Learning Outcomes
Select an area from the list below:
  • Outcomes for Grades 1 - 3
  • Outcomes for Grades 4 - 6
  • Outcomes for Grades 7 - 9
  • Outcomes for Grades 10 - 12
  • BUILDING INFORMATION LITERACY  
    Introduction Information Literacy Information Process Building Plans Building Site What's New

     

    STUDENT LEARNING OUTCOMES FOR INFORMATION LITERACY
    (from The Atlantic Canada English Language Arts Curriculum, Entry - 3)

    LEVEL: Emergent
    By the end of Grade 1 students will be expected to:

    Planning Stage

    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • express feelings and give simple descriptions of past experiences (1)
  • begin to ask and respond to questions, seeking information (2)

  • GCO B (Speaking/Listening)
    communicate information and ideas effectively and clearly, and to respond personally and critically

  • participate in conversation and in small- and whole-group discussion (1)
  • respond to and give simple directions or instructions (3)

  • GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • regard reading/viewing as sources of interest, enjoyment, and information (1)
  • select, with teacher assistance, texts appropriate to their interests and learning needs (3)

  • GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • with assistance, interact with a variety of simple texts (1)

  • GCO H (Writing/Other Ways of Representing)
    use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imagination

  • use writing and other forms of representing to convey meaning (2)

  • GCO I (Writing/Other Ways of Representing)
    create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes

  • demonstrate a beginning awareness of audience and purpose (2)

  • GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness

  • with assistance, begin to use technology in writing and other forms of representing (4)

  • Gathering Information Stage

    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • regard reading/viewing as sources of interest, enjoyment, and information (1)
  • select, with teacher assistance, texts appropriate to their interests and learning needs (3)
  • engage in reading or reading-like behaviour as they experience a variety of literature (4)

  • GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • with assistance, interact with a variety of simple texts (1)

  • GCO F (Reading/Viewing)
    respond personally to a range of texts

  • respond personally to texts in a variety of ways (1)
  • express opinions about texts and the works of authors and illustrators (2)

  • GCO G (Reading/Viewing)
    respond critically to a range of texts, applying their knowledge of language, form, and genre

  • recognize some basic types of texts (1)
  • recognize some basic components of texts, such as author, illustrator, and title (2)
  • begin to ask questions of texts (3)
  • begin to develop an understanding and respect for diversity (4)

  • Interacting With Information Stage

    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • express feelings and give simple descriptions of past experiences (1)
  • begin to ask and respond to questions, seeking information (2)
  • express opinions (3)
  • listen to the ideas and opinions of others (4)

  • GCO B (Speaking/Listening)
    communicate information and ideas effectively and clearly, and to respond personally and critically

  • participate in conversation and in small- and whole-group discussion (1)
  • respond to and give simple directions or instructions (3)
  • engage in simple oral presentations and respond to oral presentations and other texts (4)

  • GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • select, with teacher assistance, texts appropriate to their interests and learning needs (3)
  • use, with support, the various cueing systems and a variety of strategies to construct meaning from text (5)

  • GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • with assistance, interact with a variety of simple texts (1)

  • GCO F (Reading/Viewing)
    respond personally to a range of texts

  • respond personally to texts in a variety of ways (1)
  • express opinions about texts and the works of authors and illustrators (2)

  • GCO G (Reading/Viewing)
    respond critically to a range of texts, applying their knowledge of language, form, and genre

  • recognize some basic types of texts (1)
  • recognize some basic components of texts, such as author, illustrator, and title (2)
  • begin to ask questions of texts (3)

  • GCO H (Writing/Other Ways of Representing)
    use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imagination

  • use writing and other forms of representing to convey meaning (2)

  • GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness

  • with assistance, engage in the research process to construct and communicate meaning (5)

  • Organizing Information Stage

    GCO G (Reading/Viewing)
    respond critically to a range of texts, applying their knowledge of language, form, and genre

  • begin to ask questions of texts (3)

  • GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness

  • with assistance, engage in the research process to construct and communicate meaning (5)

  • Creating New Information Stage

    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • express opinions (3)

  • GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • use, with support, the various cueing systems and a variety of strategies to construct meaning from text (5)

  • GCO H (Writing/Other Ways of Representing)
    use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imagination

  • use writing and other forms of representing to convey meaning (2)

  • GCO I (Writing/Other Ways of Representing)
    create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes

  • create written and media texts using some familiar forms (1)
  • demonstrate a beginning awareness of audience and purpose (2)
  • begin to consider readers'/viewers'/listeners' questions/comments about their work (3)

  • GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness

  • begin to develop strategies for prewriting, drafting, revising, editing, and presenting (1)
  • use some conventions of written language (2)
  • demonstrate engagement writing and other forms of representations (3)
  • with assistance, begin to use technology in writing and other forms of representing (4)
  • with assistance, engage in the research process to construct and communicate meaning (5)

  • Sharing and Presenting Information Stage

    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • express feelings and give simple descriptions of past experiences (1)
  • begin to ask and respond to questions, seeking information (2)
  • express opinions (3)
  • listen to the ideas and opinions of others (4)

  • GCO B (Speaking/Listening)
    communicate information and ideas effectively and clearly, and to respond personally and critically

  • participate in conversation and in small- and whole-group discussion (1)
  • begin to use gestures and tone to convey meaning (2)
  • respond to and give simple directions or instructions (3)
  • engage in simple oral presentations and respond to oral presentations and other texts (4)

  • GCO C (Speaking/Listening)
    interact with sensitivity and respect, considering the situation, audience and purpose

  • develop the concepts/vocabulary of feelings and an awareness that some vocabulary choices can hurt people (2)
  • demonstrate a growing awareness that different kinds of language are appropriate to different situations (3)

  • GCO I (Writing/Other Ways of Representing)
    create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes

  • create written and media texts using some familiar forms (1)
  • demonstrate a beginning awareness of audience and purpose (2)
  • begin to consider readers'/viewers'/listeners' questions/comments about their work (3)

  • GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness

  • begin to develop strategies for prewriting, drafting, revising, editing, and presenting
    -- share writing and other representations with others in a variety of ways (1)
  • use some conventions of written language (2)
  • demonstrate engagement writing and other forms of representations (3)
  • with assistance, begin to use technology in writing and other forms of representing (4)
  • with assistance, engage in the research process to construct and communicate meaning
    -- share information with others in a variety of simple ways (5)

  • Assessment and Evaluation Stage

    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • express feelings and give simple descriptions of past experiences (1)
  • begin to ask and respond to questions, seeking information (2)
  • express opinions (3)
  • listen to the ideas and opinions of others (4)

  • GCO B (Speaking/Listening)
    communicate information and ideas effectively and clearly, and to respond personally and critically

  • participate in conversation and in small- and whole-group discussion (1)
  • begin to use gestures and tone to convey meaning (2)
  • respond to and give simple directions or instructions (3)
  • engage in simple oral presentations and respond to oral presentations and other texts (4)

  • GCO C (Speaking/Listening)
    interact with sensitivity and respect, considering the situation, audience and purpose

  • demonstrate a growing awareness that different kinds of language are appropriate to different situations (3)

  • GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • with assistance, interact with a variety of simple texts (1)

  • GCO I (Writing/Other Ways of Representing)
    create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes

  • demonstrate a beginning awareness of audience and purpose (2)
  • begin to consider readers'/viewers'/listeners' questions/comments about their work (3)

  • GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness

  • begin to develop strategies for prewriting, drafting, revising, editing, and presenting (1)
  • use some conventions of written language (2)
  • demonstrate engagement writing and other forms of representations (3)
  • with assistance, begin to use technology in writing and other forms of representing (4)
  • with assistance, engage in the research process to construct and communicate meaning (5)

  • Return to A Closer Look at the Information Process

    Building Information Literacy Return to Top