Credit and Credit Cards
Credit and Credit Cards
The learner will research and compare various credit card rates and fees.
- Learner information and instructions (next page)
- Computer
- Pen, pencil or highlighter
A1. Read continuous text
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
A2. Interpret documents
Competency A: Find and Use Information
Task Group A2: Interpret documents
Level: 3
At this level, learners:
Interpret somewhat complex documents to connect, evaluate, and integrate information
Performance Descriptors
The learner:
- Performs complex searches using multiple search criteria
- Manages unfamiliar elements (e.g. vocabulary, context, topic) to complete tasks
- Integrates several pieces of information from documents
- Compares or contrasts information between two or more documents
- Uses layout to locate information
- Identifies the purpose and relevance of documents
- Begins to recognize bias in displays, such as graphs
- Makes inferences and draws conclusions from information displays
- Identifies sources, evaluates and integrates information
Task Descriptors
- Scope of task may not be clearly defined
- May involve more than one document
- Uses a somewhat complex format
- Displays many categories of information
- Contains sub-headings or subparts
- Can vary in length
- May include unfamiliar elements (e.g. vocabulary, context, topic)
- May contain specialized vocabulary
- Documents at this level may contain a paragraph or more of text
Examples:
- Forms
- Tables
- Timelines
- Graphs
- Maps
- Flow charts
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – A2.3
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
C1. Manage money
Competency C: Understand and Use Numbers
Task Group C1: Manage money
Level: 1
At this level, learners: Compare costs and make simple calculations
Performance Descriptors
The learner:
- Adds, subtracts, multiplies, and divides whole numbers and decimals
- Recognizes values in number and word format
- Understands numerical order
- Begins to interpret integers, such as in a negative bank balance
- Identifies and performs required operation
- Interprets and represents costs using monetary symbols and decimals
- Follows apparent steps to reach solutions
- Rounds to the nearest dollar
- 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 one operation; 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
- May involve one simple document (e.g. grocery store flyer, list)
- Uses whole numbers and/or decimals
- Has a highly explicit purpose
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – C1.1
Competency D: Use Digital Technology
Level: 3
At this level, learners: Experiment and problem-solve to perform multi-step digital tasks
Performance Descriptors
The learner:
- Experiments and problem- solves to achieve the desired results
- Manages unfamiliar elements (e.g. vocabulary, context, topic) to complete tasks
- Makes inferences to interpret icons and text
- Selects appropriate software when required by the task
- Identifies sources, evaluates and integrates information
- Customizes software interfaces (e.g. toolbar, homepage settings)
- Performs advanced searches (e.g. refines search terms, uses advanced search features, cross-refers between websites)
Task Descriptors
- Scope of task may not be clearly defined
- May include unfamiliar elements (e.g. vocabulary, context, topic)
- Requires multiple steps to complete
- Requires the use of a wide range of features and options
- Has many options to complete; may not have a set procedure
- Uses a somewhat complex format
- May contain extended text, icons, or both
- Text and icons required to complete tasks may require interpretation
- May contain distracting information
- May contain specialized vocabulary
- Interface offers a variety of options through menus
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – D.3