A Foundation ESL Literacy learner may have limited or no understanding of:

• Reading readiness concepts such as the connection between the real world and oral language and print
• Reading conventions such as left-right or top-down directionality.

A learner in this phase has:

• No understanding of letter/sound correspondence
• No ability to phonetically decode or sound out new words
• Very little or no sight word recognition except for a small number of familiar words in predictable contexts related to immediate needs.

A Foundation ESL Literacy learner in this phase has no ability to phonetically encode and write unfamiliar words and may be unfamiliar with:

• The basic mechanics of writing at the level of letter, numeral or word, such as holding a pencil, tracing and copying
• Basic writing conventions, such as where to write on the page or line, and the importance of spacing between letters and words
• Pre-writing concepts, such as the understanding that language can be ordered, structured and captured graphically to make meaning.

The learner will understand (with the help of an interpreter if available):

• The importance placed on the written word in Canada
• The importance of carrying I.D., such as a health card
• The importance of being able to spell name and address in case of a 911 emergency call or finding one's way home if lost
• The relevance of pre-writing activities which provide a necessary base for developing writing skills
• That literacy skills develop along a continuum over a long period of time
• That in a Canadian classroom they may have to deal with:

Learners in Foundation ESL Literacy classes usually have little or no schooling in their home country. They have developed a number of strategies for coping with survival and everyday living. However, they often lack skills necessary to facilitate successful language learning. At the Foundation Phase, the teacher, perhaps with the aid of an interpreter, will need to encourage learners to adopt strategies, such as:

• Attend school regularly
• Come to school on time, return promptly after coffee breaks, and stay until the end of the class
• Use class time wisely
• Bring school supplies and tools to class
• Bring and wear glasses if needed
• Really believe that it is possible for one to learn to read and write as an adult
• Participate in class activities such as repeating, chanting or singing
• Attempt to listen efficiently and selectively.

In addition, learners at the Foundation Phase, may use a variety of compensatory strategies, such as:

• Check accuracy with the teacher, classmates, family or friends at home, or a written model in class
• Ask for help in first language, body language, or one or two words in the second language
• Go through a silent period during which time the learner observes but demonstrates little measurable contribution.

A Foundation ESL Literacy learner is beginning to:

• Use memory to remember letters or numerals
• Use illustrations and symbols as clues to meaning
• Use prior experience to guess answers.

A Foundation ESL Literacy learner is beginning to:

• Look back at a model when copying
• Note the placement of letter, word or numeral on the page or line
• Write slowly and clearly
• Attempt to form the letters or numerals carefully and similar to a model
• Practice at school and home.