Speaking up at Work
Speaking up at Work
Workers sometimes find themselves in work situations where they have to speak up for themselves. In this task the learner will read and reflect upon a fictional work scenario.
- Pen/pencil and paper (or computer if typing the answers)
- ‘Taking Credit for Someone Else’s Work’ case scenario
- To change this task into “Interact with Others” B1.2, you can have them discuss the answers in a group or with an instructor. This can be done instead of writing the answers or as an extra after working independently. The tasks can then lead to the learner being given a chance to revise their answers from thoughts within the discussions. The discussions and potentially the re-writes would also represent “F. Engage with Others”
SpeakingUpAtWork_E_A1.2_B2.2_PracCopy.docx — Never downloaded
SpeakingUpAtWork_E_A1.2_B2.2_PractitionerCopy.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
B2. Write continuous text
Competency B: Communicate Ideas and Information
Task Group B2: Write continuous text
Level:2
At this level, learners: Write texts to explain and describe information and ideas
Performance Descriptors
The learner:
- Writes texts to explain or describe
- Conveys intended meaning on familiar topics for a limited range of purposes and audiences
- Begins to sequence writing with some attention to organizing principles (e.g. time, importance)
- Connects ideas using paragraph structure
- Uses a limited range of vocabulary and punctuation appropriate to the task
- Begins to select words and tone appropriate to the task
- Begins to organize writing to communicate effectively
Task Descriptors
- Scope of task is clearly defined
- Content of writing is routine
- Addresses a familiar or unfamiliar audience
- Requires a degree of formality, such as appropriate tone
- Is one paragraph or longer
- Requires organization to support the message (e.g. sentence order, paragraphs)
- May include unfamiliar elements (e.g. vocabulary, context, topic)
Text types:
instructional, descriptive, narrative, and informational texts
Examples:
- Emails
- Brief letters
- Notices
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – B2.2