Interpret Electrical Measuring Equipment Readings

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

Competency A: Find and Use Information
Task Group A2: Interpret documents
Level: 2
At this level, learners: Interpret simple documents to locate and connect information

Performance Descriptors
The learner:

• Performs limited searches using one or two search criteria
• Extracts information from tables and forms
• Locates information in simple graphs and maps
• Uses layout to locate information
• Makes connections between parts of documents
• Makes low-level inferences
• Begins to identify sources and evaluate information

Task Descriptors

• Scope of task is clearly defined
• Involves one document
• Uses a simple format
• Displays a limited amount of information
• Is typically up to one page in length
• May include unfamiliar elements (e.g. vocabulary, context, topic)
• Documents at this level may contain a paragraph or more of text

Examples:

• Forms
• Tables
• Simple graphs
• Street maps
• Simple flow charts
• Floor plans

ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – A2.2

Competency A: Find and Use Information
Task Group A3: Extract information from films, broadcasts and presentations
The tasks in this task group are not rated for complexity

ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – A3

Competency B: Communicate Ideas and Information
Task Group B2: Write continuous text
Level: 3

At this level, learners: Write longer texts to present information, ideas, and opinions

Performance Descriptors

The learner:

• Writes texts to present information, summarize, express opinions, present arguments, convey ideas, or persuade
• Manages unfamiliar elements (e.g. vocabulary, context, topic) to complete tasks
• Selects and uses vocabulary, tone, and structure appropriate to the task
• Organizes and sequences writing to communicate effectively
• Uses a variety of vocabulary, structures, and approaches to convey main ideas with supporting details

Task Descriptors

• Scope of task may not be clearly defined
• Content of writing may be non-routine
• Addresses a familiar and unfamiliar audience
• Uses conventions of formality, such as tone, appropriate to the occasion, intent, and content
• Is up to a few pages long
• Requires organization to support the message (e.g. paragraphs, headings, sub-headings)
• May include unfamiliar elements (e.g. vocabulary, context, topic)
• May contain specialized vocabulary

Text types:
instructional, descriptive, narrative, informational, and persuasive texts

Examples:

• Letters
• Reports
• Essays

ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – B2.3

Competency C: Understand and Use Numbers
Task Group C3: Use measures
Level: 1
At this level, learners: Measure and make simple comparisons and calculations

Performance Descriptors
The learner:

• Adds and subtracts whole number measurements
• Recognizes values in number and word format
• Recognizes simple, common shapes (e.g. circle, square, rectangle, triangle)
• Measures distance, length, width, height, weight, liquid volume, angles, and temperature
• Uses common measuring tools, such as rulers, scales, and thermometers
• Understands numerical order
• Makes simple estimates
• Begins to interpret integers (e.g. temperature, elevation)
• Chooses appropriate units of measurement (e.g. centimetres, metres, kilometres)
• Uses common standard units (e.g. metres, inches) and non-standard units (e.g. paces, cupfuls, scoops)
• Identifies and performs required operation
• Interprets and represents measures using whole numbers, decimals, and simple, common fractions (e.g. ½, ¼)
• Interprets and represents measures using symbols and abbreviations (e.g. inches as “, centimetres as cm, pounds as lbs, kilograms as kilos or kg)
• Follows apparent steps to reach solutions
• Rounds to the nearest whole unit (e.g. kilos)
• Uses strategies to check accuracy (e.g. estimating, using a calculator, repeating a calculation, using the reverse operation)

Task Descriptors

• Scope of task is limited
• Has a concrete and familiar context
• May require adding or subtracting measurements; operation is apparent
• May require the same operation to be performed more than once
• Requires up to a few steps to complete
• Has a set procedure
• Uses common units of measurement within the same system
• May involve one simple document, such as an office supply flyer
• Has a highly explicit purpose
• Uses whole numbers and/or simple common fractions or decimals

ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – C3.1

Competency D: Use Digital Technology
Level: 2
At this level, learners: Perform well-defined, multi-step digital tasks

Performance Descriptors
The learner:

• Selects and follows appropriate steps to complete tasks
• Locates and recognizes functions and commands
• Makes low-level inferences to interpret icons and text
• Begins to identify sources and evaluate information
• Performs simple searches using keywords (e.g. Internet, software help menu)

Task Descriptors

• Scope of task is clearly defined
• May include unfamiliar elements (e.g. vocabulary, context, topic)
• Requires multiple steps to complete
• Requires the use of a limited range of features and options
• May be completed in more than one way; each way has a set procedure
• Uses a simple format
• Contains text, icons, or both
• Text and icons required to complete tasks are easy to interpret
• May contain distracting information
• Interface offers a variety of options through menus

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