Detailed Sample Task: Stage I

CLB 3 - Reading
Comprehending Instructions

Education and Learning

Real-World Task

Read 4-5 instructions for how to get a library card.

Planning Context

Helpful Knowledge:

You can borrow books on a huge variety of topics at the local library. Anyone can get a library card.
Library cards are free.

Context:

Libraries are extensive community resources that allow people to borrow books, music, movies, television programs and other things. They often host community events and classes and provide learning opportunities.
Libraries also have an increasing variety of materials in other languages.
Many libraries in Canada now have self-checkout stations that allow you to check out your materials by yourself.

Vocabulary and Grammar

Sample Vocabulary:

library card
materials
sequence words – first, second, third,
then, next, finally and so on.
Identification / ID
personal information such as name, address, phone number, gender,
and so on
form
ask
Sign / signature

Sample Grammar:

Modal verbs: may
Imperatives for instructions

Knowledge and Strategies

Textual and Functional Knowledge:

Instructions can be given in continuous text or as a list.
Lists of instructions are often bulleted or numbered.

Sociolinguistic Knowledge:

You can always ask for help at a library.
Sets of instructions are generally factual and usually do not include courtesy formulas or softening expressions.

Activities and Tasks

Sample Skill-Building Activities:

Discuss as a class: What is a library? Who has visited the library? What do you do there? What kinds of materials do they have? Do you have a library card?
Match vocabulary cards with words for various images of materials available at your local library.
Using the vocabulary words, as a group identify the meaning using images and sentences. Practice with matching and other vocabulary exercises.
From a short, simple instructor-made story on the topic, have learners listen as the instructor reads. Have learners repeat after the instructor to match intonation and fluency. Finally, have learners read the story as a group, and then individually.
As a class, look at the website for the local libraries. Explore how you set up an account, log on, search for materials and place a hold online.
Use images to explain how to get a library card. This could include asking to get a library card using “May I get…”, showing identification / ID, filling in a form and signing the card.
Practice personal information.
Fill in simple forms for getting a library card that includes the vocabulary words for personal information
Introduce and practice sequencing words such as first, second, third, then, next, finally and so on.
Look at the images for getting a library card and as a class, create a set of instructions using sequencing words and vocabulary words.
Review the instructions and circle the sequencing words. Underline the imperative verbs.
Practice the imperative for instructions.
Read a set of instructions for looking for a book at the library. Circle the imperative verbs. Underline the adverbs of order.
In small groups, write a dialogue between a librarian and a patron in which the patron asks to get a library card. Perform your dialogue for the class. Remember to include courtesy formulas for meeting and leave taking.

Sample Skill-Using Tasks:

Read 4-5 instructions for making a cup of tea. Arrange images in the correct order to show comprehension.

Sample Assessment Tasks:

Read 4-5 jumbled instructions for how to get a library card and place them in the correct order.

Teaching Considerations

Cultural Considerations:

Libraries in Canada are highly inclusive places and will lend materials on any subject to any person. They do not judge whether or not a person should borrow a material. Libraries are places where you can find information on a wide range of topics. You can also often borrow computers or other devices.
Libraries often have materials specifically for people who are learning English, including reading material for adults at a range of levels.

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.
Type information to appear on screen.

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).
Support learners in finding, navigating and using websites.
Show learners that the size of an image on the screen can be adjusted.

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.
Recognize that learners with disabilities and learners who are neurodivergent may need accommodations; when possible, help learners of all abilities understand their rights and the rights of their children.
Ensure that learners understand that libraries are inclusive places that will lend materials of any topic to any person. They will not share the information of what you borrow with anyone.

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:

Learners may not feel comfortable discussing their needs for accommodation. Learners have the right to choose if, when and what they share about themselves.
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 library.
Arrange a tour of the school / organization library or a local library.
Invite a librarian to visit the class and share information about the library.
Prepare a poster presentation about the local library and present to learners from another class.
Visit the library to get library cards for those that don’t have one.

Realia:

Library cards
Library website
Books, movies, music CDs, and so on.

Units and Modules:

Lessons and Activities:

Multimedia:

Tutela: ESL Image Bank – Community