Newspaper Editorial: Ban Pesticides to Save Bees

Competency A: Find and Use Information

Task Group A1: Read continuous text

Level: 2

At this level, learners: Read texts to locate and connect ideas and information

Performance Descriptors

The learner:
•    Makes connections between sentences and between paragraphs in a single text
•    Scans text to locate information
•    Locates multiple pieces of information in simple texts
•    Reads more complex texts to locate a single piece of information
•    Makes low-level inferences
•    Follows the main events of descriptive, narrative, and informational texts
•    Obtains information from detailed reading
•    Begins to identify sources and evaluate information

Task Descriptors

•    Scope of task is clearly defined
•    Involves one text
•    Is one paragraph or longer
•    May include unfamiliar elements (e.g. vocabulary, context, topic)

Text types:
instructional, descriptive, narrative, and informational texts

Examples:     

• Letters
• Emails
• Notices

ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario - A1.2

Competency B: Communicate Ideas and Information
Task Group B2: Write continuous text
Level: 3

At this level, learners: Write longer texts to present information, ideas, and opinions

Performance Descriptors

The learner:

• Writes texts to present information, summarize, express opinions, present arguments, convey ideas, or persuade
• Manages unfamiliar elements (e.g. vocabulary, context, topic) to complete tasks
• Selects and uses vocabulary, tone, and structure appropriate to the task
• Organizes and sequences writing to communicate effectively
• Uses a variety of vocabulary, structures, and approaches to convey main ideas with supporting details

Task Descriptors

• Scope of task may not be clearly defined
• Content of writing may be non-routine
• Addresses a familiar and unfamiliar audience
• Uses conventions of formality, such as tone, appropriate to the occasion, intent, and content
• Is up to a few pages long
• Requires organization to support the message (e.g. paragraphs, headings, sub-headings)
• May include unfamiliar elements (e.g. vocabulary, context, topic)
• May contain specialized vocabulary

Text types:
instructional, descriptive, narrative, informational, and persuasive texts

Examples:

• Letters
• Reports
• Essays

ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – B2.3

Competency D: Use Digital Technology
Level: 2
At this level, learners: Perform well-defined, multi-step digital tasks

Performance Descriptors
The learner:

• Selects and follows appropriate steps to complete tasks
• Locates and recognizes functions and commands
• Makes low-level inferences to interpret icons and text
• Begins to identify sources and evaluate information
• Performs simple searches using keywords (e.g. Internet, software help menu)

Task Descriptors

• Scope of task is clearly defined
• May include unfamiliar elements (e.g. vocabulary, context, topic)
• Requires multiple steps to complete
• Requires the use of a limited range of features and options
• May be completed in more than one way; each way has a set procedure
• Uses a simple format
• Contains text, icons, or both
• Text and icons required to complete tasks are easy to interpret
• May contain distracting information
• Interface offers a variety of options through menus

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