Stage I:
Education and Learning
This theme focuses on the communication skills needed to understand and navigate Canadian education systems.
Choose a CLB level by clicking below to access information about Real-World Tasks and Detailed Sample Tasks for this theme.
Listening
CLB 1
Listen to an instructor give the days and times of class on the first day.
Comprehending Information
Understand very simple information about highly familiar, concrete topics.
- Identifies a few obvious factual details, such as numbers, letters, times and dates.
- Identifies a few key words and short expressions related to immediate needs.
Follow 2 to 5 word instructions from an instructor to prepare for an assessment task like Close your binder, Take out a pencil or Click on the link.
Comprehending Instructions
Understand very short, simple instructions, commands and requests related to immediate personal needs.
- Identifies words or phrases that indicate positive or negative commands or requests.
- Indicates comprehension with appropriate verbal and non-verbal responses.
Listen to your teacher giving 2-3 words to talk about different identities or disabilities.
Comprehending Information
Understand very simple information about highly familiar, concrete topics.
- Identifies a few obvious factual details, such as numbers, letters, times and dates.
- Identifies a few key words and short expressions related to immediate needs.
CLB 2
Listen to an administrator say a few sentences about what documents you need to bring to register for a LINC class.
Comprehending Information
Understand simple information about familiar, concrete topics.
- Identifies specific factual details, such as numbers, letters, time, place, key words and expressions.
- Identifies words related to personal identification information.
Follow 1 to 2 simple instructions from an instructor to file a completed assessment task.
Comprehending Instructions
Understand short, simple, common instructions, commands, requests and directions related to immediate personal needs. [Instructions/ commands are simple imperative sentences.]
- Identifies words or phrases that indicate positive or negative commands or requests.
- Responds verbally (by answering questions) or with actions.
Listen to a few sentences of your school guidelines to find out about inclusion.
Comprehending Information
Understand simple information about familiar, concrete topics.
- Identifies simple factual details, such as numbers, letters, time, place, key words and expressions.
- Identifies words related to personal identification information.
Listen to another parent introduce their same sex partner to find out their name and their child’s name.
Comprehending Information
Understand simple information about familiar, concrete topics.
- Identifies simple factual details, such as numbers, letters, time, place, key words and expressions.
- Identifies words related to personal identification information.
CLB 3
Listen to a few short sentences about class schedules at a LINC orientation session.
Comprehending Information
Understand short, simple, descriptive communication about a person, object, situation, scene, personal experience or daily routine.
- Gets the gist.
- Identifies factual details, key words and expressions as required.
Follow 2 to 4 instructions from an instructor to fill out an inventory sheet to record an assessment task.
Comprehending Instructions
Understand instructions and directions related to familiar, everyday situations of immediate personal relevance.
- Identifies basic connectors related to time (now, then, before, after) and place (this, that, here, there).
- Responds with correct actions to directions and instructions.
Listen to a teacher give information about accommodating diverse needs in the classroom.
Comprehending Information
Understand short descriptive narrative communication on topics of personal relevance.
- Gets the gist.
- Identifies factual details, key words and expressions as required.
CLB 4
Listen to up to 10 sentences about good study habits and homework expectations at a LINC information session.
Comprehending Information
Understand short descriptive or narrative communication on topics of personal relevance.
- Gets the gist.
- Identifies factual details, some implied meanings, key words and expressions.
Follow 4 to 5 instructions from an instructor to complete an assessment task.
Comprehending Instructions
Understand common, sequentially presented instructions and directions related to familiar, everyday situations of personal relevance.
- Responds with appropriate actions to directions and instructions.
- Recognizes and identifies correct sequence of steps.
Listen to a teacher give information about accommodating diverse needs in the classroom.
Comprehending Information
Understand short descriptive narrative communication on topics of personal relevance.
- Gets the gist.
- Identifies factual details, key words and expressions as required.
Speaking
CLB 1
Introduce yourself to your child’s teacher at a parent-teacher conference.
Interacting With Others
Use and respond to basic courtesy formulas and greetings.
- Responds appropriately to common greetings, introductions, and leave-takings.
- Uses appropriate basic courtesy formulas.
Answer a few simple questions about yourself from a classmate such as your name, language, and home country.
Sharing information
Give basic personal information in response to direct questions from a supportive listener.
- Answers simple questions about personal information.
- Uses alphabet to spell out words, such as own name.
Ask your teacher for help with a task.
Getting Things Done
Make and respond to simple requests related to immediate personal needs.
- Uses appropriate single words, phrases, memorized expressions and courtesy formulas.
- Uses simple expressions of time.
CLB 2
Introduce yourself to your child’s teacher at a parent-teacher conference and ask them to speak slowly to help you understand.
Interacting With Others
Use and respond to courtesy formulas and greetings.
- Initiates and responds appropriately to introductions and leave-takings using appropriate courtesy formulas.
