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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

Competency B: Communicate Ideas and Information
Task Group B2: Write continuous text
Level:2

At this level, learners: Write texts to explain and describe information and ideas

Performance Descriptors

The learner:

• Writes texts to explain or describe
• Conveys intended meaning on familiar topics for a limited range of purposes and audiences
• Begins to sequence writing with some attention to organizing principles (e.g. time, importance)
• Connects ideas using paragraph structure
• Uses a limited range of vocabulary and punctuation appropriate to the task
• Begins to select words and tone appropriate to the task
• Begins to organize writing to communicate effectively

Task Descriptors

• Scope of task is clearly defined
• Content of writing is routine
• Addresses a familiar or unfamiliar audience
• Requires a degree of formality, such as appropriate tone
• Is one paragraph or longer
• Requires organization to support the message (e.g. sentence order, paragraphs)
• May include unfamiliar elements (e.g. vocabulary, context, topic)

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

Examples:

• Emails
• Brief letters
• Notices

ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – B2.2

Competency D: Use Digital Technology
Level: 1
At this level, learners: Perform simple digital tasks according to a set procedure

Performance Descriptors
The learner:

• Follows simple prompts
• Follows apparent steps to complete tasks
• Interprets brief text and icons
• Locates specific functions and information
• Requires support to identify sources and to evaluate and integrate information
• Begins to perform simple searches (e.g. Internet, software help menu)

Task Descriptors

• Scope of task is limited
• Contains common, familiar vocabulary
• Has a familiar context
• Requires up to a few steps to complete
• Requires the use of a limited range of features and options
• Has a set procedure
• Has a highly explicit purpose
• Uses a very simple format
• Contains brief text, icons, or both
• Text and icons required to complete tasks are apparent
• Contains little or no distracting information
• Interface offers very few options

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