Read and understand a business memo

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 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

Competency B: Communicate Ideas and Information
Task Group B1: Interact with others
Level: 2

At this level, learners: Initiate and maintain interactions with one or more persons to discuss, explain, or exchange information and opinions

Performance Descriptors

The learner:

• Shows an awareness of factors that affect interactions, such as differences in opinions and ideas, and social, linguistic, and cultural differences
• Demonstrates some ability to use tone appropriately
• Uses strategies to maintain communication, such as encouraging responses from others and asking questions
• Speaks or signs clearly in a focused and organized way
• Rephrases to confirm or increase understanding
• Uses and interprets non-verbal cues (e.g. body language, facial expressions, gestures)

Task Descriptors

• Scope of task is clearly defined
• Involves one or more persons
• Can vary in length
• Addresses a familiar or unfamiliar audience
• May include unfamiliar elements (e.g. vocabulary, context, topic)
• Has a clear, well-defined purpose
• Is informal

Interaction Types:

• Share ideas and information
• Exchange opinions
• Explain and discuss ideas

ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – B1.2

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 E: Manage Learning
Level: 1
At this level, learners: Set short-term goals, begin to use limited learning strategies, and begin to monitor own learning

Performance Descriptors for the learner:

• Demonstrates positive attitude to learning
• Accepts positive feedback and constructive criticism
• Recognizes and expresses when one does not know something
• Accepts new learning challenges
• Willing to work independently
• Takes responsibility for learning
• Takes initiative
• Takes risks in learning situations
• Manages time (e.g. makes realistic estimates about time, meets deadlines, completes activities and tasks in a logical order)
• Attends class regularly and punctually
• Checks accuracy of work

Goal Setting:
The learner:

• Sets short-term goals
• Identifies steps required to achieve goals
• Begins to monitor progress towards achieving goals
• Begins to identify barriers to achieving goals

Learning Strategies:
The learner:

• Begins to use a limited number of learning strategies (e.g. follows instructions, takes literal notes, highlights or underlines key information, uses a calendar or agenda)
• Begins to identify ways to remember information and reinforce learning (e.g. reviewing notes)
• Creates “to do” lists to keep organized

Monitoring Learning:
The learner:

• Begins to monitor own learning
• Identifies preferred learning style
• Identifies one source of information (e.g. text, document, classmate, co-worker) to complete tasks
• Uses feedback to improve performance

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