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Domains: Standards, Levels of Progression, Benchmarks and Criteria

Domain of Access to Information


Standard


Pupils access information in English, from oral and written texts, from a variety of sources
and media, making use of that information for a variety of purposes.



Levels of Progression

Foundation Level

Intermediate Level

Proficiency Level


Pupils obtain and use information from short oral and written texts, in simple language, that may include unfamiliar grammatical structures and vocabulary.

Pupils obtain and use information from different sources that include longer oral and written texts in more complex language that deal with less familiar topics.

Pupils obtain and use information from unadapted, extended oral and written texts that deal with content in depth.

Pupils obtain and use information from texts by applying their knowledge about vocabulary, syntax, simple discourse markers, text structure and punctuation.

Pupils obtain and use information from texts by applying their knowledge of vocabulary, syntax, morphology and a wider range of discourse markers.

Pupils obtain and use information from texts by applying their knowledge of rhetorical organization.


Criteria

C o n t i n u u m


Foundation Level                         Proficiency Level


Content

Limited In-depth
Length
Short Extended
Rhetorical Organization
Simple Complex
Sources
Limited Varied
Syntax
Simple Complex
Topic
Familiar
Less Familiar
Vocabulary
Basic Rich



Benchmarks for the Domain of Access to Information


Pupils will meet the standard for the domain of access to information when they:

Foundation

Intermediate

Proficiency


understand the general meaning, main ideas and sequence of events in a text and use this knowledge as needed

understand the main ideas and supporting details in a text and use this knowledge as needed

follow the development of an argument in a range of texts and use this knowledge as needed

identify different text types and use this knowledge as needed

understand the structure and conventions of different text types and use this knowledge as needed


identify explicit opinions and feelings

draw inferences in order to identify the points of view in a text, distinguishing fact from opinion

identify the attitudes of the writer and/or speaker

find out and follow short and simple directions and instructions in familiar contexts

find out and follow directions and instructions in less familiar contexts


extract information from visual data, such as timetables

interpret information from visual data, such as graphs

transfer information extracted from visual data, such as diagrams

locate relevant information for a specific purpose

extract relevant information for a specific purpose from different sources

integrate information from different sources for a specific purpose

use simple information tools such as a glossary, a simplified learner's dictionary and a table of contents

use additional information tools such as a learner's dictionary, an index, guided use of search engines