Detailed Sample Task: Stage I

CLB 2 - Writing
Getting Things Done

Education & Learning

Real-World Task

Complete up to 10 items on a simple form to register yourself for a presentation on Indigenous music.

Planning Context

Helpful Knowledge:

Some basic vocabulary related to Indigenous cultures in Canada such as Indigenous, culture, music, dance and so on.
Basic knowledge of dates and times
Knowledge of what common form fields are needed to fill in forms for registering for workshops.
Knowledge of the Canadian address system.

Context:

Indigenous music presentations and other events celebrate cultures and traditions and are an important part of Canadian heritage.
Indigenous cultures are an important part of Canadian culture.
There are many different Indigenous Peoples in Canada.
Indigenous Peoples include First Nations, Inuit, and Métis.
In Canada, many libraries, community centres and settlement organizations often offer workshops, presentations, classes or programs for Newcomers and the general public on a variety of topics.
Forms are used for many services: schools, libraries, banks, and so on. Knowing how to read fields on a form and fill them out is a necessary skill.
It is important to print clearly and to proofread for spelling errors.
Some forms have information that is optional to provide.
This task reflects the intention to include all people in Canada in the themes. The language skills in this task could be applied to other contexts.

Vocabulary and Grammar

Sample Vocabulary:

Sample Grammar:

Common punctuation and capitalization rules for names and addresses
Numbers, symbols and conventions for phone numbers, postal codes and email addresses.
Simple present- My name is…., I live at ….
Correct use of numerals

Knowledge and Strategies

Textual and Functional Knowledge:

Begin to identify the layout and different parts of standard forms (such as headings, instructions, and areas to complete).
Forms may use various abbreviations for the fields.
Follows basic spelling conventions.

Sociolinguistic Knowledge:

Indigenous cultures are an important part of Canadian culture, and learning about Indigenous Peoples is an important part of learning about Canada.
Includes the appropriate basic personal information.

Activities and Tasks

Sample Skill-Building Activities:

Discuss as a class: Have you ever attended a presentation or workshop? Was it in Canada or another country? What was the presentation about? How did you register for the presentation? Have you ever filled out a form? Where? ( school. bank, library) What information did you need to write?
Use flashcards with vocabulary words related to form filling to complete labels on a form including words like, optional, postal code and email address. Practice spelling and saying vocabulary words.
Incorporate phonics activities based on vocabulary words and other vocabulary related to the topic.
In pairs, complete a Form Scavenger Hunt; highlight items on a form such as address, apartment number, date of birth, gender.
Read a short sample form registering for a free class at the local community centre with personal information. Describe to your partner what workshop the person is registering for and what date the workshop is taking place. Now listen while your partner describes the information on the form they read.
Using a sample form, learners ask and answer questions about the details on the form: What is your first name? What is your date of birth? What is your country of origin? and so on.
Listen to an audio of someone simply describing their personal information; review True / False sentences about the information they shared.
In small groups, correct the capitalization and form filling errors in a simplified digital form.
Fill in the blanks on simplified forms, each with one missing information item.
In pairs, look at a simplified map with the location of three addresses marked on it. Compare the map to three simple completed forms. Match each form to the place on the map.

Sample Skill-Using Tasks:

Using a script, interview a classmate to find out their address, including postal code, and phone number. Fill out a form with the information.

Sample Assessment Tasks:

Complete up to 10 items on a simple form to register yourself for a presentation on Indigenous music.

Teaching Considerations

Cultural Considerations:

Indigenous cultures are an important part of Canadian culture, and learning about Indigenous cultures is part of learning about Canadian culture. Some learners come from countries with Indigenous Peoples, like learners from South America. Other learners may not be aware of Indigenous Peoples.
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.

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.such as online shopping websites.
Use familiar apps, social media platforms and web pages.
Type information to appear on screen
Complete formatted texts online, such as forms

Instructors can:

Dedicate time to improve digital literacy for learners.
Make and/ or adapt digital materials.
Introduce websites that are relevant to the task such as those found on online shopping websites.
Support learners in finding, navigating and using websites.
Share knowledge and strategies to ensure online safety.

Equity, Diversity, Inclusion and Indigenization Strategies:

Teach learners that there are many different Indigenous cultures in Canada, and that Indigenous cultures are part of Canadian culture.
Recognize that people who identify as women may not have had responsibility for sharing the information needed for registering for workshops or activities. Make sure these learners are aware of their rights in Canada and the resources that are available to them.
Some learners may experience changes to gender roles when they come to Canada. For some, this may be a welcome change, but for others it may be challenging. Address their concerns with sensitivity but teach that Canada is equitable and inclusive to people of all genders.

Trauma-informed Strategies:

Possible Trauma triggers:

Learners who have been persecuted or discriminated against because of their culture or tribe may be triggered by discussions of Indigenous Peoples in Canada.
Filling in forms and dealing with authority can be triggering for learners who have experienced trauma, especially for learners who have been in unsafe situations or have been in a political regime. Make sure that learners are always aware of the purpose of the form and be ready to provide support if needed.
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:

Teach learners that Canada is an inclusive, multicultural country, and that all people have equal rights in Canada.
Make sure that learners are always aware of the purpose of forms and be ready to provide support if needed.
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:

Visit an Indigenous cultural event like a powwow.
Work with a small group to colour a large map of Canada and label your province/territory, community, and a local Indigenous People.
Take a field trip to a local library or community centre to hear about presentations, workshops or programs that they may be interested in.
Invite a settlement agency to visit the class to talk about the workshops they offer or a presentation on adjusting to life in Canada.
Form completion relay: In teams, students “race” around the classroom to find information posted in different places to fill in a simple form.
Role play with a partner a phone call to register for a workshop with basic personal information.

Realia:

Authentic registration forms from local community programs (such as libraries, women’s centres, food banks, parenting workshops).
Brochures / flyers for library or community programs.
Screenshots of online / simplified forms.

Units and Modules:

Tutela: CLB 1/2 Module Theme Introductions Sub-Topics: Personal information

Lessons and Activities:

Tutela: Writing assessment: Fill out personal information form CLB 2
Tutela: Filling Out a Health Form CLB 2
Tutela: Filling Out an Application Form for Swimming Lessons (AT) CLB 2
Tutela: Filling Out an Application Form for a Library Card (AT) CLB 2
Tutela: Filling Out a Field Trip Form (AT) CLB 2
Tutela: Filling Out a Class Registration Form (AT) CLB 2
LINC 2 Classroom Activities
Tutela (Archway): Personal Information: Numeric Focus: CLB 1L/2L (Not CLB 2 but can be adapted)
Tutela (Archway): Personal Information: Alphabetic Focus: CLB 1L/2L (Not CLB 2 but can be adapted)
Tutela (Archway): Dates and Days: CLB 1L/2L (Not CLB 2 but can be adapted)
Tutela: Gawiin Bimikawesiwin: Assimilative Policies CLB 1L/2L (Not CLB 2 but can be adapted)
Tutela: Kichi-Asotamatowin: Land and Treaties CLB 1L/2L (Not CLB 2 but can be adapted)
The Literacy Centre of Expertise at TIES: Canadian Indigenous Content
A search of NLCG ( nlcg.achev.ca) may provide additional tasks that can be adapted.

Multimedia: