Detailed Sample Task: EAL Literacy

CLB 2L - Reading
Comprehending Information

Health and Wellness

Real-World Task

Read a few short sentences which describe which foods and plants some local Indigenous Peoples use for healing.

Planning Context

Helpful Knowledge:

It is important in Canada to learn about Indigenous Peoples.
Plants and foods can have healing properties.

Context:

Indigenous Peoples are the first Peoples in Canada. There are many different Indigenous Peoples, cultures and languages in Canada. Indigenous Peoples live throughout Canada. Indigenous Peoples have distinct cultural practices.
Learning about Indigenous Peoples is a respectful practice.
Indigenous Peoples have used plants for their healing properties for thousands of years.

Vocabulary and Grammar

Sample Vocabulary:

Indigenous
specific local Indigenous groups, like Mi’kmaq, Tsuu T’ina, Iroquois and so on
culture
plant
stem
root
flower
bush
tree
healthy
heal

Sample Grammar:

Simple present.
Negatives.

Knowledge and Strategies

Textual and Functional Knowledge:

Sentences are ordered to make sense.

Sociolinguistic Knowledge:

We can show respect for other cultures by learning about them.

Activities and Tasks

Sample Skill-Building Activities:

Work with vocabulary word cards with images and words. Tap the correct card when the instructor calls out a word.
Play Bingo vocabulary word cards on an instructor-made grid; have learners organize cards in any order on the grid and place a bingo chip when a word is called out.
Match vocabulary word cards to the same word used in a short, simple sentence.
Copy words from vocabulary cards to label a clear image with plant, stem, root, and flower.
As a class, read a story about local Indigenous Peoples.
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.
Listen to a story about using plants for healing.
Describe to a classmate the parts of a plant.

Sample Skill-Using Tasks:

Read a few short, simple sentences about using plants for healing.

Sample Assessment Tasks:

Read a few short sentences about foods  and plants used for healing by some local Indigenous Peoples. Answer 4 to 5 comprehension questions orally.

Teaching Considerations

Cultural Considerations:

Learning about Indigenous culture is a part of Truth and Reconciliation and is the responsibility of everyone in Canada.
There are many different Indigenous Peoples in Canada, and each one has a distinct culture. Focus on the local Indigenous Peoples for your area.
You may find that there are many similarities between Indigenous cultures and the cultures of literacy learners, such as oral traditions, respect for Elders and connection with the land.
If you do not feel comfortable teaching about Indigenous culture, there are resources that can help you educate yourself before you teach learners.
Learners may have different opinions about what is healthy and what is considered appropriate medicine. Allow learners to have their own opinions while modelling respect for other cultures.

Digital Literacy Strategies:

Successful completion of some tasks may require some baseline knowledge and digital 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).
Show learners how to send and receive text messages.
Show learners how to find a website.

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.
Recognize that people who identify as women may not have had independent access to medical professionals and health care. Make sure these learners are aware of their rights in Canada and the resources that are available to them.

Trauma-informed Strategies:

Possible Trauma Triggers:

Learners who have experienced trauma can be triggered by people in positions of authority; make sure learners understand their rights in the healthcare system and give strategies for making polite requests.
Learners who have experienced trauma may find discussions of health care triggering.
Discussions of experiences of Indigenous Peoples may be triggering for learners who have experienced trauma.
Many literacy learners may find that they have had similar experiences to Indigenous Peoples and have similar aspects to their cultures. They may find descriptions of racism triggering.
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:

Visit a local Indigenous Cultural Centre.
Go for a walk and look at local plants.
Visit a garden centre.
Invite a local gardener to talk about growing your own food.
Watch a video about local plants.
Attend an Indigenous cultural event, such as a dance, ceremony or musical event.
Sprout the top off a carrot in water for several weeks and then plant and grow.

Realia:

seeds, dirt, trowels
plants

Units and Modules:

Lessons and Activities:

Indigenous Voices in the Classroom

Multimedia:

Walking Together: First Nations, Métis and Inuit Perspectives  in Curriculum