- Indicates communication problems verbally, if needed.
Answer simple questions from a classmate about your reasons for learning English.
Sharing information
Give expanded basic personal information to a supportive listener.
- Answers simple questions about personal information.
- Expresses basic ability or inability.
CLB 3
Introduce yourself to your child’s teacher at a parent-teacher conference and ask them 1 to 2 questions about themselves as small talk before discussing your child’s progress.
Interacting With Others
Use a range of courtesy formulas and greetings in very short, casual, face-to-face interactions.
- Initiates and responds appropriately to introductions and leave-takings.
- Initiates and responds appropriately in short routine exchanges about self and another person.
Tell a classmate about your learning goals.
Sharing information
Ask for and give information about immediate needs and some feelings related to common everyday activities.
- Expresses some feelings.
- Expresses very simple immediate and future needs, wants and plans.
CLB 4
Ask a child’s teacher to meet to discuss your child being bullied in class.
Getting Things Done
Make and respond to a range of requests and offers.
- Asks questions and makes requests and suggestions politely and appropriately.
- Uses modals with some accuracy.
Tell a classmate about your learning goals and your plans for achieving them.
Sharing information
Ask for and give information about needs and feelings related to common everyday activities.
- Asks and answers simple, factual questions.
- Expresses feelings, needs, preferences, satisfaction and dissatisfaction.
Reading
CLB 1
Read a library program page to find days and times the Newcomers’ Service Desk is open.
Getting Things Done
Get information from very short, simple, common formatted texts.
- Identifies numbers (amounts, dates) and familiar words (names, addresses, city names).
- Identifies an address.
Read and follow a simple instruction with visuals to call the school office to report an absence.
Comprehending Instructions
Understand very short, simple instructions for common, familiar everyday situations. [Instructions have only 1 step and may be accompanied by illustrations.]
- Recognizes individual words (simple imperative verbs and common nouns).
- Follows instruction by responding with action.
Read a few short phrases or a sentence about a BIPOC community leader to learn their name and their community.
Comprehending Information
Recognize names, numbers and some basic details in very simple, short texts related to everyday situations and immediate needs.
- Identifies numbers, letters, a few key words and short expressions.
CLB 2
Read information about a conversation class at the local library to find details such as the days and times it is offered as well as who the class is for.
Getting Things Done
Get information from short, simple business or service notices.
- Recognizes layout.
- Scans text to find specific details.
Read and follow up to 4 instructions with visuals to prepare your child for a field trip to an Indigenous Learning Centre.
Comprehending Instructions
Understand short, simple, clearly sequenced instructions for common, familiar everyday situations.
- Recognizes individual words, phrases and symbols commonly used in simple instructions.
- Follows instructions in the proper sequence.
Read a few short, simple sentences about a BIPOC community leader to find out their name and their contribution.
Comprehending Information
Understand the purpose and some basic details in very simple, short texts related to everyday, familiar, personally relevant situations and topics.
- Identifies purpose.
- Identifies numbers, a few key words and short, common expressions.
CLB 3
Read about a film screening for Black History month at the library to find the date and time to determine if you can go.
Getting Things Done
Get information from short business or service texts.
- Gets overall meaning.
- Interprets simple graphics.
Read 4-5 instructions for how to get a library card.
Comprehending Instructions
Understand short, simple, clearly sequenced instructions for familiar everyday situations.
Instructions are up to about 5 steps, in point form or prose, and are often accompanied by illustrations.
- Identifies sequence signals (such as first, second, next).
- Recognizes words, phrases and symbols commonly used in instructions.
Read a short, simple 5-7 sentence description of how Kids Help phone is supporting youth like the unhoused, BIPOC or 2SLGBTQIA+ youth populations.
Comprehending Information
Understand the purpose, main idea, key information and some details in simple, short texts related to everyday familiar and personally relevant situations and topics.
- Gets the gist.
- Identifies key events, people, places, things (who, what, where and when).
CLB 4
Compare information about two different courses at the local library to decide which one to take.
Getting Things Done
Get information from short business or service texts.
- Finds main ideas, specific information and key details.
- Compares facts and information to make choices.
Read 5-6 instructions for how to check out books at the library using self-check out.
Comprehending Instructions
Understand short, simple, clearly sequenced instructions and instructional texts for familiar everyday situations. Instructions are up to about 6 steps, in point form or as a short, continuous text that may include a visual.
- Identifies sequence signals (such as first, next, before).
- Recognizes common sentence patterns, phrases and symbols commonly used in instructions.
Read a passage of up to 10 sentences about how to be an ally to the BIPOC community.
Comprehending Information
Understand the purpose, main idea, key information and specific details in simple, short texts related to everyday familiar and personally relevant situations and topics.
- Gets the overall meaning.
- Identifies key information and specific details.
Writing
CLB 1
Write a few words to complete a short, guided message to your child’s teacher to tell the teacher that they will be absent today because they are sick.
