Write an essay to express an opinion about a topic of interest

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 A3: Extract information from films, broadcasts and presentations
The tasks in this task group are not rated for complexity

ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – A3

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: 3
At this level, learners: Experiment and problem-solve to perform multi-step digital tasks

Performance Descriptors
The learner:

• Experiments and problem- solves to achieve the desired results
• Manages unfamiliar elements (e.g. vocabulary, context, topic) to complete tasks
• Makes inferences to interpret icons and text
• Selects appropriate software when required by the task
• Identifies sources, evaluates and integrates information
• Customizes software interfaces (e.g. toolbar, homepage settings)
• Performs advanced searches (e.g. refines search terms, uses advanced search features, cross-refers between websites)

Task Descriptors

• Scope of task may not be clearly defined
• May include unfamiliar elements (e.g. vocabulary, context, topic)
• Requires multiple steps to complete
• Requires the use of a wide range of features and options
• Has many options to complete; may not have a set procedure
• Uses a somewhat complex format
• May contain extended text, icons, or both
• Text and icons required to complete tasks may require interpretation
• May contain distracting information
• May contain specialized vocabulary
• Interface offers a variety of options through menus

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