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, 10 - 12)

    LEVEL: 10
    By the end of Grade 10 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

  • examine the ideas of others in discussion to clarify and extend their own understanding (1)
  • construct ideas about issues by asking relevant questions and responding thoughtfully to questions posed (2)

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

  • give precise instructions, follow directions accurately, and respond thoughtfully to complex questions (3)

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

  • read a wide variety of print texts which include drama, poetry, fiction, and non-fiction from contemporary, pre-twentieth century Canadian and world writing (1)
  • seek meaning in reading, using a variety of strategies such as cueing systems, utilizing prior knowledge, analysing, inferring, predicting, synthesizing, and evaluating (3)

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

  • research, in systematic ways, specific information from a variety of sources
    -- select appropriate information to meet the requirements of a learning task
    -- analyse and evaluate the chosen information (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
    -- extend ideas and experiences
    -- reflect on their feelings, values, and attitudes
    -- describe and evaluate their learning processes and strategies (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

  • create an organizing structure appropriate to the purpose, audience, and context of texts
    -- select appropriate 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

  • experiment with the use of technology in communicating for a range of purposes (3)
  • demonstrate commitment to crafting pieces of writing and other representations (4)

  • Gathering Information Stage

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

  • read a wide variety of print texts which include drama, poetry, fiction, and non-fiction from contemporary, pre-twentieth century Canadian and world writing (1)
  • view a wide variety of media and visual texts, such as broadcast, journalism, film, television, advertising, CD-ROM, Internet, music videos (2)
  • seek meaning in reading, using a variety of strategies such as cueing systems, utilizing prior knowledge, analysing, inferring, predicting, synthesizing, and evaluating (3)
  • use specific strategies to clear up confusing parts of a text (e.g., re-read/review the text, consult another source, ask for help) and adjust reading and viewing rate (e.g., skimming, scanning, reading/viewing for detail) according to purpose (4)
  • demonstrate an understanding of the impact of literary devices and media techniques (editing, symbolism, imagery, figurative language, irony, etc.) have on shaping the understanding of a text (5)

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

  • research, in systematic ways, specific information from a variety of sources
    -- select appropriate information to meet the requirements of a learning task
    -- analyse and evaluate the chosen information (1)

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

  • respond to the texts they are reading and viewing by questioning, connecting, evaluating, and extending (2)

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

  • examine the different aspects of texts (language, style, graphics, tone, etc.) that contribute to meaning and effect (1)
  • make inferences, draw conclusions, and make supported responses to content, form, and structure (2)
  • explore the relationships among language, topic, genre, purpose, context, and audience (3)
  • discuss the language, ideas, and other significant characteristics of a variety of texts and genres (5)

  • Interacting With Information Stage

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

  • examine the ideas of others in discussion to clarify and extend their own understanding (1)
  • construct ideas about issues by asking relevant questions and responding thoughtfully to questions posed (2)
  • present a personal viewpoint to a group of listeners, interpret their responses, and take others' ideas into account when explaining their positions (3)
  • listen critically to analyse and evaluate ideas and information in order to formulate and refine opinions and ideas (4)

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

  • participate in a range of speaking situations, demonstrating an understanding of the differences between formal and informal speech (1)
  • give precise instructions, follow directions accurately, and respond thoughtfully to complex questions (3)

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

  • view a wide variety of media and visual texts, such as broadcast, journalism, film, television, advertising, CD-ROM, Internet, music videos (2)
  • seek meaning in reading, using a variety of strategies such as cueing systems, utilizing prior knowledge, analysing, inferring, predicting, synthesizing, and evaluating (3)
  • use specific strategies to clear up confusing parts of a text (e.g., re-read/review the text, consult another source, ask for help) and adjust reading and viewing rate (e.g., skimming, scanning, reading/viewing for detail) according to purpose (4)
  • demonstrate an understanding of the impact of literary devices and media techniques (editing, symbolism, imagery, figurative language, irony, etc.) have on shaping the understanding of a text (5)

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

  • research, in systematic ways, specific information from a variety of sources
    -- select appropriate information to meet the requirements of a learning task
    -- analyse and evaluate the chosen information
    -- integrate the chosen information, in a way that effectively meets the requirements of a learning task and/or solve personally defined problems (1)

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

  • articulate personal responses to text by expressing and supporting a point of view about the issues, themes, and situations within texts, citing appropriate evidence (1)
  • respond to the texts they are reading and viewing by questioning, connecting, evaluating, and extending (2)
  • make thematic connections among print texts, public discourse, and media (3)
  • demonstrate a willingness to consider more than one interpretation of text (4)

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

  • examine the different aspects of texts (language, style, graphics, tone, etc.) that contribute to meaning and effect (1)
  • make inferences, draw conclusions, and make supported responses to content, form, and structure (2)
  • explore the relationships among language, topic, genre, purpose, context, and audience (3)
  • discuss the language, ideas, and other significant characteristics of a variety of texts and genres (5)
  • respond critically to a variety of print and media texts (6)
  • demonstrate an awareness that texts reveal and produce ideologies, identities, and positions (7)
  • evaluate ways in which both genders and various cultures and socio-economic groups are portrayed in media texts (8)

  • 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
    -- extend ideas and experiences
    -- reflect on their feelings, values, and attitudes
    -- describe and evaluate their learning processes and strategies (1)
  • use note-making, illustrations, and other ways to (de)construct knowledge (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

