Detailed Sample Task: Stage I

CLB 2 - Writing
Getting Things Done

Getting Around and Transportation

Real-World Task

Complete up to 10 personal information items on an application form to apply for accessible transit services.

Planning Context

Helpful Knowledge:

Recognize basic Canadian address and phone formats.
Understand the purpose of forms.
Be able to state personal information like name spelling, address and phone number.

Some basic knowledge of accessible transit services

Context:

In Canada, accessible transit services are public transportation options designed to support people with disabilities, older adults, and others who may face mobility challenges. Many Canadian cities have regular buses, subways, and trains that are accessible by including features like low-floor buses with ramps or kneeling features, priority seating near the front for seniors, people with disabilities, pregnant passengers and so on.
For people who cannot use regular accessible transit, cities may offer door-to-door or shared-ride services. Riders usually must apply for these services and be approved based on disability or medical need. Bookings are made in advance. Vehicles can include wheelchair-accessible vans or minibuses.

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. You could adapt the task to focus on completing
a transit form that is relevant to your location / context.

Vocabulary and Grammar

Sample Vocabulary:

Sample Grammar:

Common punctuation and capitalization rules.

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).
Follows basic spelling conventions.

Sociolinguistic Knowledge:

Includes the appropriate basic personal information.

Activities and Tasks

Sample Skill-Building Activities:

Discuss as a class: How do you get to school or work? Do you take transit to come to your LINC class or to go to work? What do you like about transit? What is a disability? Do you have any friends or family members who have disabilities in Canada or in other countries? What kinds of support or accessibility do they need to take transit? In what ways is taking transit difficult for people who have disabilities? Have you ever seen any special bus / train changes to make it easier for people in a wheelchair to take transit? Use images to support the discussion.
Use flashcards with vocabulary words related to form filling to complete labels on a form including words like, first and last name, address, optional, postal code and email address.
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 and so on.
Read a short sample form, modified as needed for the level, registering for a special transit service with personal information. Describe to your partner what transit service the person is applying for and what date they need to take the special transit service. Now listen while your partner describes the information on the form they read.
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 simple form with the information.

Sample Assessment Tasks:

Complete up to 10 personal information items on an application form to apply for accessible transit services.

Teaching Considerations

Cultural Considerations:

In Canada, there is openness and inclusion around people with disabilities. In Canada, it is safe and acceptable to talk about a disability and to ask for support when needed. Everyone deserves equal access and respect. In some cultures, there may be stigma around disabilities or asking for accommodations or support.
In Canada, Accessibility for persons with disabilities is protected under the Accessible Canada Act (2019) and provincial human rights codes. Transit agencies must remove barriers and provide equal access.

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:

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.
Teach learners that all people in Canada have the right to no discrimination.
Teach learners that many people still experience discrimination against people with disabilities in Canada, but that there are things that can be done if you have this experience.
Teach learners appropriate terms for people with disabilities.

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.
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.

Strategies:

Make sure that learners are always aware of the purpose of the forms used 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:

Take a field trip on local transit to observe the regularly available transit accessibility accommodations.
Invite a guest speaker with a disability to speak about their experiences with transit challenges and accessibility supports.
Create mini-posters using a digital platform to share ways your local transit provider makes services accessible to persons with disabilities.

Realia:

Authentic registration forms from local community programs (such as libraries, women’s centres, food banks, parenting workshops).
Brochures / flyers for transit assistance.
Websites with information about transit disability accommodations in your area
Images of authentic accommodations
Screenshots of online / simplified forms.

Units and Modules:

Tutela (OCDSB): Taking Public Transit (CLB 2)

Lessons and Activities:

Multimedia: