Stage I:
Indigenization
This theme focuses on the communication skills needed to better understand and articulate Indigenous worldviews and ways of being, fostering reconciliation between Indigenous and non-Indigenous people. Find out more about this theme here.
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 the introduction of an Elder to understand their name.
Interacting with Others
Understand individual greetings, introductions and goodwill expressions. [Communication is very brief, 1 or 2 short turns.]
- Identifies individual, familiar words and short phrases used in common courtesy formulas.
- Understands simple phrases and a few factual details.
Listen and follow a single-step instruction to participate in a learning activity to gain awareness about local Indigenous culture like sit down, sit in a circle or listen carefully.
Comprehending Instructions
Understand very short, simple instructions, commands and requests related to immediate personal needs. [Instructions/ commands are about 2 to 5 words.]
- Identifies words or phrases that indicate positive or negative commands or requests.
- Indicates comprehension with appropriate verbal and non-verbal responses.
CLB 2
Listen to a teacher welcoming an Elder to the class before a presentation to understand their name, the nation they are from and where they live.
Interacting with Others
Understand greetings, introductions, requests, goodwill expressions and an expanding range of basic courtesy formulas. [Communication is very brief, 2 or 3 turns.]
- Identifies common courtesy phrases and an expanding range of expressions.
- Understands simple phrases, short, simple sentences and a few factual details.
Listen and follow 2 to 3 simple instructions to participate in a learning activity to gain awareness about local Indigenous culture like Sit in a circle, Look at the picture or Don’t talk when others are talking.
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.
CLB 3
Listen to an introduction to a presentation that includes a short description of the people and place where an Indigenous speaker comes from.
Interacting with Others
Understand simple social exchanges, including styles of greetings, introductions and leave-taking.
- Identifies a range of common courtesy expressions in discourse.
- Begins to identify formal and casual style and register.
Listen to a few short sentences about local Indigenous cultural practices.
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.
CLB 4
Listen to a formal introduction to a presentation that includes a land acknowledgement.
Interacting with Others
Understand short social exchanges containing introductions, casual small talk and leave-taking.
- Identifies formal and casual style and register.
- Identifies specific factual details and some implied meanings.
Listen to a short presentation about local Indigenous medicines.
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.
Speaking
CLB 1
Offer to help at a school event commemorating National Truth and Reconciliation Day like “I can help” or “How can I help?”.
Getting Things Done
Make and respond to simple requests related to immediate personal needs (such as asking for assistance, or for the time, a price or an amount).
- Uses appropriate single words, phrases, memorized expressions and courtesy formulas.
- Uses simple expressions of time.
Answer 2 to 3 simple questions about what you learned about Indigenous Peoples like “What are the names of the First Nations Peoples in the area that you live in? Where is the closest First Nation?”.
Sharing information
Give basic personal information in response to direct questions from a supportive listener.
- Answers simple questions about personal information.
- Speaks in isolated words or strings of 2 to 3 words,with no evidence of connected discourse.
CLB 2
Remind a classmate to wear an Orange Shirt the next day for National Truth and Reconciliation Day.
Getting Things Done
Make and respond to simple requests related to common everyday activities.
- Uses appropriate memorized expressions, simple sentences, and courtesy formulas for requests.
- Speaks in short phrases and some short sentences.
Use pictures to tell a friend how to participate in Truth and Reconciliation Day events at school like wear an orange shirt, listen carefully or raise your hand to ask a question.
Giving Instructions
Give short, simple, common, routine instructions to a familiar person. [Instructions are short phrases or imperative sentences.]
- Uses imperative forms, memorized stock expressions, and appropriate courtesy words (such as please).
- Gives both positive and negative commands.
CLB 3
Ask an instructor to give information about an upcoming Truth and Reconciliation event at the school.
Getting Things Done
Make an expanding range of simple requests related to everyday activities.
- Uses appropriate simple expressions.
- Provides some basic details.
Share 2-3 of the 94 Truth and Reconciliation Calls to Action with classmates.
Sharing Information
Ask for and give information about immediate needs and some feelings related to common everyday activities.
- Asks and answers simple factual questions.
- Expresses very simple immediate needs, wants and plans.
CLB 4
Ask your coworkers to wear an orange shirt to honour National Truth and Reconciliation Day and provide 2 to 3 reasons.
Getting Things Done
Make and respond to a range of requests and offers (such as getting assistance, and asking for, offering, accepting or rejecting goods or services.)
- Asks questions and makes requests and suggestions politely and appropriately.
- Elicits or provides details as needed.
Tell your friend 4 to 5 ways to respond to negative stereotypes they may overhear about Indigenous peoples or other groups.
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 or dissatisfaction.
Share 2-3 of the 94 Truth and Reconciliation Calls to Action and give a specific action you can take in support of the Calls to Action.
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 or dissatisfaction.
Reading
CLB 1
Read 2 -4 sentences in a very short, simple picture story about Indigenous Peoples in Canada.
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.
Read a very short, simple poster about an Orange Shirt Day event at school and find the date and time.
Getting Things Done
Get information from very short, simple, common formatted texts (such as simple sections of forms, maps, diagrams, sales receipts, or common universal traffic signs and civic symbols).
- Identifies numbers (amounts, dates) and familiar words (names, addresses, city names).
- Identifies an address.
CLB 2
Read a short, simple 5-7 sentence Indigenous story about the seasons.
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.
Read a short, simple poster about an Orange Shirt Day event at school and find the date and time, location and what to wear.
Getting Things Done
Get basic information from short, simple business or service notices.
- Scans text to find specific details.
- Recognizes layout.
CLB 3
Read a simple description about Indigenous totem animals specific to the closest local First Nation and their meanings.
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).
Read a simple notice about National Indigenous Peoples Day events in the workplace and decide which ones you can attend.
Getting Things Done
Get information from short business or service texts (such as brochures, notices, form letters and flyers).
- Gets overall meaning.
- Interprets simple graphics.
CLB 4
Read a description of Indigenous ways of knowing (up to 3 paragraphs). For example: Wahkohtowin: we are all connected.
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 meanings of connective words between sentences in a narrative sequence.
Read a notice about a Truth and Reconciliation event to understand the purpose and how you can participate.
Getting Things Done
Get information from short business or service texts (such as brochures, notices, form letters and flyers).
- Identifies type and purpose.
- Finds main ideas, specific information and key details.
Writing
CLB 1
Using a word bank, complete a 3-5 sentence guided text to share information about local Indigenous knowledge systems like the medicine wheel, the seven grandfather teachings or the Haudenosaunee Thanksgiving Address.
Sharing Information
Write a few words to complete a short, guided text or answer simple questions to describe a personal situation.
- Writes a few personal and familiar details.
- Writes legibly.
Copy a short list of ingredients for an Indigenous recipe.
Reproducing information
Copy numbers, letters, words, short phrases or sentences from simple lists or very short passages, for personal use or to complete short tasks. [lists have about 5 to 10 items.]
- Copies letters, numbers, words and short sentences, including capitalization and punctuation.
- Copies text legibly; reader may still have difficulties decoding some letters and numbers.
CLB 2
Copy answer to a few short simple questions about a local Indigenous knowledge system like the medicine wheel, the seven grandfather teachings or the Haudenosaunee Thanksgiving Address.
Sharing Information
Write a few words to complete a short, guided text or answer simple questions to describe a personal situation.
- Follows some spelling and punctuation conventions.
- Writes legibly.
Copy a list of ingredients with their measurements for an Indigenous recipe.
Reproducing information
Copy a range of information, from simple lists or very short passages, for personal use or to complete short tasks. [lists have about 10 to 15 items.]
- Copies letters, numbers, words, and sentences with correct capitalization and punctuation.
- Follows standard Canadian conventions and styles when copying addresses and phone numbers.
CLB 3
Complete a guided text of a few sentences about a local Indigenous knowledge system like the medicine wheel, the seven grandfather teachings or the Haudenosaunee Thanksgiving Address.
Sharing Information
Write a few sentences to describe a familiar person, object, place, situation or event.
- Uses a few connected sentences.
- Provides adequate descriptions, though a reader may have some difficulty following the message.
Copy a list of Indigenous foods that may be part of a Truth and Reconciliation event.
Reproducing Information
Copy or record a range of information from short texts for personal use. [Texts to copy are up to about 1 paragraph and have a clear layout; can include passages, directories, schedules, instructions, and dictionaries.]
- Copies or records letters, numbers, words and sentences with correct capitalization and punctuation.
- Follows standard Canadian conventions for capitalization, punctuation and other requirements of the genre.
CLB 4
Copy a short paragraph or two about a local Indigenous knowledge system like the medicine wheel, the seven grandfather teachings or the Haudenosaunee Thanksgiving Address.
Reproducing information
Copy or record an expanded 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.]
- Follows standard conventions for capitalization and punctuation; accurately copies other elements of formatting.
Copy a list of traditional Indigenous foods in the province that you live in.
Reproducing information
Copy or record an expanded 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.]
- Follows standard conventions for capitalization and punctuation; accurately copies other elements of formatting.
- Copies text 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.
