Detailed Sample Task: EAL Literacy

CLB 3L-Listening
Comprehending Information

Education and Learning

Real-World Task

Listen to a teacher give information about accommodating diverse needs in the classroom.

Planning Context

Helpful Knowledge:

Present simple

Context:

People can have a variety of needs that can impact their ability to learn and can be supported or accommodated.
Some people have a disability and/or are neurodivergent.
All learners have the right to accommodation in the classroom.

Vocabulary and Grammar

Sample Vocabulary:

accommodation
accommodations words: glasses, hearing aid, wheelchair, ramp
disability
neurodivergent
right

Sample Grammar:

Coordinating conjunctions: and, or, but, so
Modal verbs: can

Knowledge and Strategies

Textual and Functional Knowledge:

A speaker usually states an idea and then gives several examples.

Sociolinguistic Knowledge:

There are many different types of accommodations.
Everyone has the right to accommodation in the classroom.
It is okay to ask for an accommodation.

Activities and Tasks

Sample Skill-Building Activities:

Discuss as a class: What helps you learn best? Elicit ideas from learners such as sitting where they can see and hear the instructor, working in groups or working alone (both are valid), wearing glasses, and so on.
Discuss as a class: What does it mean to have a disability or to be neurodivergent? Elicit from learners examples of disabilities (e.g. using a wheelchair) and neurodivergence (e.g. ADHD or autism). Use visuals to support your discussions.
Have learners copy vocabulary words to create a mini-dictionary.
Use vocabulary cards with words, pictures, and very simple definitions to practice the vocabulary. Do activities such as matching, filling in the blanks, and crosswords.
Discuss in small groups: How do you learn best? Report to the class what your group has discussed.
Incorporate phonics activities based on vocabulary words and other vocabulary related to the topic.
Review coordinating conjunctions and, or, but, so. Practice conjunctions using a variety of worksheets.
Write straightforward compound sentences using and, or, but, so. Practice in a variety of contexts.
Review the modal verb: can. Play I can: stand in a circle. Each learner takes a turn saying something they can do, e.g. I can speak Farsi. Everyone who cannot do that thing must sit down. The last learner standing wins. Play several rounds.
Practice using modals in a variety of contexts, with different activities and worksheets.
Listen to a dialogue between a learner and an instructor about accommodations. Answer some basic comprehension questions.
Go for a walk around your school/organization and/or community and notice accommodations, such as ramps or Braille.
Read a very simple story about accommodations. Read to the class and then choral read and echo read the story. Discuss what the story is about. Match vocabulary cards to words in the story. Read the story multiple times over the course of several lessons to practice pronunciation, intonation and fluency.

Sample Skill-Using Tasks:

Listen to someone talking about the accommodations they need in the classroom. Demonstrate understanding by answering comprehension questions.

Sample Assessment Tasks:

Listen to a teacher give information about accommodating diverse needs in the classroom. Demonstrate understanding by answering comprehension questions.

Teaching Considerations

Cultural Considerations:

In some places, there is a stigma and discrimination against people with disabilities and people who are neurodivergent. Teach that Canada is an inclusive country for all.

Digital Literacy Strategies:

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

Learners may need to:

Have keyboarding and typing skills.
Locate, navigate and use websites.
Use familiar apps, social media platforms and web pages.
Read information from a screen.

Instructors can:

Dedicate time to improve digital literacy for learners.
Make and/or adapt digital materials.
Introduce websites and/or apps that are relevant to the task(s).
Support learners in finding, navigating and using websites.
Teach reading strategies such as skimming and scanning to find information on websites or apps.
Introduce tools and apps that can aid learners in coping with communication barriers, such as translation, pronunciation, text to speech, speech to text tools and so on.
Share knowledge and strategies to ensure online safety.
Refer learners to programs to improve their digital skills.

Equity, Diversity, Inclusion and Indigenization Strategies:

Teach that Canada is an inclusive country for all.
Avoid using stereotypes or misinformation about people who are disabled or neurodivergent.
Learners who are disabled or neurodivergent may not feel comfortable talking about their needs and abilities. Do not put anyone on the spot or require anyone to share about themselves.
Use diverse representations of people in all your learning resources and images, including people who are 2SLGBTQ+, Indigenous, Francophone and of other cultures, and people who have disabilities or who are neurodivergent. Consider this diversity as you choose names for characters in stories you create as well.

Trauma-informed Strategies:

Possible Trauma Triggers:

Learners who are disabled or neurodivergent and who have experienced discrimination may feel triggered by discussions of accommodations. They may also feel empowered by learning about their rights in Canada.
When teaching about Canada, you may teach about things that are triggering to learners who have experienced trauma. We can’t know what the triggers might be and what seems commonplace to us may have a triggering component for learners. Be aware of this and be prepared to support learners as needed.

Strategies:

Give learners advance warning of this topic and be aware that there may be learners who require support.
Learners who have experienced trauma often benefit from having routine. Create a safe and supportive classroom environment by establishing familiar routines, repeated activities, and model friendly and non-evaluative interactions.
Learners will benefit from positive relationships established in the classroom with the instructor and peers.
Learners who have experienced trauma benefit from having choices.
- Allow learners choice:
  - the choice to work on a different topic
  - the choice to share or not share their own experiences
  - the choice to work alone or to work with others
  - the choice to take care of themselves
  - the choice to step out of the learning environment
When learners have shared personal distressing or traumatic experiences, make space for learners to feel safe and recover from the experience of sharing their experiences. Follow the activities which may make learners feel vulnerable with routine, predictable and comforting activities.
Giving learners the knowledge, skills and language to access resources can be empowering.

Resources

Outings, Guest Speaker Suggestions, Extension Activities:

Have learners work with a partner to make a poster for how they learn best.
Invite a speaker to talk about disability or neurodivergence and inclusivity.

Realia:

Organizational items like wheelchair ramps and Braille
Accessibility settings on a device such as speech to text, audio settings, and font-size settings

Units and Modules:

Tutela (CCLB): Communicating with a Child’s School: CLB 3/4 (Not literacy but can be adapted)
Tutela: Classroom Instructions: CLB 3 (Not literacy but can be adapted)
Tutela (ATESL): Equity, Diversity, Inclusion, and Anti-Racism: CLB 3/4 (Not literacy but can be adapted)

Lessons and Activities:

LINC 3 Classroom Activities: Education (p. 311-342) (Not literacy but can be adapted)
Tutela (OCDSB): Assessment Task: Understanding School Rules: CLB 3 (Not literacy but can be adapted)
Tutela (OCDSB): Assessment Task: Filling Out a School Registration Form: CLB 3 (Not literacy but can be adapted)
Tutela: Norquest LINC Phonics Curriculum CLB 3L
A search of NLCG (nlcg.achev.ca) may provide additional tasks that can be adapted.

Multimedia:

Tutela: ESL Image Bank: Education