Technical Service Bulletins

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 A: Find and Use Information
Task Group A2: Interpret documents
Level: 2
At this level, learners: Interpret simple documents to locate and connect information

Performance Descriptors
The learner:

• Performs limited searches using one or two search criteria
• Extracts information from tables and forms
• Locates information in simple graphs and maps
• Uses layout to locate information
• Makes connections between parts of documents
• Makes low-level inferences
• Begins to identify sources and evaluate information

Task Descriptors

• Scope of task is clearly defined
• Involves one document
• Uses a simple format
• Displays a limited amount of information
• Is typically up to one page in length
• May include unfamiliar elements (e.g. vocabulary, context, topic)
• Documents at this level may contain a paragraph or more of text

Examples:

• Forms
• Tables
• Simple graphs
• Street maps
• Simple flow charts
• Floor plans

ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – A2.2

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