Understanding a Workplace Discipline Policy

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