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Learning Objectives and Time Frame

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Saved by Donna
on August 3, 2018 at 9:23:59 am
 

Learning Objectives 

     This module allows learners to explore the school neighbourhood while learning literacy (reading and writing), numeracy and digital skills. It aligns with the LINC (Language Instruction for Newcomers to Canada) program’s objectives of English language training and settlement.

 

Reading objectives include: 

  • recognizing the letters of the alphabet
  • recognizing symbols and pictures 
  • recognizing whole words
  • understanding word and symbol meanings
  • understanding numbers 

 

The following, taken from the Canadian Language Benchmarks document are target competencies for CLB 1 learners (citation):

 

Getting Things Done

• Get information from very short, simple, common formatted texts (such as simple sections of forms, maps, diagrams, sales receipts, or common universal traffic signs and civic symbols).

 

Profile of Ability

The reader can:

Recognize letters, numbers, a small number of words and very short, simple phrases related to everyday objects and immediate needs.

When the text is:

• Limited to everyday words and phrases

• Clear, sparse and very easy to read

• Supported by visual clues (e.g., pictures)

Very short

• In non-demanding contexts

 

Demonstrating these strengths and limitations:

• Finds a few key words and simple details

• Has little ability to apply sound-symbol relationships and spelling conventions in English

• Has almost no ability to decode unknown words, read connected discourse or guess the meaning of unknown words

• Relies heavily on graphics and other visual clues when interpreting meaning

• Relies heavily on a bilingual dictionary due to extremely limited vocabulary

 

Objectives allow students to learn vocabulary in context, with visual support and make connections to real world realities and structures they are reading (Coatney, 2006).

 

Reading for beginner literacy learners is made up of a set of complex skills that may have been practiced by someone who is  already literate. The following illustrate beginner reading skills needed to read a flashcard:

1. Recognize the line formation as a letter, distinguishing it from all other possible combinations of lines used to create symbols

2. Recognize the lines as A

3. Associate the name A with the symbol used to form the letter A

4. Identify the picture on the card

5. Recall the English word “apple”

6. Correctly pronounce the word “apple”

7. Use phonemic segmentation to pull the initial sound from the word apple to say /ă/

8. Recite the sound /ă/ in isolation from the word

9. Associate /ă/ with the letter representation A

10. Associate /ă/ with “apple”

11. Understand that “apple” begins with the letter A

12. Eventually, memorize /ă/, apple, A for instant recall

https://jyx.jyu.fi/bitstream/handle/123456789/41929/1/what-doesn-t-work-for-the-lowest-level-literacy-learners-and-why.pdf

 

The above list gives a clear idea of what is taking place for beginner readers. As such, teachers can scaffold and recycle the vocabulary based on learner needs. The time needed will also depend on students' backgrounds. 

 

 

 

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