Detailed Sample Task: Stage I
CLB 3 - Reading Comprehending Instructions
Global Citizenship
Real-World Task
Read and follow point-form instructions for how to safely dispose of batteries.
Planning Context
Helpful Knowledge:
- Some familiarity with garbage and recycling practices.
- Some familiarity with different types of batteries (e.g. household, automotive, rechargeable, electronic).
Context:
- Batteries are a hazardous waste and need to be disposed of properly. Local municipalities and/ or retailers often have programs set up to safely dispose of and/ or recycle batteries. Information on how to safely dispose of or recycle hazardous wastes can often be found on municipal government websites or in their published educational materials.
Vocabulary and Grammar
Sample Vocabulary:
- battery(ies)
- (non) rechargeable
- retailer
- hazardous
- safe
- free of charge
- Verbs:
- store
- take
- dispose
- recycle
Sample Grammar:
- Basic words and expressions related to recycling and disposing batteries.
- Imperative forms for instructions.
- Positive and negative instructions.
Knowledge and Strategies
Textual and Functional Knowledge:
- Sequence and location signals (first, then, next).
- Format of instructions in point form.
- Skimming to determine purpose.
- Scanning to find specific information.
Sociolinguistic Knowledge:
- How words or phrases convey importance.
- Names of large retailers.
- Background knowledge about how municipal governments regulate waste and recycling bylaws and programs.
Activities and Tasks
Sample Skill-Building Activities:
- Bring in and show a variety of commonly used batteries and elicit different uses for them.
- Define “hazardous” and discuss reasons why batteries and other hazardous household products require proper disposal.
- Compare and contrast hazardous waste and recycling practices from other countries.
- Match vocabulary words, pictures and definitions.
- Read a set of short, simple instructions for properly disposing of a hazardous household product and identify the format, imperative forms of verbs and sequence words. Scan the instructions to circle key words.
- Match a series of instructions with pictures of each step and put the instructions in the correct order. Then, answer comprehension questions.
Sample Skill-Using Tasks:
- Read 5 simple instructions for how to safely dispose of electronics such as cell phones, televisions and laptops and answer questions.
Sample Assessment Tasks:
- Read 5 point-form instructions for how to safely dispose of batteries and answer comprehension questions.
Teaching Considerations
Cultural Considerations:
- Waste and recycling practices can vary widely across Canada. Instructors can tailor the task to reflect the practices in the learner’s local community.
- Have learners compare and contrast waste and recycling practices with those from other countries to develop intercultural awareness.
- Environmentalism is sometimes politicized. Help learners become aware of these issues.
Digital Literacy Strategies:
Successful completion of some tasks may require some baseline digital knowledge and skills.
Learners may need to:
- Use videoconferencing technology for online meetings.
- Navigate and use online learning management systems (LMS) such as Avenue.
- Use familiar apps and web pages.
- Scan online resources to find information.
Instructors can:
- Use digital tools such as translation or pronunciation tools to support language learning and foster autonomous learning.
- Introduce websites that are relevant to the task.
- Teach reading strategies such as skimming and scanning to find information on municipal government and other relevant web pages.
Equity, Diversity, Inclusion and Indigenization Strategies:
Instructors can:
- 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.
- Recognize the importance of equity, diversity and inclusion is an important part of global citizenship. Themes of EDI can be woven into this module.
Trauma-informed Strategies:
Possible Trauma Triggers:
- Themes of global citizenship can be triggering for learners who have experienced trauma or oppression. Always follow trauma-informed practice and watch out for learners who may need extra support.
Strategies:
- Create a safe and supportive classroom environment by establishing familiar routines, repeated activities, and model friendly and non-evaluative interactions; learners who have experienced trauma often benefit from having routine.
- Recognize and respect learners’ right to choose if, when and what they share about themselves and their routines.
- Giving learners the knowledge, skills and language to access resources can be empowering.
Resources
Outings, Guest Speaker Suggestions, Extension Activities:
- Start a class safe disposal / recycling project by having learners collect and safely dispose of or recycle common hazardous household items such as batteries.
- Have learners create posters and other promotional materials to educate others about proper waste and recycling practices or other ways to conserve the environment.
- Have learners set goals for other initiatives they can participate in to help the environment and report back on their progress at regular intervals.
Realia:
- Different types of batteries
- Other hazardous materials that require proper disposal
- Authentic websites, brochures and other resources that provide information about proper waste disposal and recycling
Units and Modules:
Lessons and Activities:
Detailed Sample Task
This exemplar is aligned with the Canadian Language Benchmarks (CLB) and is designed to guide and inform your lesson and module planning. Consult the Canadian Language Benchmarks English as a Second Language for Adults for detailed performance descriptors at this benchmark and skill.
The information in this document is not exhaustive and can be expanded on. As well, you can use more learner-friendly language in your materials and assessments.
This is NOT a lesson or module plan.
