Write a Work Order/Invoice

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

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

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 C: Understand and Use Numbers
Task Group C1: Manage money
Level: 2
At this level, learners: Make low-level inferences to calculate costs and expenses that may include rates such as taxes and discounts

Performance Descriptors

The learner:

• Calculates using numbers expressed as whole numbers, fractions, decimals, percentages, and integers
• Calculates percentages
• Interprets and applies rates (e.g. $/kg, $/l)
• Chooses and performs required operation(s); may make inferences to identify required operation(s)
• Selects appropriate steps to reach solutions
• Represents costs and rates using monetary symbols, decimals, and percentages
• Makes simple estimates
• Interprets, represents, and converts amounts using whole numbers, decimals, percentages, ratios, and simple, common fractions (e.g. ½, ¼)
• Uses strategies to check accuracy (e.g. estimating, using a calculator, repeating a calculation, using the reverse operation)

Task Descriptors

• Scope of task is clearly defined
• May include unfamiliar elements (e.g. context, content)
• Requires the use of rates, or requires two or more operations, where operations are easily inferred
• Requires up to a few steps to complete
• May be completed in more than one way
• May involve one document, such as a table
• May require converting between whole numbers, fractions, decimals, ratios, and percentages

ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – C1.2

Competency E: Manage Learning
Level: 1
At this level, learners: Set short-term goals, begin to use limited learning strategies, and begin to monitor own learning

Performance Descriptors for the learner:

• Demonstrates positive attitude to learning
• Accepts positive feedback and constructive criticism
• Recognizes and expresses when one does not know something
• Accepts new learning challenges
• Willing to work independently
• Takes responsibility for learning
• Takes initiative
• Takes risks in learning situations
• Manages time (e.g. makes realistic estimates about time, meets deadlines, completes activities and tasks in a logical order)
• Attends class regularly and punctually
• Checks accuracy of work

Goal Setting:
The learner:

• Sets short-term goals
• Identifies steps required to achieve goals
• Begins to monitor progress towards achieving goals
• Begins to identify barriers to achieving goals

Learning Strategies:
The learner:

• Begins to use a limited number of learning strategies (e.g. follows instructions, takes literal notes, highlights or underlines key information, uses a calendar or agenda)
• Begins to identify ways to remember information and reinforce learning (e.g. reviewing notes)
• Creates “to do” lists to keep organized

Monitoring Learning:
The learner:

• Begins to monitor own learning
• Identifies preferred learning style
• Identifies one source of information (e.g. text, document, classmate, co-worker) to complete tasks
• Uses feedback to improve performance

ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – E.1