific information.
- Scans formatted text to find specific information.
CLB 4L
Follow instructions on how to play a game with your classmates.
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 instruction.
From a website or pamphlet, get information about local support or interest groups for newcomers (e.g., conversation circle, reading club, parent and tot).
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 a friend’s name and telephone number.
Fill in a template with 2 or 3 words to complete a birthday card for a friend.
CLB 1L
Copy a friend or classmate’s name, telephone number and address onto a personal contact form.
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.
- Follows standard Canadian conventions and styles when copying addresses and telephone numbers.
Write 2-3 words to complete a goodwill message card for a friend.
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 information.
CLB 2L
Copy the contact information for registering for an Indigenous cultural event like the address, phone number, date and time.
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.
- follows standard Canadian conventions and styles when copying addresses and phone numbers.
Write a short text message for a friend’s or classmate’s special occasion (birthday, wedding, anniversary, new baby).
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 standard greeting card or a message with simple information.
- Uses adequate spelling and punctuation.
CLB 3L
Copy the schedule for community activities (e.g., cooking classes, sport groups) onto a personal calendar/ planner.
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; can include passages, directories, schedules.
- copies or records letters, numbers, words and sentences with correct capitalization and punctuation.
- copies text with no major omissions and only occasional copying mistakes.
Write a short message to invite a neighbour or friend over for a coffee/ tea.
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; reader may have to guess or make inferences to follow completely.
- Describes time and location.
Write a short and simple greeting inviting your local council member to a cultural gathering you are having.
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; reader may have to guess or make inferences to follow completely.
- Describes time and location.
CLB 4L
Copy information about two community facilities from online sources to compare their features.
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; can include passages, directories, schedules, instructions, directions and may come from more than one source.
- 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.
Write an email to a friend to share an update on your personal life.
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.
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.
