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, 4 - 6)

    LEVEL: 5
    By the end of Grade 5 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

  • contribute thoughts, ideas, and experiences to discussion, and ask questions to clarify their ideas and those of their peers (1)
  • ask and respond to questions to seek clarification or explanation of ideas and concepts (2)

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

  • contribute to and respond constructively in conversation, small-group and whole-group discussion (1)
  • give and follow precise instructions and respond to questions and directions (3)

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

  • select, independently, texts appropriate to their interests and learning needs (1)
  • use pictures and illustrations, word structures, and text features (e.g. table of contents, headings and subheadings, glossaries, indices, structures of narrative and different types of expository texts, key ideas, and margin notes) to locate topics and obtain or verify their understanding of information (3)
  • describe and discuss their own processes and strategies in reading and viewing (5)

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

  • answer, with decreasing assistance, their own questions and those of others by selecting relevant information from a variety of texts
    -- respond to personal, group, and instructional needs for information through accessing a variety of texts
    -- demonstrate an understanding of how classification systems and basic reference materials are used to facilitate research (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 a range of strategies in writing and other ways of representing to
    -- frame questions and answers to those questions
    -- generate topics of personal interest and importance
    -- record, develop, and reflect on ideas, attitudes, and opinions
    -- compare their own thoughts and beliefs to those of others
    -- describe feelings, reactions, values, and attitudes
    -- record and reflect on experiences and their response to them
    -- formulate and monitor goals for learning
    -- practice and extend strategies for monitoring learning (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

  • address the demands of a variety of purposes and audiences
    -- make choices of form, style, and content for specific audiences and purposes (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

  • demonstrate a commitment to shaping and reshaping pieces of writing and other representations through stages of development and refinement (4)

  • Gathering Information Stage

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

  • select, independently, texts appropriate to their interests and learning needs (1)
  • use pictures and illustrations, word structures, and text features (e.g. table of contents, headings and subheadings, glossaries, indices, structures of narrative and different types of expository texts, key ideas, and margin notes) to locate topics and obtain or verify their understanding of information (3)
  • describe and discuss their own processes and strategies in reading and viewing (5)

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

  • answer, with decreasing assistance, their own questions and those of others by selecting relevant information from a variety of texts
    -- respond to personal, group, and instructional needs for information through accessing a variety of texts
    -- demonstrate an understanding of how classification systems and basic reference materials are used to facilitate research
    -- use a range of reference texts and a database or an electronic search to aid in the selection of texts
    -- increase their abilities to access and assess information in response to their own questions and other's questions (1)

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

  • describe, share, and discuss their personal reactions to a range of texts across genres, topic, and subjects (1)
  • support their opinions about texts and features of types of texts (2)

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

  • use their background knowledge to question and analyse information presented in print and visual texts (1)
  • recognize how conventions and characteristics of different types of print and media texts help them understand what they read and view (2)
  • respond critically to texts by
    -- applying strategies to analyse a text
    -- demonstrate growing awareness that all texts reflect a purpose and a point of view
    -- identify instances where language is being used to manipulate, persuade, or control them
    -- identify instances of opinion, prejudice, bias, and stereotyping (3)

  • Interacting With Information Stage

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

  • contribute thoughts, ideas, and experiences to discussion, and ask questions to clarify their ideas and those of their peers (1)
  • ask and respond to questions to seek clarification or explanation of ideas and concepts (2)
  • explain and support personal ideas and opinions (3)
  • listen critically to others' ideas or opinions and points of view (4)

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

  • contribute to and respond constructively in conversation, small-group and whole-group discussion, recognizing their roles and responsibilities as speakers and listeners (1)
  • give and follow precise instructions and respond to questions and directions (3)
  • engage in, respond to, and evaluate oral presentations (4)

