Carpenters Use the Internet to Solve Problems
Carpenters Use the Internet to Solve Problems
The learner will conduct internet searches to locate information and compare prices for tools and equipment used by carpenters.
- Pen/pencil and paper and/or digital device
- Computer with word processing or spreadsheet software
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
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: 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