Literacy Basics - Community Literacy of Ontario

Literacy and Basic Skills (LBS) Levels

In Ontario, literacy skills are described in terms of domains, skill sets and success markers over a series of five levels. MTCU lists the domains and their related skill sets and success markers in its Learning Outcomes Matrix (included in the document called Working with Learning Outcomes (1998). All LBS programs in Ontario should have at least one copy of this document. Alternatively, you can borrow it from the AlphaPlus Centre (http://alphaplus.ca) or you can order a print copy from the Ministry's website at http://www.edu.gov.on.ca/eng/welcome.html.

Briefly, the Learning Outcomes Matrix consists of three domains: Communications, Numeracy and Self-Management/Self-Direction.

• Communications is broken down into the component outcomes of reading, writing and speaking/listening.
• Numeracy is broken down into the component outcomes of basic operations, measurement, geometry, data and probability, and patterning and algebra.
• Self-Management/Self-Direction is divided into the two component outcomes of becoming a self-directed learner and setting, monitoring and revising goals.

The component outcomes mentioned above are then further broken down into skill sets. There are a total of forty skill sets in the Learning Outcomes Matrix; for example: grammar, punctuation, counting, measuring time. These skill sets have also been cross-referenced with the HRSDC Essential Skills. Each skill set also includes success markers to help indicate proficiency. These success markers are detailed along a continuum of five levels of increasing difficulty.

It is important to note that learners do not need to learn all of the skills included in a particular literacy level before moving on to develop the next level of proficiency. They only need to develop the skills required by their goal. For example, someone whose goal was to maintain his employment as the team leader for a logging crew came to one literacy program to learn how to fill out time sheets and related forms. He wanted and needed only the relevant skill sets to enable him to do that.

In 2000, the Ontario Literacy Coalition (http://www.on.literacy.ca) produced The Level Descriptions Manual that includes summary statements as well as features and performance indicators for each of the LBS domains. These summary statements help make the LBS levels more understandable for people who work both within and outside of the LBS field (for example, in other community agencies or in the workplace). MTCU endorses both "the Matrix" and The Level Descriptions Manual as effective descriptions of the LBS levels.

The summary statements for the communication domain are:

• Level One: The reader locates, understands and responds to simple, concrete ideas and sequential information in graphics, sentences and very short, simple texts about familiar topics. To do this, the reader uses basic reading strategies, personal experience and familiarity with some common forms and conventions of simple texts.
• Level Two: The reader locates, understands, and begins to interpret concrete and some inferential meaning in short, uncomplicated texts about familiar topics. To do this, the reader uses various common reading strategies, personal experience, and knowledge, as well as familiarity with some forms and conventions of more formal texts.
• Level Three: The reader locates, understands, interprets, and makes judgments about ideas and information in a variety of texts that have some complexity of content and form. To do this, the reader uses a variety of more advanced reading strategies, personal experiences and knowledge and a familiarity with a variety of forms and conventions of formal texts.
• Level Four: The reader analyzes, synthesizes, makes reasoned judgments, and draws conclusions about ideas, information and the writer's perspective in texts that are complex in form and content. To do this, the reader uses a wide variety of reading strategies, personal experiences and knowledge as well as familiarity with a wider variety of forms and conventions, including some stylistic elements.
• Level Five: The reader analyzes, synthesizes, makes reasoned judgments, and draws conclusions about ideas and information, including the writer's perspective and bias, and the use and impact of stylistic devices in texts that are complex in form, content and style. To do this, the reader uses a wide range of appropriate and efficient strategies, including a deeper application of personal experiences and knowledge and a familiarity with complex forms and conventions, including stylistic conventions.

The Wellington County Learning Centre (http://www.thewclc.ca) has produced a Skills Level Checklist that literacy programs can use to track learners' skills and progress through the LBS domains. Please contact them directly for information about purchasing this resource.

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