Reading for Health
Reading for Health
In this task the learner is required to answer comprehension questions using their own words and then write a response, expressing an opinion.Independence Path learners will need to be able to read and understand health-related information for themselves or their families. Secondary/Post-Secondary Path learners will need to be able to answer simple comprehension questions and give an opinion in written form.
ReadingforHealth_SPI_A1.2_A1.3_A2.1_B2.1.doc — Never downloaded
ReadingforHealth_SPI_A1.2_A1.3_A2.1_B2.1.pdf — Never downloadedA1. Read continuous text
Competency A: Find and Use Information
Task Group A1: Read continuous text
Level: 3
At this level, learners: Read longer texts to connect, evaluate, and integrate ideas and information
Performance Descriptors
The learner:
- Integrates several pieces of information from texts
- Manages unfamiliar elements (e.g. vocabulary, context, topic) to complete tasks
- Identifies the purpose and relevance of texts
- Skims to get the gist of longer texts
- Begins to recognize bias and points of view in texts
- Infers meaning which is not explicit in texts
- Compares or contrasts information between two or more texts
- Uses organizational features, such as headings, to locate information
- Follows the main events of descriptive, narrative, informational, and persuasive texts
- Obtains information from detailed reading
- Makes meaning of short, creative texts (e.g. poems, short stories)
- Identifies sources, evaluates and integrates information
Task Descriptors
- Scope of task may not be clearly defined
- May involve more than one text
- Is typically longer than one paragraph
- May include unfamiliar elements (e.g. vocabulary, context, topic)
- May contain specialized vocabulary
Text types:
instructional, descriptive, narrative, informational, and persuasive texts
Examples:
• Newspaper articles
• Textbook entries
• Newsletter articles
• Short creative texts
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario - A1.3
A2. Interpret documents
Competency A: Find and Use Information
Task Group A2: Interpret documents
Level: 1
At this level, learners: Interpret very simple documents to locate specific details
Performance Descriptors
The learner:
- Scans to locate specific details
- Interprets brief text and common symbols
- Locates specific details in simple documents, such as labels and signs
- Identifies how lists are organized (e.g. sequential, chronological, alphabetical)
- Requires support to identify sources and to evaluate and integrate information
Task Descriptors
- Scope of task is limited
- Involves one document
- Contains brief text, symbols, or both
- Uses a very simple format
- Contains common, familiar vocabulary
- Has a familiar context
- Addresses concrete, day-to-day topics
- Has a highly explicit purpose
- Documents at this level may contain up to one paragraph of text
Examples:
- Signs
- Labels
- Lists
- Coupons
- Simple forms
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – A2.1
B2. Write continuous text
Competency B: Communicate Ideas and Information
Task Group B2: Write continuous text
Level: 1
At this level, learners: Write brief texts to convey simple ideas and factual information
Performance Descriptors
The learner:
- Writes simple texts to request, remind, or inform
- Conveys simple ideas and factual information
- Demonstrates a limited understanding of sequence
- Uses sentence structure, upper and lower case, and basic punctuation
- Uses highly familiar vocabulary
Task Descriptors
- Scope of task is limited
- Addresses concrete, day-to-day topics
- Addresses a small, familiar audience
- Is informal
- Is up to a paragraph in length
- Has a familiar context
- Has a highly explicit purpose
Text types:
instructional, descriptive, narrative, and brief informational texts
Examples:
- Notes
- Brief emails
- Directions
- Instructions
- Text messages
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – B2.1