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: 6
    By the end of Grade 6 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 questions to discussion and compare their own ideas with those of peer and others (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 instructions and respond to a variety of questions and instructions (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 range of interests and learning needs (1)
  • use a wider range of pictorial, typographical, and organizational features of written texts to obtain, verify, and reinforce their understanding of information (3)
  • reflect on 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 increasing independence, their own questionsand those of others by selecting relevant information from a variety of texts
    -- demonstrate an understanding of the purpose of classification systems and basic reference materials (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 design investigations to answer their questions
    -- find topics of personal importance
    -- record, develop, and reflect on ideas
    -- 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 goals for learning
    -- practice and apply 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 an increasing variety of purposes and audiences
    -- make informed 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 commitment to shaping pieces of writing and other representations (4)

  • Return to the Planning Stage

    Building Information Literacy Return to Top