Compose a Paragraph which Conveys Information

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

Competency E: Manage Learning
Level: 2
At this level, learners: Set realistic short- and long-term goals, use a limited number of learning strategies, and 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 realistic short- and long-term goals
• Identifies steps required to achieve goals
• Monitors progress towards achieving goals
• Identifies barriers to achieving goals
• Begins to adjust goals, activities, and timelines to address obstacles to achieving goals

Learning Strategies:
The learner:

• Uses a limited number of learning strategies (e.g. takes notes, organizes learning materials)
• Identifies ways to remember information and reinforce learning
• Sequences activities in multi-step tasks

Monitoring Learning:
The learner:

• Monitors own learning
• Begins to adapt to instructional approaches and learning materials that do not reflect preferred learning style
• Begins to identify how skills and strategies can transfer to different contexts
• Identifies multiple sources of information to complete tasks
• Evaluates own performance using established criteria and tools (e.g. checklist, rubrics)
• Begins to identify ways to improve performance

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