Deconstructing the Task: Skill-Building and Skill-Using
3 Reading continuum.
take a look at a specific example. Learners in our group are working towards a
CLB 1 task (e.g., reading a greeting card wishing someone to get well soon).
Many of the learners in the group can easily identify a wishing well greeting
card from other greeting cards. They are able to understand the message, sender
and the recipient on a few similar cards. At the same time, a student Zulaila
doesn't seem to be able to complete the task individually. I notice despair in
her eyes. I'm trying to identify the gaps and find appropriate supports in this
case. I browse through the ESL Literacy Continuum in reading (CLB: ESL for ALL, 2015: 108-123). I use the continuum to
deconstruct the task to help Zulaila acquire necessary skills to progress. See the diagram below for example.