Detailed Sample Task: Stage I

CLB 2 - Listening
Comprehending Instructions

Education & Learning

Real-World Task

Follow 1 to 2 simple instructions from an instructor to file a completed assessment task.

Planning Context

Helpful Knowledge:

Basic classroom vocabulary
Some basic vocabulary related to LINC assessment and language learning.
Knowledge of how to use the language companion binder.

Context:

To file a Portfolio-Based Language Assessment (PBLA) task, you must include the completed assessment task and related documentation such as rubrics within your language companion binder and record it on your Portfolio Skills Inventory sheet. The assessment task should demonstrate a CLB level. Each assessment task is filed under the relevant skill section (listening, speaking, reading, or writing).

Vocabulary and Grammar

Sample Vocabulary:

assessment
task
rubric
binder
section
listening / speaking / reading / writing
portfolio
inventory sheet

Sample Grammar:

Imperative verb form for instructions

Knowledge and Strategies

Textual and Functional Knowledge:

Begin to recognize the main ideas of a listening text.
Begin to understand the specific purpose of certain language functions such as instructions.

Sociolinguistic Knowledge:

Common social conventions and norms of politeness.

Strategic Competence

Requests for repetition and clarification

Activities and Tasks

Sample Skill-Building Activities:

Discuss as a class: How many assessment tasks have you done in your LINC class (this week, or semester, as appropriate)? What do you do with your assessment tasks when they are finished? Why is it important to keep your assessments in your Language Companion binder? Do you ever look back at your assessments from before? What is your favourite section in your binder?
Match picture flashcards showing different vocabulary items with images. In pairs, take turns to hold up one of the image flash cards and ask your partner what vocabulary word this image is. Learners then copy the words into a vocabulary log / journal.
Review the grammar rules for how to use imperative verbs and practice copying simple imperative sentences that give classroom instructions. Highlight the imperative verb in each sentence. Now read the instructions aloud with a partner.
Read three simple sentences with simple instructions about your Language Companion binder and match the instruction to an image of a LINC learner following the instruction.
Incorporate phonics activities based on vocabulary words and other vocabulary related to the topic.
Match images of learners practicing different language skills, listening / speaking / reading / writing to the different section headings in the Language Companion binder.
Listen to a simple instruction about your Language Companion binder from your instructor. Now, ask one question about the instruction to make sure you understand, such as “Can you repeat?” or, “Say again please.”
Listen to short instructions from your instructor about your Language Companion binder. Learners physically act out each instruction that the instructor is giving.

Sample Skill-Using Tasks:

Follow 1 to 2 simple instructions from an instructor about how to file your instructor feedback / rubric with your assessment task in your Language Companion binder.

Sample Assessment Tasks:

Follow 1 to 2 simple instructions from an instructor to file a completed assessment task.

Teaching Considerations

Cultural Considerations:

Learners may have different experiences and expectations around assessment. Rather than classroom based assessment with an emphasis on formative, task-based feedback and reflection, they may expect formal, timed exams with a strong focus on memorization and grammatical accuracy.
LINC learners may find self-assessment and reflection unfamiliar or uncomfortable at first. Take time to explain the purpose of this way of assessing language learning.

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.
Read information from a screen.
Adjust volume on device

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).

Equity, Diversity, Inclusion and Indigenization Strategies:

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. Consider this diversity as you choose names for characters in stories you create as well.

Trauma-informed Strategies:

Possible Trauma triggers:

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:

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:

Share one of your favourite assessment tasks from your Language Companion binder / learner portfolio with a classmate.
Invite your LINC Lead PBLA instructor to the class to talk about PBLA and the Language Companion binder in simple terms.
Create simple posters label different parts of the Language Companion binder and post them in the common areas of your LINC provider for new learners to see.

Realia:

Language Companion binder
Section dividers for the Language Companion Binder
Authentic rubrics for different tasks

Units and Modules:

Tutela: CLB 1 -2 PBLA Readiness – Using the Language Companion/Doing a Needs Assessment Module
Tutela: CLB 4 Education Module and Assessment Tasks: Understanding PBLA ( Not correct level but can be adapted.)

Lessons and Activities:

Multimedia: