Detailed Sample Task: Stage I

CLB 3 - Writing
Reproducing Information

Community and Recreation

Real-World Task

Copy a paragraph of information about a drop-in basketball game at the local recreation centre.

Planning Context

Helpful Knowledge:

Days of the week
Times
There are often recreation centres in many communities.
Recreation centres have a variety of activities that the community can participate in like arts-type classes, languages and sports. There is usually a fee for participation.

Context:

Recreation centres often have drop-in games that are available to anyone
(in the right age group) who wants to play. There is usually a fee for participation.

Vocabulary and Grammar

Sample Vocabulary:

recreation centre
drop-in
game
gym
field
sports: basketball, soccer, badminton, and so on

Sample Grammar:

Simple present for scheduled events
There is, there are
Prepositions: on for days and dates,
at for times

Knowledge and Strategies

Textual and Functional Knowledge:

Information about a drop-in game will usually include the time, date, and location.
The information may or may not be in full sentences.
Basic paragraph structure

Sociolinguistic Knowledge:

Drop-in games are an excellent way to meet people in your area.

Activities and Tasks

Sample Skill-Building Activities:

Discuss as a class: What is a recreation centre? What is / are the closest recreation centre(s) in your area? What can you do at a recreation centre?
Using vocabulary cards with words and pictures, practice vocabulary using a variety of activities, such as matching or sorting.
Use the vocabulary cards as prompts to make a dialogue with a partner: What do you do at the recreation centre? I _______.
Read a very simple pamphlet from a recreation centre about programs available.
Look at the website for a local recreation centre and identify key information such as address, telephone number, and schedule.
Fill in the blanks with is or are to practice the simple present for scheduled events,
e.g. The basketball game is at 4:00.
Fill in the blanks with at or on to complete sentences with times, days, and dates, e.g. Swimming lessons are on Thursdays at 5:30.
Listen to a dialogue between friends discussing a drop-in game.
Copy information about practices and games for a soccer team onto a calendar.
Read a story about meeting friends for a drop-in game and identify the main idea, people in the story, and details.
Look at a paragraph about local basketball programs and when they meet and have drop in games. Answer comprehension questions about the reading,
Look at the paragraph again and identify some of the basic components of good paragraph structure such as starting sentences immediately after another, instead of on a different line, indenting the first sentence, and the first sentence being the topic sentence. Indicate that following sentences support the topic and the final sentence basically restates the topic in a summary of what was written.
Practice reading and writing very simple short paragraphs on some simple topics.

Sample Skill-Using Tasks:

Copy a paragraph of information about local recreation league games at the recreation centre.
Copy a paragraph of information about swimming lessons at the recreation centre.

Sample Assessment Tasks:

Copy a paragraph of information about
a drop-in basketball game at the local recreation centre.

Teaching Considerations

Cultural Considerations:

Some learners may not have experience with different gendered change rooms at a recreation centre. For example, many Canadian recreation centres have a men’s change room, a women’s change room, and a family change room that is open to all genders and has individual stalls for changing. Discuss what to expect at local recreation centres, including the general age when children are expected to go into the change room for their gender.

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 relevant to the task.
Use familiar apps, social media platforms and web pages relevant to the task.
Read information from a screen.

Instructors can:

Dedicate time to improve digital literacy for learners.
Make and/ or adapt digital materials.
Introduce websites and/or apps that are relevant to the task(s).
Support learners in finding, navigating and using websites.
Teach reading strategies such as skimming and scanning to find information on websites or apps.
Introduce tools and apps that can aid learners in coping with communication barriers, such as translation, pronunciation, text to speech, speech to text tools and so on.
Share knowledge and strategies to ensure online safety.
Refer learners to programs to improve their digital skills.

Equity, Diversity, Inclusion and Indigenization Strategies:

Use diverse representations of people in all your learning resources and images, including people who are 2SLGBTQIA+, 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.
Recognize that some learners may not feel safe in public change rooms, possibly including those who identify as women or who are 2SLGBTQIA+. Help learners identify some strategies for safety, such as going with a friend.

Trauma-informed Strategies:

Possible Trauma Triggers:

Learners who have experienced trauma may not feel safe in public places like recreation centres. Make sure learners know that recreation centres are inclusive environments, and make sure they know they can inform staff if anyone hassles them or makes them feel unsafe.
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:

Visit a local recreation centre and if possible tour the facility.
Write sentences about experiences at the recreation centre and put together a book.
Organize a games day at a local park and invite other classes to attend.

Realia:

Websites and apps for local recreation centres
Programs and pamphlets for local recreation centres
Calendars

Units and Modules:

Lessons and Activities:

Tutela: Physical Activity CLB 2/3
Tutela: Assessment Task: Art Class Ad: CLB 3/4
Unite for Literacy: Play Ball!
A search of NLCG (nlcg.achev.ca) may provide additional tasks that can be adapted.

Multimedia:

Tutela: ESL Image Bank: Community