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Module 3.10 Fillable

The document outlines the literacy skills required for ESL learners to successfully complete a CLB 1 writing task, which involves writing a few words to complete a short guided text. It emphasizes the importance of various strands from the Continuum of Literacy Skills, including oral communication, visual/motor skills, vocabulary development, and writing conventions. Specific abilities related to each strand are suggested to support learners in completing the task effectively.

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2 views6 pages

Module 3.10 Fillable

The document outlines the literacy skills required for ESL learners to successfully complete a CLB 1 writing task, which involves writing a few words to complete a short guided text. It emphasizes the importance of various strands from the Continuum of Literacy Skills, including oral communication, visual/motor skills, vocabulary development, and writing conventions. Specific abilities related to each strand are suggested to support learners in completing the task effectively.

Uploaded by

uraraevenihon
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Literacy Skills Required for Language Tasks

Instructions:

This activity relates to the Continuum of Literacy Skills for Writing Skills Development on pages 107-
109 and 124-137 of ESL for ALL.

Thinking about the CLB 1 writing task: Write a few words to complete a short, guided text or answer
simple questions to describe a personal situation, consider the background literacy skills that are
involved for an ESL literacy learner to be able to complete it successfully. Look at each of the strands
of the Continuum of Literacy Skills for Writing Skills Development. Think about which strands
directly contribute to success in this task.

For each continuum strand that follows, check any categories that you think would be helpful in
supporting ESL literacy learners to successfully complete this task.

Underneath the categories that you have checked, write specific abilities related to the category that
you think will help learners to successfully complete this task.

Once you have finished this activity, view the example posted to compare results. Your answers do
not have to be the same as the example, but it will give you some idea of skills involved.

Example: Writing About Yourself

Competency Area:
CLB 1 Writing: Sharing information
Write a few words to complete a short, guided text or answer simple questions to describe a personal
situation.
Text to complete is about 3 to 5 sentences.

Sample Language Task:


Complete a simple guided writing text about yourself by filling in the blanks.

Description:
The class has been working on the language to speak about oneself. They are familiar with the
questions. The instructor leads the class through the activity a few times on the board before handing
out paper. There are five sentences on the paper with blanks for personal information. The learners
are expected to fill in the blanks with their own information to complete the sentences. The font size is
larger than regular 12-point font.
Required Literacy Skills: Writing

Note: This task also requires reading literacy skills, which are not included in this document

1. Oral Communication to Support Reading and Writing

 Expresses and shares personal knowledge in relation to specific topics and activities

• Understand and use language to speak about yourself orally

 Acquires, develops and expands oral vocabulary to support reading and writing

 Makes a connection between common spoken phrases and print

2. Visual/Motor skills

 Develops writing postures and uses writing implements

• Grip a pencil or pen

 Forms letters, numbers and spaces

3. Communicating using Visual Information (pictures, symbols, graphs


and charts)

 Uses photographs and images with text to convey meaning

• These skills are not required in this activity

 Forms and uses lines, shapes, symbols and marks


4. Encoding Text and Using Spelling Patterns Syllables

 Uses syllables

• Use knowledge of syllables to write words

 Uses onset-rhymes

 Uses sound- symbol correspondence

 Uses inflections, prefixes and suffixes

 Spells

 Alphabetizes
5. Vocabulary and Sight Word Development

 Uses vocabulary and phrases to convey the intended meaning and to express emotions and
opinions
Know all the language orally before writing it.

 Uses vocabulary and phrases to express emotions and opinions

 Records sight words to support vocabulary development

6. Using Word Order and Sentence Patterns to Produce Text

 Uses parts of speech

• Read the sentence to understand what kinds of words belong in the blanks

 Uses modals and auxiliary verbs

 Uses word order

 Uses connecting words and clauses


7. Using Text Conventions, Formats and Layouts

 Uses a format (e.g., Paragraphs and lists)

 Uses organizational elements (e.g., tables and charts)

 Uses placement and design elements (e.g., addressing an envelope)

 Recognizes elements to guide the reader through the text (e.g., titles, page numbers)

8. Writing Clearly, Expressively and Fluently

 Uses models, supports and planning tools to organize and sequence writing in a logical order

•Use the model from the board to produce own writing

 Writes expressively from own ideas

 Uses revising and editing strategies


9. Writing with Social and Critical Awareness

 Establishes purposes and intentions for writing

Understand that text has meaning.

 Uses textual supports to emphasize purpose and intentions

 Understands and evaluates the impact of own writing

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