  • experiment with the use of technology in communicating for a range of purposes (3)
  • use a range of materials and ideas to clarify writing and other ways of representing for a specific audience (e.g., graphs, illustrations, tables) (5)

  • Organizing Information Stage

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

  • examine the different aspects of texts (language, style, graphics, tone, etc.) that contribute to meaning and effect (1)
  • make inferences, draw conclusions, and make supported responses to content, form, and structure (2)

  • 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 note-making, illustrations, and other ways to reconstruct knowledge (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

  • use a range of materials and ideas to clarify writing and other ways of representing for a specific audience (e.g., graphs, illustrations, tables) (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

  • present a personal viewpoint to a group of listeners, interpret their responses, and take others' ideas into account when explaining their positions (3)

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

  • seek meaning in reading, using a variety of strategies such as cueing systems, utilizing prior knowledge, analysing, inferring, predicting, synthesizing, and evaluating (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
    -- extend ideas and experiences
    -- reflect on their feelings, values, and attitudes
    -- describe and evaluate their learning processes and strategies (1)
  • choose language that creates interesting and imaginative effects (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

  • demonstrate skills in constructing a range of texts for a variety of audiences and purposes (1)
  • create an organizing structure appropriate to the purpose, audience, and context of texts
    -- select appropriate form, style, and content for specific audiences and purposes
    -- use a range of appropriate strategies to engage the reader/viewer (2)
  • analyse and reflect on others' responses to their writing and audiovisual productions and consider those responses in crating new pieces (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

  • demonstrate an awareness of what writing/representation processes and presentation strategies work for them in relation to audience and purpose (1)
  • consistently use the conventions of written language in final products (2)
  • experiment with the use of technology in communicating for a range of purposes (3)
  • demonstrate commitment to crafting pieces of writing and other representations (4)
  • use a range of materials and ideas to clarify writing and other ways of representing for a specific audience (e.g., graphs, illustrations, tables) (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

  • examine the ideas of others in discussion to clarify and extend their own understanding (1)
  • construct ideas about issues by asking relevant questions and responding thoughtfully to questions posed (2)
  • present a personal viewpoint to a group of listeners, interpret their responses, and take others' ideas into account when explaining their positions (3)
  • listen critically to analyse and evaluate ideas and information in order to formulate and refine opinions and ideas (4)

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

  • participate in a range of speaking situations, demonstrating an understanding of the differences between formal and informal speech (1)
  • recognize that communication involves an exchange of ideas, (experiences, information, views) and an awareness of the connections between the speaker and the listener; use this awareness to adapt the message, language, and delivery to the context (2)
  • give precise instructions, follow directions accurately, and respond thoughtfully to complex questions (3)
  • recognize that oral communication involves physical qualities and language choices depending on situation, audience, and purpose (4)

  • 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
    -- extend ideas and experiences
    -- reflect on their feelings, values, and attitudes
    -- describe and evaluate their learning processes and strategies (1)
  • choose language that creates interesting and imaginative effects (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

  • demonstrate skills in constructing a range of texts for a variety of audiences and purposes (1)
  • create an organizing structure appropriate to the purpose, audience, and context of texts
    -- select appropriate form, style, and content for specific audiences and purposes
    -- use a range of appropriate strategies to engage the reader/viewer (2)
  • analyse and reflect on others' responses to their writing and audiovisual productions and consider those responses in crating new pieces (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

  • demonstrate an awareness of what writing/representation processes and presentation strategies work for them in relation to audience and purpose (1)
  • consistently use the conventions of written language in final products (2)
  • experiment with the use of technology in communicating for a range of purposes (3)
  • use a range of materials and ideas to clarify writing and other ways of representing for a specific audience (e.g., graphs, illustrations, tables) (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

  • examine the ideas of others in discussion to clarify and extend their own understanding (1)
  • construct ideas about issues by asking relevant questions and responding thoughtfully to questions posed (2)
  • listen critically to analyse and evaluate ideas and information in order to formulate and refine opinions and ideas (4)

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

  • participate in a range of speaking situations, demonstrating an understanding of the differences between formal and informal speech (1)
  • recognize that communication involves an exchange of ideas, (experiences, information, views) and an awareness of the connections between the speaker and the listener; use this awareness to adapt the message, language, and delivery to the context (2)
  • give precise instructions, follow directions accurately, and respond thoughtfully to complex questions (3)
  • recognize that oral communication involves physical qualities and language choices depending on situation, audience, and purpose (4)

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

  • demonstrate an awareness of the power of spoken language by articulating how spoken language influences and manipulates, and reveals ideas, values, and attitudes (2)

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

  • demonstrate an understanding of the impact of literary devices and media techniques (editing, symbolism, imagery, figurative language, irony, etc.) have on shaping the understanding of a text (5)

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

  • research, in systematic ways, specific information from a variety of sources
    -- select appropriate information to meet the requirements of a learning task
    -- analyse and evaluate the chosen information (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
    -- extend ideas and experiences
    -- reflect on their feelings, values, and attitudes
    -- describe and evaluate their learning processes and strategies (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

  • create an organizing structure appropriate to the purpose, audience, and context of texts
    -- select appropriate form, style, and content for specific audiences and purposes
    -- use a range of appropriate strategies to engage the reader/viewer (2)
  • analyse and reflect on others' responses to their writing and audiovisual productions and consider those responses in crating new pieces (3)

  • Return to Outcomes for Student Learning

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