Sharing Information
Write a few words to complete a short, guided text or answer simple questions to describe a personal situation. [Text to complete is about 3 to 5 sentences.]
- Writes a few personal and familiar details.
- Writes legibly.
Complete, with a few words, a simple thank-you card for a teacher.
Interacting with Others
Convey greetings or other goodwill messages by completing cards or other very short, simple standard texts. [Messages are a few words in length, addressed to a familiar person and related to a personally relevant situation.]
- Completes a standard greeting card or message with simple and minimum information.
- Completes a message with an appropriate salutation (such as hi, hello, dear, to) and closing (such as from, regards, love).
Complete up to 5 items on a very simple form to sign up for a class on Indigenous cooking.
Getting Things Done
Complete very short, simple or simplified forms that require only basic personal identification information.
Forms contain up to about 5 personal identification items and have clear labels and areas in which to write.
- Includes the required basic information.
- Write basic information in appropriate sections.
CLB 2
Complete a short message with a few words to your child’s teacher to inform them that your child will leave early to go to an appointment.
Getting Things Done
Complete short, simple or simplified forms that require only basic personal identification or familiar information.
Forms contain up to about 10 personal identification or familiar information.
- Includes the required basic information.
- Follows standard conventions for capitalization and punctuation.
Complete a simple sympathy card for a teacher.
Interacting with Others
Convey an expanding range of goodwill messages (such as thanks, apologies, congratulations, get well wishes, goodbyes, and sympathy) by means of standard cards or guided notes. [Messages are a few words or short phrases, addressed to a familiar person and related to personally relevant situations.]
- Completes a standard greeting card or message with simple information.
- Uses adequate spelling and punctuation.
Complete a simple form of 5-10 items to register yourself for a presentation on Indigenous music.
Getting Things Done
Complete short, simple or simplified forms that require only basic personal identification or familiar information.
Forms contain up to about 10 personal identification or familiar information.
- Includes the required basic information.
- Follows standard conventions for capitalization and punctuation.
CLB 3
Write a short message of a few sentences to your child’s teacher to request a meeting to discuss your child being bullied at school.
Getting Things Done
Write short, simple business or service messages. [Messages are about 5 sentences.]
- Conveys the message, although a reader might have some difficulty following.
- Uses language and content that are appropriate to the intent and social context.
Write a short, simple message to a classroom assistant to thank them for helping you one on one during the term.
Interacting with Others
Convey short, personal and informal social messages on topics related to familiar everyday situations. [Messages are a few short sentences addressed to a familiar person and related to personally relevant situations.]
- Conveys the message; reader may have to guess or make inferences to follow completely.
- Uses language and content that are appropriate to the intent of the message and the social context.
Complete up to 15 items on a form to register a family member for an Indigenous dancing event.
Getting Things Done
Complete short, simple forms that require basic, personal identification or familiar information. Forms contain about 12 to 15 items and have clear labels and areas in which to write.
- Includes the required basic information with no major omissions.
- Follows standard conventions for capitalization and punctuation.
CLB 4
Write a message to your child’s teacher to request a meeting to discuss how to support your neurodivergent learner.
Getting Things Done
Write simple business or service messages. [Messages are about 7 sentences.]
- Conveys main ideas and supports them with some detail in a basic paragraph structure.
- Uses language and content that are appropriate to the purpose, intent, and social context.
Write a farewell message to a classmate who is moving to another city. Share a fond memory of them and wish them well.
Interacting with Others
Convey short, personal, informal social messages on topics related to familiar everyday situations [Message is a few sentences or a short paragraph addressed to a familiar person and related to a personally relevant situation.]
- Conveys the message so that a reader can follow it.
- Conveys feelings in a manner that is appropriate to the context.
Copy a list of tips for being an ally for BIPOC classmates.
Reproducing Information
Copy or record an expanding range of information from short texts for personal use.
- Texts to copy are up to about 2 paragraphs and have a clear layout; can include passages, directories, schedules, instructions, directions, dictionaries and manuals, and may come from more than one source.
- Copies texts legibly causing only slight uncertainty in decoding for the reader.
- Copies with no major omissions and only occasional copying mistakes.
Sample Real World Tasks
This information is aligned with the Canadian Language Benchmarks (CLB) and is designed to help guide you in the planning process. You can use these sample real-world tasks to guide and inform your selection or creation of skill-building activities, skill-using tasks and assessment tasks
These sample real-world tasks include the following: skill, real-world task, competency area, one competency statement and two sample indicators of ability. This is not an exhaustive list: there are more indicators of ability and information about this CLB level in Canadian Language Benchmarks English as a Second Language for Adults. Consult this resource for more information and to select your own competencies or indicators of ability. Remember, you can use more learner-friendly language in your materials and assessments.
This is NOT a lesson plan, module plan or curriculum.
