Detailed Sample Task: EAL Literacy
CLB 4L - Reading
Getting Things Done
Equity, Diversity and Inclusion
Real-World Task
Read a short brochure for Pride Month in your community and compare several of the events to decide which one to attend.
Planning Context
Helpful Knowledge:
- Format of days and dates
- Yes / no and wh- questions in the simple present
- Baseline knowledge of 2SLGBTQIA+
as a norm in Canada
Context:
- Most communities and other local organizations host events to recognize, honour and celebrate holidays and special occasions, such as Pride.
- Brochures give information. Some brochures advertise events and give information about the events such as the date, day, time and place.
- Pride Month is celebrated in June in Canada.
Vocabulary and Grammar
Sample Vocabulary:
- pride / Pride Month
- 2SLGBTQIA+
- flag
- costume
- event
- parade
- dance
- concert
- celebrate
- other occasions that can be celebrated with events for extension activities
Sample Grammar:
- Basic words related to public community events
- Words and expressions for inviting public to and promoting an event
- Simple future tense
- Imperatives
- Compound sentences with coordinating conjunctions: and, or, but, so
Knowledge and Strategies
Textual and Functional Knowledge:
- Format of a brochure/ poster / webpage / social media post
- Textual features such as headings, subheadings, details, pictures, graphics and so on
- Skimming to determine purpose
- Scanning to find specific information
Sociolinguistic Knowledge:
- Friends often attend social and cultural events, such as Pride events, together.
Activities and Tasks
Sample Skill-Building Activities:
- Discuss as a class: What is Pride Month? When is Pride Month? What does 2SLGBTQIA+ mean? It is not necessary for learners to learn what each of the individual letters means, as long as they understand that 2SLGBTQIA+ refers to people with different genders and sexualities.
- Look at websites for Pride events in your area. Discuss as a class the variety of events. There are often parades, dances, talks, concerts, sports events, drag shows, and so on.
- Discuss as a class: How do we find out about local events? Elicit ideas about posters, “word-of-mouth”, brochures, radio, newspapers, websites and so on.
- Teach the task vocabulary. Have learners copy words to complete a mini-dictionary and practice vocabulary using vocabulary cards with pictures and words. Do a variety of activities, including matching, sorting, ordering, crossword puzzles, word searches, and Taboo (where one learner explains a word without saying it and the others try to guess).
- Incorporate phonics activities based on vocabulary words and other vocabulary related to the topic.
- Review coordinating conjunctions and, or, but, so and practice combining sentences to create compound sentences.
- Practice a dialogue between two friends discussing Pride events.
- Discuss as a class: What information is included in an advertisement, like a brochure or poster?
- Read a simple instructor-made story about a Pride event. Match vocabulary cards to words in the story.
- Re-read the story with a partner and retell the story to each other. Sequence pictures from the story. Read the story multiple times over the course of several lessons to practice pronunciation, intonation and fluency.
- Read a simple, instructor-made brochure to an event. Identify what is happening at the event as well as the time, day, date, and location.
- Look at the website for a Pride event. Work with a partner to write an invitation to the event. Use a checklist to make sure you’ve included the type of event, time, day, date, and location.
- Use a cooperative learning approach such as the jigsaw method to divide an information text about a Pride event into smaller chunks that learners can work in groups to understand and explain it to classmates in other groups. Have groups work together to demonstrate understanding of the whole text by completing comprehension activities together. Complete the graphic organizer to record what was learned.
- Review an event poster / webpage / social media post as a group. Identify key features of the text. Use skimming and scanning strategies to determine the purpose and find information.
- Discuss strategies for deciding to attend an event or not.
- Compare information from 2 events and discuss strategies for making a choice. Review 2 events and tell a classmate why you would prefer to attend one over the other.
- Listen to someone talking about their experience attending a Pride event and answer questions.
Sample Skill-Using Tasks:
- Compare 2 events for another national holiday (Canada Day, Remembrance Day) and decide which one to attend. Provide a reason based on the information from the texts.
- Review 2 events and tell a classmate why you would prefer to attend one over the other.
- Read a simple schedule for Pride events. Write 2-3 sentences to a friend to invite them to any of the events.
Sample Assessment Tasks:
- Read a short brochure for Pride Month in your community and compare several of the events to decide which one to attend.
Teaching Considerations
Cultural Considerations:
- People from different cultures may have different views on gender and sexuality. You can respect their opinions, but gently teach the class that Canada is an inclusive country, and everyone in Canada has the right to no discrimination.
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.
- Send and receive text messages and messages on other texting apps.
- Send and receive email messages.
- Read formatted texts online, such as forms or schedules.
- Recognize a phishing attempt of a scam message.
- Evaluate online search results.
- Open and read PDF attachments to email.
Instructors can:
- Dedicate time to improve digital literacy for learners.
- Make and/ or adapt digital materials.
- 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.
- Use digital tools such as translation or pronunciation tools to support language learning and foster autonomous learning.
- Share knowledge and strategies to ensure online safety.
- Refer learners to programs to improve their digital skills.
Equity, Diversity, Inclusion and Indigenization Strategies:
- Use diverse representations of people in all your learning resources and images, including people who are 2SLGBTQIA+, 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.
- 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.
- 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.
- Learners who are 2SLGBTQIA+ may have faced or continue to face considerable danger in their countries, communities, or homes. Be sensitive to this real danger. Never require learners to define their gender or sexuality.
Trauma-informed Strategies:
Possible Trauma Triggers:
- Learners may have experienced discrimination, racism, homophobia, transphobia, misogyny or gender-based violence. Discussions of EDI may be triggering: be aware that there may be learners who need help, but these discussions may also provide some comfort and support.
- 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:
- If learners feel uncomfortable with this topic, it might be easier to read about fictional people. The email can be between two friends (but not directed to the learner). Sometimes fiction provides a separation that allows learners to engage with a topic they find challenging.
- 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
- Allow learners choice:
- 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:
- Read a story about a 2SLGBTQIA+ ally
- Invite someone from an advocacy organization for 2SLGBTQIA+ people to speak to the class about gender and sexuality. Make sure you prepare both the speaker for the level of the learners and the learners for what they will hear.
Realia:
- Pride flag
- Website for Pride Month in your community
- Posters or pamphlets for Pride events
Units and Modules:
- ATESL: Equity, Diversity, Inclusion, and Anti-Racism: CLB 3/4 (Not literacy but can be adapted)
- CCLB: Socializing with Others: CLB 3/4 (Not literacy but can be adapted)
Lessons and Activities:
- Sex, Gender, and Sexuality Lessons: CLB 5+ (Not literacy or the right level, but you can use to educate yourself or heavily adapt)
- OCDSB: Assessment Task: Writing an Email Invitation to a Housewarming Party: CLB 4 (Not literacy but can be adapted)
- Tutela: Norquest LINC Phonics Curriculum: CLB 4L
- A search of NLCG (nlcg.achev.ca) may provide additional tasks that can be adapted.
Multimedia:
Detailed Sample Task
This exemplar is aligned with the Canadian Language Benchmarks (CLB) and is designed to guide and inform your lesson and module planning. Consult the Canadian Language Benchmarks English as a Second Language for Adults for detailed performance descriptors at this benchmark and skill.
The information in this document is not exhaustive and can be expanded on. As well, you can use more learner-friendly language in your materials and assessments.
This is NOT a lesson or module plan.
