Commis de bibliothèque

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