Detailed Sample Task: Stage I

CLB 4 - Writing
Getting Things Done

Community and Recreation

Real-World Task

Complete up to 20 items on an application form to register your children for different recreation programs.

Planning Context

Helpful Knowledge:

Recreation programs are available in many communities and offer various learning and recreational opportunities.
Knowledge of basic Canadian address and phone formats.
Understanding the purpose of forms.
Knowledge of how to clearly print basic information.
Be able to state personal information like name spelling and date of birth.

Context:

Many recreation programs will ask you to share personal information so they can contact you if the class time changes, it is cancelled, or there is any other kind of change or problem. If you are registering for a program at a community centre or other school / city centre, it is usually safe to share your basic personal information.
If classes that you want are fully booked, you can ask to be added to the waitlist and you may be able to join the class.

Vocabulary and Grammar

Sample Vocabulary:

Sample Grammar:

Common everyday English spelling and punctuation rules and conventions for simple sentences.

Knowledge and Strategies

Textual and Functional Knowledge:

You have to fit your writing into the spaces on forms.
You must print neatly on forms.

Sociolinguistic Knowledge:

You can ask someone for help in filling out a form at a community centre, settlement agency, and so on.
You can often request a form in a different language.

Activities and Tasks

Sample Skill-Building Activities:

Discuss as a class: Who has been to a recreation centre? What activities did you do there? If you haven’t been to a “rec centre”, what do you know about them? When you go to a class or activity at a rec centre, you need to provide information. What information do they usually ask for?
If you have children, what are their favourite programs at the rec centre? When you register for programs, do you register
in-person, online or by telephone? Which way do you prefer to register?
Review the task vocabulary. Use vocabulary cards with words, pictures, and very simple definitions to practice the vocabulary.
Do activities such as matching, filling in
the blanks, and crosswords.
Create a mini word bank to use for later activities related to recreation programs related to programs, schedules and registration.
Read a short sample recreation program form for children which has been completed by a parent. Answer questions about the form with a partner. As a class discuss, concepts like emergency contact,
Required* information and waitlist options.
Listen to an audio of people simply describing the recreation programs that they are interested in for their children and match each person to a picture of the activity they are interested in.
Discuss in small groups: If you could register your children in any activity, what would you choose? What are your children’s favourite recreation activities here in Canada or in other countries where you have lived?
Read a simple instructor-made article about the benefits of swimming lessons for children. Read together with a classmate. Discuss the article and work together to answer comprehension questions. Read this article several times over several days and complete different comprehension activities each time. Focus on pronunciation, intonation and fluency.
Listen to a short instructor-made recording of someone calling a recreation centre and listening to a recorded message about how to register your children for programs. Discuss the recording as a class. Answer comprehension questions.
Review a simplified registration form of up to 20 items such as personal information, child’s information, date of birth, gender, allergies, contact information, guardians, waitlist and so on. Review items that learners may be unfamiliar with.
Review an instructor-made online form
for community centre recreation programs for children. The form has a number of capitalization and punctuation errors.
Find the mistake and highlight the mistakes.

Sample Skill-Using Tasks:

Look at an instructor-created simple form for community swimming lessons. On the form, there are 15 pieces of personal information. Each piece of information has
a mistake in either the place it has been entered, the capitalization, or where the required information is blank. Using a blank form beneath, enter the information into the form correctly.

Sample Assessment Tasks:

Complete up to 20 items on an application form to register your children for different recreation programs. Check the correct box to be added to the waitlist.

Teaching Considerations

Cultural Considerations:

Some learners may experience changes to gender roles when
they come to Canada. Perhaps gender roles have previously determined who completes forms and shares personal information. Address that in Canada, any parent or family member can complete their children’s forms. For some, this may be a welcome change,
but for others it may be challenging. Address their concerns with sensitivity but teach that Canada is equitable and inclusive to people of all genders.

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.
Use familiar apps, social media platforms and web pages.
Type information to appear on screen
Send and receive text messages and messages on other texting apps.
Send and receive email messages
Complete formatted texts online, such as forms
Navigate and use online learning management systems (LMS) such as Avenue.
Use a search engine to find information

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.
Use digital tools such as translation or pronunciation tools to support language learning and foster autonomous learning.
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.

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.
Learners who have experienced trauma can be triggered by people in positions of authority. Learners who have experienced trauma may feel wary of initiating any kind of perceived conflict, such as requesting to join a waitlist for a class that is full.

Strategies:

Make sure learners understand their rights for refunds in accordance with relevant policies and give strategies for making polite requests.
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 to the local community recreation centre.
Pick up brochures about events and speak with a customer service representative about policies for paying for classes and the refund policy.
Invite a guest speaker from the local library to share information about a range of community activities, including policies for paying for classes and the refund policy.
Complete a scavenger hunt where pairs of learners search for information about a local recreation centre and the various classes offered.

Realia:

Authentic calendars and schedules of local community activities
Authentic registration forms and information flyers
Images from the local community centre to show the diversity of offerings and the people who participate.
Refund policies from different stores or programs

Units and Modules:

Tutela: OCDSB Collection: Family and Community CLB 3-4

Lessons and Activities:

Multimedia: