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
    Introduction Information Literacy Information Process Building Plans Building Site What's New


    (from The Atlantic Canada English Language Arts Curriculum, 4 - 6)

    LEVEL: 4
    By the end of Grade 4 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

  • explore and discuss their thoughts, ideas, and experiences and consider those of their peers (1)
  • ask and respond to questions to clarify information and explore solutions to problems (e.g., using an interview format) (2)

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

  • contribute to conversations and small-group and whole-group discussion, show an awareness of when to speak and when to listen (1)
  • give and follow 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, with growing independence, 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, structures of narrative and expository texts, key ideas, and margin notes) to locate topics and obtain or verify understandings of information (3)
  • describe 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 assistance, their own and others' questions by seeking information from a variety of texts
    -- determine their own and community (class) needs for information
    -- recognize the purpose of classification systems and basic reference materials
    -- reflect on the process of generating and responding to their own and others' questions (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 strategies in writing and other ways of representing to
    -- formulate questions and organize ideas
    -- generate topics of personal interest and importance
    -- discover and express personal attitudes, feelings, and opinions
    -- compare their own thoughts and beliefs to those of others
    -- describe feelings, reactions, values, and attitudes
    -- record experiences
    -- formulate goals for learning
    -- practise strategies for monitoring their own 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

  • demonstrate an awareness of purpose and audience (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 pieces of writing and other representations through stages of development (4)

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