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

  • select, independently, texts appropriate to their interests and learning needs (1)
  • use pictures and illustrations, word structures, and text features (e.g. table of contents, headings and subheadings, glossaries, indices, structures of narrative and different types of expository texts, key ideas, and margin notes) to locate topics and obtain or verify their understanding of information (3)
  • use and integrate the pragmatic, semantic, syntactic, and graphophonic cueing systems (including context clues; word order; structural analysis to identify roots, prefixes, and suffixes) and a variety of strategies to construct meaning; use a dictionary to determine word meaning in context (4)
  • describe and discuss their own processes and strategies in reading and viewing (5)

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

  • answer, with decreasing assistance, their own questions and those of others by selecting relevant information from a variety of texts
    -- respond to personal, group, and instructional needs for information through accessing a variety of texts
    -- demonstrate an understanding of how classification systems and basic reference materials are used to facilitate research
    -- use a range of reference texts and a database or an electronic search to aid in the selection of texts
    -- increase their abilities to access and assess information in response to their own questions and other's questions (1)

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

  • describe, share, and discuss their personal reactions to a range of texts across genres, topic, and subjects (1)
  • support their opinions about texts and features of types of texts (2)

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

  • use their background knowledge to question and analyse information presented in print and visual texts (1)
  • recognize how conventions and characteristics of different types of print and media texts help them understand what they read and view (2)
  • respond critically to texts by
    -- applying strategies to analyse a text
    -- demonstrate growing awareness that all texts reflect a purpose and a point of view
    -- identify instances where language is being used to manipulate, persuade, or control them
    -- identify instances of opinion, prejudice, bias, and stereotyping (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 a range of strategies in writing and other ways of representing to
    -- frame questions and answers to those questions
    -- generate topics of personal interest and importance
    -- record, develop, and reflect on ideas, attitudes, and opinions
    -- compare their own thoughts and beliefs to those of others
    -- describe feelings, reactions, values, and attitudes
    -- record and reflect on experiences and their response to them
    -- formulate and monitor goals for learning
    -- practice and extend strategies for monitoring learning (1)
  • expand appropriate note-making strategies from a growing repertoire (e.g., outlines, charts, diagrams) (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

  • select, organize, and combine relevant information from three or more sources 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

  • use their background knowledge to question and analyse information presented in print and visual texts (1)
  • recognize how conventions and characteristics of different types of print and media texts help them understand what they read and view (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

  • select, organize, and combine relevant information from three or more sources 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

  • explain and support personal ideas and opinions (3)

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

  • use pictures and illustrations, word structures, and text features (e.g. table of contents, headings and subheadings, glossaries, indices, structures of narrative and different types of expository texts, key ideas, and margin notes) to locate topics and obtain or verify their understanding of information (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

  • make deliberate language choices, appropriate to purpose, audience, and form, to enhance meaning and achieve interesting effects in imaginative writing and other ways of representing (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, collaboratively and independently, in different modes (expressive, transactional, and poetic), and in an increasing variety of forms
    -- use specific features, structures, and patterns of various text forms to create written and media texts (1)
  • address the demands of a variety of purposes and audiences
    -- make choices of form, style, and content for specific audiences and purposes (2)
  • invite responses to early drafts of their writing/media productions
    -- use audience reaction to help shape subsequent drafts
    -- reflect on their final drafts from readers'/viewers'/listeners' points of view (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

  • use a range of prewriting, drafting, revising, editing, proofreading, and presentation strategies (1)
  • demonstrate an increasing understanding of the conventions of written language in final products
    -- use basic spelling rules and show an understanding of irregularities
    -- use appropriate syntax in final products
    -- use references while editing (e.g., dictionaries, classroom charts, electronic spell checkers, checklists, thesauri, other writers) (2)
  • use technology with increasing proficiency to create, revise, edit, and publish texts (3)
  • demonstrate a commitment to shaping and reshaping pieces of writing and other representations through stages of development and refinement (4)
  • select, organize, and combine relevant information from three or more sources 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

