Detailed Sample Task: EAL Literacy

CLB 4L - Reading
Comprehending Instructions

Education and Learning

Real-World Task

Read 5-6 instructions for how to check out books at the library using self-checkout.

Planning Context

Helpful Knowledge:

You can borrow books on a huge variety of topics at the local library. Anyone can get a library card.

Context:

Libraries are extensive community resources that allow people to borrow books, music, movies, television programs and other things. They often host community events and classes and provide learning opportunities.
Libraries also have an increasing variety of materials in other languages.
Many libraries in Canada now have self-checkout stations that allow you to check out your materials by yourself.

Vocabulary and Grammar

Sample Vocabulary:

Sample Grammar:

Imperative voice for instructions.
Adverbs for order: first, next, then, last.

Knowledge and Strategies

Textual and Functional Knowledge:

Instructions can be given in continuous text or as a list.
Lists of instructions are often bulleted or numbered.

Sociolinguistic Knowledge:

You can always ask for help at a library.
Sets of instructions are generally factual and usually do not include courtesy formulas or softening expressions.

Activities and Tasks

Sample Skill-Building Activities:

Discuss as a class the local library.  Who has visited the library? What  do you do there? What kinds of materials do they have?
Match vocabulary cards with words to the correct places on an image of  a check out machine at the library.
Use images to explain to a classmate how you check out materials.
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, look at the website for the local libraries. Explore how you set up  an account, log on, search for materials and place a hold.
Read a set of instructions for looking  for a book at the library. Circle the imperative verbs. Underline the adverbs of order.
In small groups, make a list of the steps you do when you borrow materials at the library.
In small groups, write a dialogue between a librarian and a patron in which the librarian explains how to use the check out machine. Perform  your dialogue for the class.

Sample Skill-Using Tasks:

Read instructions for using a self-checkout at a grocery store.

Sample Assessment Tasks:

Read 5-6 instructions for how to check out books at the library using self-checkout.

Teaching Considerations

Cultural Considerations:

Libraries in Canada are highly inclusive places and will lend materials on any subject to any person. They do not judge whether or not a person should borrow materials. Libraries are places where you can find information on a wide range of topics. You can also often borrow computers or other devices.
Libraries often have materials specifically for people who are learning English, including reading material for adults at a range of levels.

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).
Support learners in finding, navigating and using websites.
Teach reading strategies such as skimming and scanning to find information on websites.
Share knowledge and strategies to ensure online safety.

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 learners with disabilities and learners who are neurodivergent may need accommodations; when possible, help learners of all abilities understand their rights and the rights of their children.
Ensure that learners understand that libraries are inclusive places that will lend materials of any topic to any person. They will not  share the information of what you borrow with anyone.

Trauma-informed Strategies:

Possible Trauma Triggers:

Many activities in a school environment, such as assessments, answering questions from an instructor or someone in authority, public speaking and interacting with strangers, can be triggers  for trauma.

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 library.
Arrange a tour of the school/ organization library or a local library.
Invite a librarian to visit the class and share information about the library.
Prepare a poster presentation about the local library and present to learners from another class.

Realia:

Library cards
Library website

Lessons and Activities:

Understanding How to Get a Library Card  (not literacy but can be adapted)
Reading about Library Programs  (not literacy but can be adapted)
Asking for Help Locating Resources at a Library  (not literacy but can be adapted)

Multimedia:

ESL Image Bank