Read Driver’s Handbook
Read Driver’s Handbook
Learners on the Independence or Employment Path will need to understand and interpret the different terms used in the Driver’s’ handbook to learn how to drive.
- Driver’s Handbook
- Dictionary
- Skill Building Activities will need to include reviewing the Driver’s Handbook; playing word games (Search, crossword, etc.) with unfamiliar vocabulary; rephrasing of sentences
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: 1
At this level, learners: Interpret very simple documents to locate specific details
Performance Descriptors
The learner:
- Scans to locate specific details
- Interprets brief text and common symbols
- Locates specific details in simple documents, such as labels and signs
- Identifies how lists are organized (e.g. sequential, chronological, alphabetical)
- Requires support to identify sources and to evaluate and integrate information
Task Descriptors
- Scope of task is limited
- Involves one document
- Contains brief text, symbols, or both
- Uses a very simple format
- Contains common, familiar vocabulary
- Has a familiar context
- Addresses concrete, day-to-day topics
- Has a highly explicit purpose
- Documents at this level may contain up to one paragraph of text
Examples:
- Signs
- Labels
- Lists
- Coupons
- Simple forms
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – A2.1
B1. Interact with others
Competency B: Communicate Ideas and Information
Task Group B1: Interact with others
Level: 2
At this level, learners: Initiate and maintain interactions with one or more persons to discuss, explain, or exchange information and opinions
Performance Descriptors
The learner:
- Shows an awareness of factors that affect interactions, such as differences in opinions and ideas, and social, linguistic, and cultural differences
- Demonstrates some ability to use tone appropriately
- Uses strategies to maintain communication, such as encouraging responses from others and asking questions
- Speaks or signs clearly in a focused and organized way
- Rephrases to confirm or increase understanding
- Uses and interprets non-verbal cues (e.g. body language, facial expressions, gestures)
Task Descriptors
- Scope of task is clearly defined
- Involves one or more persons
- Can vary in length
- Addresses a familiar or unfamiliar audience
- May include unfamiliar elements (e.g. vocabulary, context, topic)
- Has a clear, well-defined purpose
- Is informal
Interaction Types:
- Share ideas and information
- Exchange opinions
- Explain and discuss ideas
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – B1.2
Competency E: Manage Learning
Level: 1
At this level, learners: Set short-term goals, begin to use limited learning strategies, and begin to 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 short-term goals
- Identifies steps required to achieve goals
- Begins to monitor progress towards achieving goals
- Begins to identify barriers to achieving goals
Learning Strategies:
The learner:
- Begins to use a limited number of learning strategies (e.g. follows instructions, takes literal notes, highlights or underlines key information, uses a calendar or agenda)
- Begins to identify ways to remember information and reinforce learning (e.g. reviewing notes)
- Creates “to do” lists to keep organized
Monitoring Learning:
The learner:
- Begins to monitor own learning
- Identifies preferred learning style
- Identifies one source of information (e.g. text, document, classmate, co-worker) to complete tasks
- Uses feedback to improve performance
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – E.1