  • contribute thoughts, ideas, and experiences to discussion, and ask questions to clarify their ideas and those of their peers (1)
  • ask and respond to questions to seek clarification or explanation of ideas and concepts (2)
  • explain and support personal ideas and opinions (3)
  • listen critically to others' ideas or opinions and points of view (4)

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

  • contribute to and respond constructively in conversation, small-group and whole-group discussion, recognizing their roles and responsibilities as speakers and listeners (1)
  • use word choice and expression appropriate to the speaking occasion (2)
  • give and follow precise instructions and respond to questions and directions (3)
  • engage in, respond to, and evaluate oral presentations (4)

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

  • identify examples of prejudice, stereotyping, or bias in oral language; recognize their negative effect on individuals and cultures; and attempt to use language that shows respect for all people (2)
  • consider purpose and the needs and expectations of their audience (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

  • make deliberate language choices, appropriate to purpose, audience, and form, to enhance meaning and achieve interesting effects in imaginative writing and other ways of representing (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

  • address the demands of a variety of purposes and audiences
    -- make choices of form, style, and content for specific audiences and purposes (2)
  • invite responses to early drafts of their writing/media productions
    -- use audience reaction to help shape subsequent drafts
    -- reflect on their final drafts from readers'/viewers'/listeners' points of view (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

  • use a range of prewriting, drafting, revising, editing, proofreading, and presentation strategies (1)
  • demonstrate an increasing understanding of the conventions of written language in final products
    -- use basic spelling rules and show an understanding of irregularities
    -- use appropriate syntax in final products
    -- use references while editing (e.g., dictionaries, classroom charts, electronic spell checkers, checklists, thesauri, other writers) (2)
  • use technology with increasing proficiency to create, revise, edit, and publish texts (3)
  • demonstrate a commitment to shaping and reshaping pieces of writing and other representations through stages of development and refinement (4)
  • select, organize, and combine relevant information from three or more sources to construct and communicate meaning (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

  • contribute thoughts, ideas, and experiences to discussion, and ask questions to clarify their ideas and those of their peers (1)
  • ask and respond to questions to seek clarification or explanation of ideas and concepts (2)
  • listen critically to others' ideas or opinions and points of view (4)

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

  • contribute to and respond constructively in conversation, small-group and whole-group discussion, recognizing their roles and responsibilities as speakers and listeners (1)
  • use word choice and expression appropriate to the speaking occasion (2)
  • give and follow precise instructions and respond to questions and directions (3)
  • engage in, respond to, and evaluate oral presentations (4)

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

  • consider purpose and the needs and expectations of their audience (3)

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

  • describe and discuss their own processes and strategies in reading and viewing (5)

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

  • answer, with decreasing assistance, their own questions and those of others by selecting relevant information from a variety of texts
    -- respond to personal, group, and instructional needs for information through accessing a variety of texts
    -- demonstrate an understanding of how classification systems and basic reference materials are used to facilitate research
    -- use a range of reference texts and a database or an electronic search to aid in the selection of texts
    -- increase their abilities to access and assess information in response to their own questions and other's questions (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

  • invite responses to early drafts of their writing/media productions
    -- use audience reaction to help shape subsequent drafts
    -- reflect on their final drafts from readers'/viewers'/listeners' points of view (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

  • use a range of prewriting, drafting, revising, editing, proofreading, and presentation strategies (1)
  • demonstrate an increasing understanding of the conventions of written language in final products
    -- use basic spelling rules and show an understanding of irregularities
    -- use appropriate syntax in final products
    -- use references while editing (e.g., dictionaries, classroom charts, electronic spell checkers, checklists, thesauri, other writers) (2)
  • use technology with increasing proficiency to create, revise, edit, and publish texts (3)
  • demonstrate a commitment to shaping and reshaping pieces of writing and other representations through stages of development and refinement (4)
  • select, organize, and combine relevant information from three or more sources to construct and communicate meaning (5)

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