Carpenters use the internet to solve problems

Competency A: Find and Use Information
Task Group A2: Interpret documents
Level: 2
At this level, learners: Interpret simple documents to locate and connect information

Performance Descriptors
The learner:

• Performs limited searches using one or two search criteria
• Extracts information from tables and forms
• Locates information in simple graphs and maps
• Uses layout to locate information
• Makes connections between parts of documents
• Makes low-level inferences
• Begins to identify sources and evaluate information

Task Descriptors

• Scope of task is clearly defined
• Involves one document
• Uses a simple format
• Displays a limited amount of information
• Is typically up to one page in length
• May include unfamiliar elements (e.g. vocabulary, context, topic)
• Documents at this level may contain a paragraph or more of text

Examples:

• Forms
• Tables
• Simple graphs
• Street maps
• Simple flow charts
• Floor plans

ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – A2.2

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

Competency B: Communicate Ideas and Information
Task Group B3: Complete and create documents
Level: 2
At this level, learners: Create simple documents to sort, display, and organize information

Performance Descriptors

The learner:

• May draw on additional simple sources, such as a list

To complete documents, the learner:

• Uses layout to determine where to make entries
• Begins to make some inferences to decide what information is needed, where and how to enter the information
• Makes entries using a limited range of vocabulary
• Follows instructions on documents

To create documents, the learner:

• Follows conventions to display information in simple documents (e.g. use of font, colour, shading, bulleted lists)
• Sorts entries into categories
• Displays one or two categories of information organized according to content to be presented
• Identifies parts of documents using titles, row and column headings, and labels

Task Indicators

• Scope of task is clearly defined
• Involves one document up to two pages in length
• Has a simple format
• Requires multiple entries
• May contain entry fields that are not clearly labeled
• May include unfamiliar elements (e.g. vocabulary, context, topic)
• Documents at this level may require entering a paragraph or more of text

Examples:

• Forms
• Tables
• Hand-drawn maps
• Floor plans

ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – B3.2

Competency D: Use Digital Technology
Level: 3
At this level, learners: Experiment and problem-solve to perform multi-step digital tasks

Performance Descriptors
The learner:

• Experiments and problem- solves to achieve the desired results
• Manages unfamiliar elements (e.g. vocabulary, context, topic) to complete tasks
• Makes inferences to interpret icons and text
• Selects appropriate software when required by the task
• Identifies sources, evaluates and integrates information
• Customizes software interfaces (e.g. toolbar, homepage settings)
• Performs advanced searches (e.g. refines search terms, uses advanced search features, cross-refers between websites)

Task Descriptors

• Scope of task may not be clearly defined
• May include unfamiliar elements (e.g. vocabulary, context, topic)
• Requires multiple steps to complete
• Requires the use of a wide range of features and options
• Has many options to complete; may not have a set procedure
• Uses a somewhat complex format
• May contain extended text, icons, or both
• Text and icons required to complete tasks may require interpretation
• May contain distracting information
• May contain specialized vocabulary
• Interface offers a variety of options through menus

ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – D.3