Learning Outcomes
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  • 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:

    Gathering Information Stage

    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
    -- use a range of reference texts and a database or an electronic search to facilitate the selection process (1)

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

  • describe, share, and discuss their personal reactions to texts (1)
  • give reasons for their opinions about texts and types of texts and the work of authors and illustrators (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 information presented in print and visual texts (1)
  • identify conventions and characteristics of different types of print and media texts that help them understand what they read and view (2)
  • respond critically to texts by
    -- asking questions and formulating understandings
    -- discussing texts from the perspective of their own experiences
    -- identifying instances where language is being used, not (only) to entertain, (or inform) but to manipulate, persuade, or control them
    -- identify instances of prejudice and stereotyping (3)

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