Real-World Task Guidelines:
Stage II

CLB 5

Workplace Writing

Possible Topics

This theme may include these topic areas:

Email, messenger, texting and other forms of online communication

Reports (formal, incident/accident, progress, operational and so on)

Various forms of informative writing (flyers, pamphlets, presentations and so on)

Visual presentation of information (graphs, charts, infographics and so on)

And so on

Planning Context

Learners may require the following:

Use of a unilingual dictionary
Support understanding faster conversations or abstract, idiomatic and colloquial language
Support understanding appropriate levels of formality and tone, especially in relation to hierarchy and relationships in the workplace
Explicit language instruction to convey respect, appreciation and inclusivity
Information on resources, supports, services and programs related to the theme

Instructors may need to:

Explain abstract, idiomatic or colloquial language and/ or cultural references
Include teaching of pragmatics, strategic competence and sociolinguistic knowledge (cultural references, non-verbal communication, sociolinguistic norms and attitudes, speech styles and registers)
Include collaborative group and pair work to apply the learned skills and promote the development of communication skills and teamwork
Adapt online resources for accessibility/ use in the classroom and explain that certain tasks are authentically completed online
Incorporate learning of background information related to the theme

Listen to a short update on a work project and summarize the main points.

Comprehending Information

Understand information about familiar or relevant topics.

Identifies key words and phrases.
Interprets descriptions, reports and explanations.

Reproducing Information

Reduce short, factual, oral discourse to notes or messages.

Includes important points with accurate details.
Records details (such as names, addresses, numbers, dates, times and directions) legibly, with correct spelling and other standard conventions of capitalization and punctuation.

Discuss team availability and create a shift task list for a small team.

Sharing Information

Agree, disagree and give opinions in small group discussions or meetings.

Provides necessary information.
Asks relevant questions.

Reproducing Information

Reduce a page of information to a list of important details.

Includes important points with accurate details.
Conveys a clear message.

Scan a workplace policy manual for information about how to include your preferred pronouns in an email signature and email your supervisor to ask a clarifying question about it.

Comprehending Information

Interpret information contained in formatted texts (such as diagrams, tables, graphs or website navigation menus).

Scans to locate relevant terms to access the information needed.
Locates 2 relevant pieces of information in reference sources.

Getting Things Done

Write short business or service correspondence for routine personal needs.

Conveys a sense of audience in language and format.
Conveys the message clearly.

Message your manager asking for time off work.

Interacting With Others

Convey personal messages in short, formal and informal correspondence for a range of everyday social purposes (such as expressing or responding to invitations and feelings, or providing quick updates).

Conveys the intended meaning.
Uses language and content appropriate and relevant to the situation.
Expresses main ideas and supports them in some detail.

Create a social media post to promote a mental health  service specifically tailored for BIPOC communities.

Reproducing Information

Reduce a page of information to a list of important details.

Includes important points with accurate details.
Conveys a clear message.

Make a request to attend an anti-racist professional development workshop.

Getting Things Done

Write short business or service correspondence for routine personal needs.

Conveys a sense of audience in language and format.
Conveys the message clearly.

Complete a form to register for a training event.

Getting Things Done

Complete forms requiring detailed personal information.

Identifies the purpose of the form and completes it with all the required information.
Spells and uses punctuation, capitalization, dates and numbers (and their abbreviations) correctly.

Message a manager about a minor workplace incident such as boxes falling on an employee.

Sharing Information

Write a paragraph to relate a familiar sequence of events, description of a person, object or routine.

Addresses the purpose of the task.
Provides accurate descriptions or accounts of events.

Additional Sample Real-World Tasks and Competency Areas

Listen to a colleague explain how to fix something such as a paper jam in the photocopier and take notes for future reference. (Comprehending Instructions/ Reproducing Information)

Discuss ideas for a staff party; then, email your co-workers to get their opinions on what the team should do. (Interacting With Others/ Interacting With Others)

Read an article on workplace health and safety and share with your team via email. (Comprehending Information/ Sharing Information)

Message another employee asking if they can cover your shift. (Getting Things Done)

Additional Resources

Avenue
CCLB: Centre for Canadian Language Benchmarks
CCLB Language for Success: Language for Success – Centre for Canadian Language Benchmarks
LINC 5-7 Classroom Activities: LINC 5-7 Classroom Activities: Volumes 1 & 2 | SettlementAtWork.org
Norquest College LINC Works CLB 3-5: LINC Works
Skills for Success: Skill components and proficiency levels – Canada.ca
Tutela: Tutela.ca | HomePage
UP Skills for Work: UP Skills for Work Get Started: Writing
UP Skills for Work: Free Employee Training Resources l UP Skills for Work

Digital Literacy Strategies

Successful completion of some tasks may require  some baseline digital knowledge and skills.

Learners may need to:

Have keyboarding and typing skills.
Have an email address and be able to navigate email proficiently.
Send and receive text messages.
Understand and use email and meeting etiquette.
Navigate and use online tools for collaboration such as Trello or Google Docs.
Identify safe and reliable sources of information.
Evaluate online research results.
Interpret information from online sources such as statistics, graphs or charts.
Use PowerPoint or other digital tools to create presentations.

Instructors can:

Support learners in finding, navigating and using websites.
Teach reading strategies such as skimming and scanning to find information on websites.
Introduce websites that are relevant to the task(s).
Refer learners to programs to improve their digital skills.

Equity, Diversity  and Inclusion Strategies

Instructors Can:

Use diverse representations of people in all 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 that learners with disabilities and learners who are neurodivergent may need accommodations  in the workplace; when possible, help learners of all abilities understand their rights in the workplace.

Trauma-Informed Strategies

Triggers:

Learners who have experienced trauma can be triggered by people  in positions of authority; make sure learners understand their rights in the workplace and give strategies for making polite requests.
Learners who have experienced trauma may feel wary of initiating any kind of perceived conflict, such as making a complaint to a coworker. Reassure learners that this is a routine part of workplace culture in Canada.

Strategies:

Give learners advance warning of discussions of this topic.
Giving learners the knowledge, skills and language to access resources can be empowering.

Sample Real World Tasks

This information is aligned with the Canadian Language Benchmarks (CLB) and is designed to help guide you in the planning process. You can use these sample real-world tasks to guide and inform your selection or creation of skill-building activities, skill-using tasks and assessment tasks.

These sample real-world tasks include the following: skill, real-world task, competency area, one competency statement and two sample indicators of ability. This is not an exhaustive list: there are more indicators of ability and information about this CLB level in Canadian Language Benchmarks English as a Second Language for Adults. Consult this resource for more information and to select your own competencies or indicators of ability. Remember, you can use more learner-friendly language in your materials and assessments.

This is NOT a lesson plan, module plan or curriculum. 

Real-World Task Guidelines:
Stage II

CLB 5

Workplace Writing

Possible Topics

Email, messenger, texting and other forms of online communication

Formal and informal letters

Reports (formal, incident/accident, progress, operational and so on)

Various forms of informative writing (flyers, pamphlets, presentations and so on)

Visual presentation of information (graphs, charts, infographics and so on)

Forms

Instructions

Summaries and note-taking

And so on

Planning Context

Additional Sample Real-World Tasks and Competency Areas

Listen to a colleague explain how to fix something such as a paper jam in the photocopier and take notes for future reference. (Comprehending Instructions/ Reproducing Information)

Discuss ideas for a staff party; then, email your co-workers to get their opinions on what the team should do. (Interacting With Others/ Interacting With Others)

Read an article on workplace health and safety and share with your team via email. (Comprehending Information/ Sharing Information)

Message another employee asking if they can cover your shift. (Getting Things Done)

Additional Resources

Digital Literacy Strategies

Successful completion of some tasks may require  some baseline digital knowledge and skills.

Learners may need to:

Instructors can:

Equity, Diversity  and Inclusion Strategies

Instructors Can:

Trauma-Informed Strategies

Triggers:

Strategies:

Sample Real World Tasks

Real-World Task Guidelines:Stage II

CLB 5

Workplace Writing

Possible Topics

And so on

Planning Context

Additional Sample Real-World Tasks and Competency Areas

Listen to a colleague explain how to fix something such as a paper jam in the photocopier and take notes for future reference. (Comprehending Instructions/ Reproducing Information)

Discuss ideas for a staff party; then, email your co-workers to get their opinions on what the team should do. (Interacting With Others/ Interacting With Others)

Read an article on workplace health and safety and share with your team via email. (Comprehending Information/ Sharing Information)

Message another employee asking if they can cover your shift. (Getting Things Done)

Additional Resources

Digital Literacy Strategies

Successful completion of some tasks may require some baseline digital knowledge and skills.

Learners may need to:

Instructors can:

Equity, Diversity and Inclusion Strategies

Instructors Can:

Trauma-Informed Strategies

Triggers:

Strategies:

Sample Real World Tasks

Real-World Task Guidelines:
Stage II

Listen to a colleague explain how to fix something such as a paper jam in the photocopier and take notes for future reference. (Comprehending Instructions/ Reproducing Information)

Discuss ideas for a staff party; then, email your co-workers to get their opinions on what the team should do. (Interacting With Others/ Interacting With Others)

Successful completion of some tasks may require  some baseline digital knowledge and skills.

Equity, Diversity  and Inclusion Strategies