Detailed Sample Task: EAL Literacy

CLB 1L - Reading
Interacting with Others

Home and Neighbourhood

Real-World Task

Read a very simple thank-you note from a friend for attending a Pride event together.

Planning Context

Helpful Knowledge:

Some letter-sound correspondence.
A few basic sight words.
Awareness of directionality (left to right).
Some knowledge of the context of the thank-you note.

Context:

Throughout the year and especially during Pride Month (usually June), there are extensive events in most communities in Canada to celebrate the 2SLGBTQIA+ community. Many people of all genders  and sexualities attend these events.
It is also common in Canada to send  thank-you messages, either as cards,  notes, emails or text messages.

Vocabulary and Grammar

Sample Vocabulary:

Sample Grammar:

Reading present participles (going).
Objective pronouns: me, you.

Knowledge and Strategies

Textual and Functional Knowledge:

There are spaces between words.
Words in English are read from left to right, top to bottom.
Notes and messages can begin with Dear _____.

Sociolinguistic Knowledge:

Friends often send thank-you messages after attending an event or gathering together.
Attending an event together can be a way to support a friend.

Activities and Tasks

Sample Skill-Building Activities:

As a class, talk about Pride events in very simple terms. Focus on what is legal in Canada.
From a short, simple instructor-made story on the topic, have learners listen as the instructor reads, following with their finger. Have learners repeat after the instructor to match intonation and fluency. Finally, have learners read the story as a group, and then individually.
As a class, talk about visiting friends. Do you bring anything? Do you say thank you for the visit afterwards?
Listen to a short dialogue between two friends to say thank you for a visit. Practice the dialogue with a partner.
Read a very short thank-you note and match vocabulary cards to words in the note.
Copy vocabulary words using a model directly above where you are copying.
Circle the first letter on vocabulary words and practice making that sound.
Sort vocabulary word cards by first letter.
Write or copy 2 to 3 words to complete sentences in a very short, simple thank you note.

Sample Skill-Using Tasks:

Read a very short message from a friend that says thank you.
Read a message that says thank you for helping a friend.

Sample Assessment Tasks:

Read a very simple thank-you note from a friend for attending a Pride event together. Demonstrate comprehension orally.

Teaching Considerations

Cultural Considerations:

When visiting friends or attending events together, it is common in Canada to reach out afterwards to say thank you.
People who are 2SLGBTQIA+ are included in all aspects of life in Canada, and gender identity, gender expression and sexual orientation are all protected grounds under the Canadian Human Rights Act. This topic may be challenging for some learners, but all learners need to know what is legal in Canada. All learners need to know their rights, and all learners benefit from an inclusive and equitable learning environment.
Pride events and Pride symbols are common in Canada.

Digital Literacy Strategies:

Successful completion of some tasks may require some baseline knowledge and digital skills.

Learners may need to:

Read information from a screen.
Send or receive text messages.

Instructors can:

Show learners how to send or receive text messages.

Equity, Diversity, Inclusion and Indigenization 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.
Race, national or ethnic origin, colour, religion, age, sex, sexual orientation, gender identity or expression, marital status, family status, genetic characteristics and disability are all protected grounds under the Canadian Human Rights Act.
Recognize that some learners may have different views. You can be sensitive to their differing opinions, but all learners benefit from EDI, and all learners have the right to an inclusive and equitable learning environment.

Trauma-informed Strategies:

Possible Trauma Triggers:

Learners who have experienced racism, misogyny, homophobia or transphobia may be triggered by discussions of these topics.
Give learners advance warning of this topic and be aware that there may be learners who require support.

Strategies

Create a safe and supportive classroom environment by establishing familiar routines, repeated activities, and model friendly and non-evaluative interactions; learners who have experienced trauma often benefit from having routine.
Recognize and respect learners’ right to choose if, when and what they share about themselves and their routines.

Resources

Outings, Guest Speaker Suggestions, Extension Activities:

As a class, write a thank you note to a guest speaker, visitor or another class that has visited the class.
Go for a community walk and notice Pride symbols, such as the various Pride flags, Pride-coloured cross walks and so on.
Follow instructions to colour a rainbow flag.
As a class, look at a website for Pride events in your community.

Realia:

Pride flags
Thank-you cards and notes

Units and Modules:

Tutela: Greetings and Introductions
Tutela: Greeting Cards Module

Lessons and Activities:

ESL Literacy Readers: Visiting Friends
Tutela: Thank You Card Reading Assessment (not literacy but can be adapted)