Real-World Task Guidelines:
EAL Literacy
CLB 1L
Home and Neighbourhood
Possible Topics
This theme may include these topic areas:
And so on
Planning Context
Learners may require the following:
- Visual clues
- Topics that are related to immediate personal needs
- Face-to-face or one-on-one digital interactions
- Text that is clear, sparse and very easy to read
- Slower rates of speech
- Non-demanding contexts
Instructors may need to:
- Teach all concepts and vocabulary orally first
- Limit vocabulary to highly familiar words and phrases
- Speak slowly
- Use increased white-space, large font size, a literacy-friendly font and clear images
- Modify instructions to limit to 2 to 5 words
- Provide extensive scaffolding and support
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.
Getting Things Done
Understand expressions used to attract attention and to request assistance in situations of immediate personal need.
- Identifies a few common key words and formulaic expressions.
- Indicates comprehension with appropriate verbal or non-verbal responses.
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.
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.
Interacting with Others
Understand short greetings and simple goodwill messages.
- Locates dates, times, addresses and phone numbers.
- Locates specific words and phrases.
Getting Things Done
Get information from very short, simple, common formatted texts.
- Identifies numbers and familiar words.
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.
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.
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 language 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
Additional Sample Real-World Tasks and Competency Areas
Listen to 2-3 word simple instructions on how to use your oven. (Comprehending Instructions)
In 2 or 3 words, warn a neighbour about slippery ice. (Getting Things Done)
Read 2-3 simple short phrases about a neighbourhood park. (Comprehending Information)
Copy words into a card for a friend to say congratulations on their new home. (Interacting with Others)
Digital Literacy Strategies
Successful completion of some tasks may require some baseline digital knowledge and skills.
Learners may need to:
- Look at a website.
- Read information from a screen.
Instructors can:
- Introduce websites that are relevant to the task(s).
- Support learners in finding, navigating and using websites
Equity, Diversity and Inclusion Strategies
Instructors Can:
- Use diverse representations of people in all learning resources and images, including people who are 2SLGBTQIA+, Indigenous, Francophone and of other cultures, and people who have disabilities or who are neurodivergent.
Trauma-Informed Strategies
Triggers:
- Filling in forms and dealing with authority can be triggering for learners who have experienced trauma, especially for learners who have been in unsafe situations or have been in a political regime. Make sure that learners are always aware of the purpose of the form and be ready to provide support if needed.
Strategies:
- Learners who have experienced trauma often benefit from having routine.
- Learners who have experienced trauma benefit from having choices.
- Learners have the right to choose if, when and what they share about themselves.
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.
