Credit and Credit Cards

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

Competency A: Find and Use Information
Task Group A2: Interpret documents
Level: 3
At this level, learners:
Interpret somewhat complex documents to connect, evaluate, and integrate information

Performance Descriptors

The learner:

• Performs complex searches using multiple search criteria
• Manages unfamiliar elements (e.g. vocabulary, context, topic) to complete tasks
• Integrates several pieces of information from documents
• Compares or contrasts information between two or more documents
• Uses layout to locate information
• Identifies the purpose and relevance of documents
• Begins to recognize bias in displays, such as graphs
• Makes inferences and draws conclusions from information displays
• Identifies sources, evaluates and integrates information

Task Descriptors

• Scope of task may not be clearly defined
• May involve more than one document
• Uses a somewhat complex format
• Displays many categories of information
• Contains sub-headings or subparts
• Can vary in length
• May include unfamiliar elements (e.g. vocabulary, context, topic)
• May contain specialized vocabulary
• Documents at this level may contain a paragraph or more of text

Examples:

• Forms
• Tables
• Timelines
• Graphs
• Maps
• Flow charts

ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – A2.3

Competency B: Communicate Ideas and Information
Task Group B3: Complete and create documents
Level: 1

At this level, learners: Make straightforward entries to complete very simple documents

Performance Descriptors

To complete documents, the learner:

• Makes a direct match between what is requested and what is entered
• Makes entries using familiar vocabulary

To create documents, the learner:

• Follows conventions to display information in lists, labels, simple forms, signs (e.g. images support the message, text is legible)
• Organizes lists to suit purpose (e.g. chronologically, alphabetically, numerically, sequentially)
• Includes titles where required
• Uses labels and headings to organize content
• Presents text and numbers below one or more headings in lists

Task Descriptors

• Scope of task is limited
• Involves one document up to a page in length
• Has a very simple format
• Requires few entries
• Contains clearly labeled entry fields
• Entries require common, familiar vocabulary
• Has a familiar context
• Addresses concrete, day-to-day topics
• Has a highly explicit purpose
• Documents at this level may require entering up to one paragraph of text

Examples:

• Lists
• Labels
• Simple forms
• Cheques
• Signs

ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – B3.1

Competency C: Understand and Use Numbers
Task Group C1: Manage money
Level: 1
At this level, learners: Compare costs and make simple calculations

Performance Descriptors
The learner:

• Adds, subtracts, multiplies, and divides whole numbers and decimals
• Recognizes values in number and word format
• Understands numerical order
• Begins to interpret integers, such as in a negative bank balance
• Identifies and performs required operation
• Interprets and represents costs using monetary symbols and decimals
• Follows apparent steps to reach solutions
• Rounds to the nearest dollar
• Uses strategies to check accuracy (e.g. estimating, using a calculator, repeating a calculation, using the reverse operation)

Task Descriptors

• Scope of task is limited
• Has a concrete and familiar context
• May require one operation; operation is apparent
• May require the same operation to be performed more than once
• Requires up to a few steps to complete
• Has a set procedure
• May involve one simple document (e.g. grocery store flyer, list)
• Uses whole numbers and/or decimals
• Has a highly explicit purpose

ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – C1.1

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