Organiser une partie de cartes – « La pêche »
Organiser une partie de cartes – « La pêche »
Dans cette tâche, la personne apprenante doit expliquer le jeu de cartes « La pêche » à d’autres personnes en milieu d’apprentissage ou à la maison, y compris les règles et le déroulement du jeu. Il est possible de faire cette tâche en français, en anglais, en langue autochtone ou en langue des signes. Cette tâche aide les personnes apprenantes à améliorer leur capacité de communiquer de l’information et d’interagir avec les autres.
- Feuille de questions ou de tâche
- Feuille d’information sur les règles du jeu de cartes « La pêche » – ci‑jointe
- Formulaire d’évaluation de la partie de cartes – une copie pour chaque joueur, y compris la personne apprenante
- Un paquet de cartes à jouer
A1. Read continuous text
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
A2. Interpret documents
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
B1. Interact with others
Competency B: Communicate Ideas and Information
Task Group B1: Interact with others
Level: 2
At this level, learners: Initiate and maintain interactions with one or more persons to discuss, explain, or exchange information and opinions
Performance Descriptors
The learner:
- Shows an awareness of factors that affect interactions, such as differences in opinions and ideas, and social, linguistic, and cultural differences
- Demonstrates some ability to use tone appropriately
- Uses strategies to maintain communication, such as encouraging responses from others and asking questions
- Speaks or signs clearly in a focused and organized way
- Rephrases to confirm or increase understanding
- Uses and interprets non-verbal cues (e.g. body language, facial expressions, gestures)
Task Descriptors
- Scope of task is clearly defined
- Involves one or more persons
- Can vary in length
- Addresses a familiar or unfamiliar audience
- May include unfamiliar elements (e.g. vocabulary, context, topic)
- Has a clear, well-defined purpose
- Is informal
Interaction Types:
- Share ideas and information
- Exchange opinions
- Explain and discuss ideas
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – B1.2
B2. Write continuous text
Competency B: Communicate Ideas and Information
Task Group B2: Write continuous text
Level: 1
At this level, learners: Write brief texts to convey simple ideas and factual information
Performance Descriptors
The learner:
- Writes simple texts to request, remind, or inform
- Conveys simple ideas and factual information
- Demonstrates a limited understanding of sequence
- Uses sentence structure, upper and lower case, and basic punctuation
- Uses highly familiar vocabulary
Task Descriptors
- Scope of task is limited
- Addresses concrete, day-to-day topics
- Addresses a small, familiar audience
- Is informal
- Is up to a paragraph in length
- Has a familiar context
- Has a highly explicit purpose
Text types:
instructional, descriptive, narrative, and brief informational texts
Examples:
- Notes
- Brief emails
- Directions
- Instructions
- Text messages
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – B2.1
B3. Complete and create documents
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 F: Engage With Others
The following performance descriptors are not organized by levels; however, descriptors have been provided because they are indicators of learners’ readiness to make successful transitions.
Performance Descriptors
Collaboration:
The learner:
- Understands one’s role; seeks clarification as required
- Recognizes roles of others
- Acknowledges/identifies responsibilities
- Accepts one’s share of responsibilities
- Acknowledges and accepts others’ perspectives
- Adapts behaviour to the demands of the situation
- Shows an awareness of group dynamics
- Meets group expectations (e.g. is prepared to participate, meets deadlines)
- Demonstrates tolerance and flexibility
- Demonstrates a willingness to help others
- Makes contributions that take into account one’s strengths and limitations
Conflict Resolution:
The learner:
- Recognizes areas of agreement and disagreement
- Identifies options for resolving disagreements
- Contributes to finding a mutually agreeable resolution
- Takes actions to resolve the conflict
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – F