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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 B1: Interact with others
Level: 1
At this level, learners: Participate in brief interactions to exchange information with one other person

Performance Descriptors

The learner:

• Conveys information on familiar topics
• Shows an awareness of factors such as social, linguistic, and cultural differences that affect interactions in brief exchanges with others
• Chooses appropriate language in exchanges with clearly defined purposes
• Participates in short, simple exchanges
• Gives short, straightforward instructions or directions
• Speaks or signs clearly in a focused and organized way
• Repeats or questions to confirm understanding
• Uses and interprets non-verbal cues (e.g. body language, facial expressions, gestures)

Task Descriptors

• Scope of task is limited
• Involves one other person
• Is brief
• Addresses a familiar audience
• Contains concrete and familiar content
• Has a highly explicit purpose
• Is informal

Interaction Types:

• Exchange information
• Give instructions
• Provide directions
• State preferences

ESKARGO:

Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – B1.1

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 B: Communicate Ideas and Information
Task Group B3: Complete and create documents
Level: 3
At this level, learners: Decide what, where, and how to enter information in somewhat complex documents

Performance Descriptors
The learner:

• Draws from multiple sources as required (e.g. other documents and texts)
• Manages unfamiliar elements (e.g. vocabulary, context, topic) to complete the task

To complete documents, the learner:

• Uses layout to determine where to make entries
• Makes inferences to decide what, where, and how to enter information

To create documents, the learner:

• Follows conventions to display information in more complex documents (e.g. use of abbreviations, symbols)
• Sorts entries into categories and subcategories
• Displays many categories of information
• Organizes information in a variety of ways
• Identifies parts of documents using titles, row and column headings, sub-headings, and labels

Task Descriptors

• Scope of task may not be clearly defined
• May involve more than one document; documents can vary in length
• Uses a somewhat complex format
• Requires multiple entries
• Contains entry fields that are not clearly labeled
• Contains sub-headings or subparts
• May include unfamiliar elements (e.g. vocabulary, context, topic)
• May contain specialized vocabulary
• Documents at this level may require entering a paragraph or more of text

Examples:

• Forms
• Tables
• Timelines
• Flow charts

ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – B3.3

Competency C: Understand and Use Numbers
Task Group C2: Manage time
Level: 1
At this level, learners: Measure time and make simple comparisons and calculations

Performance Descriptors
The learner:

• Adds, subtracts, multiplies, and divides whole numbers and decimals
• Recognizes values in number and word format
• Understands chronological order
• Understands and uses common date formats
• Reads time on analog and digital clocks
• Identifies and performs required operation
• Represents dates and times using standard conventions
• Measures time using common instruments, such as clocks, timers, and stopwatches
• Chooses appropriate units of measurement (e.g. hours, minutes, seconds)
• Interprets and represents time using whole numbers, decimals (e.g. .25, .5), and simple, common fractions (e.g. ½, ¼ hour)
• Follows apparent steps to reach solutions
• Rounds to nearest minute or hour
• 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. product label, appointment card)
• Has a highly explicit purpose
• Uses whole numbers and/or simple common fractions or decimals

ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – C2.1