Carpenters Use the Internet to Solve Problems
Carpenters Use the Internet to Solve Problems
Carpenters use the internet to solve problems while on the job site.
- Pen/Pencil and/or digital device with internet access (e.g., computer, tablet, smart phone)
A1. 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
A2. Interpret documents
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
B3. Complete and create documents
Competency B: Communicate Ideas and Information
Task Group B3: Complete and create documents
Level: 2
At this level, learners: Create simple documents to sort, display, and organize information
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 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