Understand nutritional labels to plan a healthy lunch

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: 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 B3: Complete and create documents
Level: 2
At this level, learners: Use layout to determine where to make entries in simple documents

Performance Descriptors

The learner:

• May draw on additional simple sources, such as a list

To complete documents, the learner:

• Uses layout to determine where to make entries
• Begins to make some inferences to decide what information is needed, where and how to enter the information
• Makes entries using a limited range of vocabulary
• Follows instructions on documents

To create documents, the learner:

• Follows conventions to display information in simple documents (e.g. use of font, colour, shading, bulleted lists)
• Sorts entries into categories
• Displays one or two categories of information organized according to content to be presented
• Identifies parts of documents using titles, row and column headings, and labels

Task Indicators

• Scope of task is clearly defined
• Involves one document up to two pages in length
• Has a simple format
• Requires multiple entries
• May contain entry fields that are not clearly labeled
• May include unfamiliar elements (e.g. vocabulary, context, topic)
• Documents at this level may require entering a paragraph or more of text

Examples:

• Forms
• Tables
• Hand-drawn maps
• Floor plans

ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – B3.2

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