Requesting Funds from OW for Special Circumstances
Requesting Funds from OW for Special Circumstances
Ontario Works recipients sometimes have to request additional one-time funding for special circumstances like buying dress pants for a funeral or winter boots for their children. These requests are usually made over the phone to a case worker. It is important to have proper phone skills and to be organized before making the request. This task requires the learner to write a script and practice phoning a case worker to make a fund request for special circumstances.
RequestingFundsFromOW_I_A1.2_A2.2_B1.1_B3.1a.doc — Never downloaded
RequestingFundsFromOW_I_A1.2_A2.2_B1.1_B3.1a.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
B1. Interact with others
Competency B: Communicate Ideas and Information
Task Group B1: Interact with others
Level: 1
At this level, learners: Participate in brief interactions to exchange information with one other person
Performance Descriptors
The learner:
- Conveys information on familiar topics
- Shows an awareness of factors such as social, linguistic, and cultural differences that affect interactions in brief exchanges with others
- Chooses appropriate language in exchanges with clearly defined purposes
- Participates in short, simple exchanges
- Gives short, straightforward instructions or directions
- Speaks or signs clearly in a focused and organized way
- Repeats or questions to confirm understanding
- Uses and interprets non-verbal cues (e.g. body language, facial expressions, gestures)
Task Descriptors
- Scope of task is limited
- Involves one other person
- Is brief
- Addresses a familiar audience
- Contains concrete and familiar content
- Has a highly explicit purpose
- Is informal
Interaction Types:
- Exchange information
- Give instructions
- Provide directions
- State preferences
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – B1.1
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