Detailed Sample Task: Stage I
CLB 4 - Writing
Reproducing Information
Community and Recreation
Real-World Task
Copy information about several different conversation classes at the local library including days, times and levels (beginner, intermediate or advanced).
Planning Context
Helpful Knowledge:
- Vocabulary related to libraries, community-based learning opportunities and scheduling.
- Knowledge of English spelling, grammar and punctuation conventions
Context:
- In Canada, local libraries are often important in the community as they offer much more than reading material. They also provide free internet access, run community classes, and host community events. Libraries are usually free to join.
- Classes held in the community are sometimes run by volunteers but can provide cost efficient or free options to improve your English and learn other skills. A conversation class is likely to be informal and is a good place to practice and meet with other Newcomers.
Vocabulary and Grammar
Sample Vocabulary:
- scheduling vocabulary
(a.m. / p.m. days, times) - beginner, intermediate, advanced
- level
- schedule
- skills
- informal
- connections
- volunteers
Sample Grammar:
- Common everyday English spelling and punctuation rules and conventions for simple sentences.
Knowledge and Strategies
Textual and Functional Knowledge:
- Scheduling formats, a.m. / p.m., 24-hour clock.
Sociolinguistic Knowledge:
- Identify the layout and different parts of standard schedules, such as headings, instructions, and so on.
Activities and Tasks
Sample Skill-Building Activities:
- Discuss as a class: What is your experience with taking community-based classes, conversation classes, and participating in other library events? What types of classes or activities do you know of that are available at the library or local community centre? What are the benefits of these activities? What other benefits are there to participating in a community based class,
in addition to learning specific skills? - Listen to scheduling information about different activities in the community and write the activity and time onto a blank calendar of the month.
- Match vocabulary list cards to images connected to community activities.
- Discuss the meanings of “beginner, intermediate and advanced”. In pairs, learners discuss one activity, pastime, hobby or sport that they are a beginner at, one where they are at an intermediate level and one where they are advanced. Change partners and tell your new partner about your own skills and those of your first conversation partner.
- Review the rules for punctuation, including some more complex punctuation such as apostrophes and semi-colons. Practice adding punctuation to a set of sentences about the community.
- In pairs, correct the spelling, punctuation and capitalization errors in a paragraph about the local library. Copy the corrected paragraph into a notebook or digital document.
- Practice working with scheduling information given in the 24-hour clock
and an a.m. / p.m. version by completing handouts where one format of times is provided and the second format is missing. - Look at the website of the local library
or local community centre and find the calendar of upcoming events. Have a show and tell for learners to describe one specific library class that they would like to participate in and why this class interests them.
Sample Skill-Using Tasks:
- Copy information from the school / college website onto a written calendar to record the dates and times of five upcoming events.
Sample Assessment Tasks:
- Copy information about several different potential conversation classes at the local library including days, times and levels (beginner, intermediate or advanced). Assess the writing using a rubric which considers accuracy of the text, standard conventions for capitalization and punctuation and copies the text legibly
and with no major omissions.
Teaching Considerations
Cultural Considerations:
- In Canada, most public libraries are free to join and use. They offer more than books including English classes, job help, internet access, and so on. Many programs are available for Newcomers. In some countries, libraries may be academic, restricted, or fee-based, so learners might not expect to find classes or public events there.
- Local community centres often have informal classes, sports or activities that are open to the public and are relatively inexpensive.
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.
- Recognize that people who identify as women may not have had access to community learning opportunities and activities. Make sure these learners are aware of their rights in Canada and the resources that are available to them.
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.
- Recognize that not everyone will feel comfortable with the idea of attending events in the community and meeting strangers.
Strategies:
- Give learners advance warning of this topic and be aware that there may be learners who require support.
- Adapt activities and tasks to emphasize attending community events with friends and classmates as needed.
- 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
- Allow learners choice:
- 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 library and encourage all learners to get a free library card.
- Visit a local community centre and pick up a guide to programs.
- Invite a guest speaker from the local library or community centre
to come and present on all the upcoming local community events. - Create calendars of events in the community in the next month
using information from different websites. Share the calendars
with another LINC class to encourage community participation.
Realia:
- Posters on community events
- Registration information about signing up for library cards
- Library cards, schedules, and promotional materials
- Local community centre program guides.
Units and Modules:
Lessons and Activities:
- Tutela: Assessment Task: Understanding How to Get a Library Card (CLB 4)
- A search of NLCG (nlcg.achev.ca) may provide additional tasks that can be adapted.
Multimedia:
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.
