Tracking and Recording Attendance
Tracking and Recording Attendance
Employees need to have good attendance records. Learners who understand the importance of attendance will have good attendance records in their programs. Learners who track their attendance have evidence of a strong attendance record that can be shown to employers. These tasks will require the learner to read about the importance of employee attendance, review a sample employee attendance form and track their program attendance.
TrackingAndRecordingAttendance_E_A1.2_A2.2_B3.1a_C4.1_C4.3.doc — Never downloaded
TrackingAndRecordingAttendance_E_A1.2_A2.2_B3.1a_C4.1_C4.3.pdf — Never downloadedA1. 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: 1
At this level, learners: Interpret very simple documents to locate specific details
Performance Descriptors
The learner:
- Scans to locate specific details
- Interprets brief text and common symbols
- Locates specific details in simple documents, such as labels and signs
- Identifies how lists are organized (e.g. sequential, chronological, alphabetical)
- Requires support to identify sources and to evaluate and integrate information
Task Descriptors
- Scope of task is limited
- Involves one document
- Contains brief text, symbols, or both
- Uses a very simple format
- Contains common, familiar vocabulary
- Has a familiar context
- Addresses concrete, day-to-day topics
- Has a highly explicit purpose
- Documents at this level may contain up to one paragraph of text
Examples:
- Signs
- Labels
- Lists
- Coupons
- Simple forms
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – A2.1
B3. Complete and create documents
Competency B: Communicate Ideas and Information
Task Group B3: Complete and create documents
Level: 1
At this level, learners: Make straightforward entries to complete very simple documents
Performance Descriptors
To complete documents, the learner:
- Makes a direct match between what is requested and what is entered
- Makes entries using familiar vocabulary
To create documents, the learner:
- Follows conventions to display information in lists, labels, simple forms, signs (e.g. images support the message, text is legible)
- Organizes lists to suit purpose (e.g. chronologically, alphabetically, numerically, sequentially)
- Includes titles where required
- Uses labels and headings to organize content
- Presents text and numbers below one or more headings in lists
Task Descriptors
- Scope of task is limited
- Involves one document up to a page in length
- Has a very simple format
- Requires few entries
- Contains clearly labeled entry fields
- Entries require common, familiar vocabulary
- Has a familiar context
- Addresses concrete, day-to-day topics
- Has a highly explicit purpose
- Documents at this level may require entering up to one paragraph of text
Examples:
- Lists
- Labels
- Simple forms
- Cheques
- Signs
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – B3.1
C4. Manage data
Competency C: Understand and Use Numbers
Task Group C4: Manage data
Level: 3
At this level, learners: Find, integrate, and analyze data; identify trends in data
Performance Descriptors
The learner:
- Calculates using numbers expressed as whole numbers, fractions, decimals, percentages, and integers
- Manages unfamiliar elements (e.g. context, content) to complete tasks
- Makes estimates involving many factors where precision is required
- Begins to recognize bias in data and in displays, such as graphs
- Calculates and interprets summary measures (e.g. mean, median, mode)
- Calculates percent change
- Applies statistics (e.g. population change, growth rates)
- Chooses and performs required operations; makes inferences to identify required operations
- Selects appropriate steps to solutions from among options
- Interprets, represents, and converts values using whole numbers, decimals, percentages, ratios, and fractions
- Identifies a variety of ways to complete tasks
- Finds, integrates, and analyses data
- Organizes and represents numerical information (e.g. tables, graphs)
- Makes predictions using data; identifies trends
- Uses strategies to check accuracy (e.g. estimating, using a calculator, repeating a calculation, using the reverse operation)
Task Descriptors
- Scope of task may not be clearly defined
- May include unfamiliar elements (e.g. context, content)
- May require two or more operations; operations must be inferred
- Requires multiple steps to complete
- Has many options to complete; does not have a set procedure
- May require calculating rates
- May involve documents (e.g. tables, graphs)
- May require converting between whole numbers, decimals, percentages, ratios, and fractions
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – C4.3