Putting Names with Addresses in Alphabetical Order
Putting Names with Addresses in Alphabetical Order
The learner will put a list of names with addresses in alphabetical order.
- Pen and paper
- Attached list of names
- Attached address book page (two copies)
- You can add in a D.1 to this task set if the learner looks up the business addresses on the internet
PutNameswithAddress_PracCopy.docx — Never downloaded
PuttingNamesWithAddress_PracCopy.pdf — Never downloadedA1. Read continuous text
Competency A: Find and use Information
Task group A1: Read continuous text
Level: 1
At this level, learners: Read brief texts to locate specific details
Performance Descriptors
(Please note that not all might apply)
The learner:
• Decodes words and makes meaning of sentences in a single text
• Reads short texts to locate a single piece of information
• Follows the sequence of events in straightforward chronological texts
• Follows simple, straightforward instructional texts
• Identifies the main idea in brief texts
• Requires support to identify sources and to evaluate and integrate information
Task Descriptors
(Please note that not all might apply)
• Scope of task is limited
• Involves one text
• Is up to one paragraph in length
• Contains common, familiar vocabulary
• Has a familiar context
• Addresses concrete, day-to-day topics
• Has a highly explicit purpose
Text Types:
Instructional, descriptive, narrative, and brief informational texts
Examples:
• Notes
• Simple directions
• Instructions
• Brief emails
• Simple narratives
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario - A1.1
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
B3. Complete and create documents
Competency B: Communicate Ideas and Information
Task Group B3: Complete and create documents
Level: 1
At this level, learners: Create very simple documents to display and organize a limited amount of information
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