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, Entry - 3)

    LEVEL: Transitional
    By the end of Grade 3 students will be expected to:

    Gathering Information Stage

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

  • select, independently and with teacher assistance, texts appropriate to their interests and learning needs (1)
  • use pictorial, typographical, and organizational features of written text to determine content, locate topics, and obtain information (3)
  • use and integrate, with support, the various cueing systems (pragmatic, semantic, syntactic, and graphophonic) and a range of strategies to construct meaning (4)

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

  • with assistance, answer their own questions and those
    -- of others by seeking information from a variety of sources
    -- identify their own personal and learning needs for information
    -- generate their own questions as a guide for research
    -- use a range of print and non-print materials to meet their needs
    -- use basic reference materials and a database or electronic search
    -- begin to reflect on their own research process (1)

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

  • make personal connections to texts and describe, share, and discuss their reactions and emotions (1)
  • express and explain opinions about texts and types of texts, and the work of authors and illustrators, demonstrating an increasing awareness of the reasons for their opinions (2)

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

  • question information presented in print and visual texts
    -- use a personal knowledge base as a frame of reference (1)
  • identify some different types of print and media types
    -- recognize some of their language conventions and text characteristics
    -- recognize that these conventions and characteristics help them understand what they read and view (2)
  • respond critically to texts
    -- formulate questions as well as understandings
    -- identify the point of view in a text and demonstrate an awareness of whose voice/positions are and are not being expressed
    -- discuss the text from the perspective of their own realities and experiences
    -- identify instances of prejudice, bias, and stereotyping (3)

  • Return to Outcomes for Student Learning

    Building Information Literacy Return to Top