Learning Outcomes
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  • 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, 4 - 6)

    LEVEL: 5
    By the end of Grade 5 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, 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, indices, structures of narrative and different types of expository texts, key ideas, and margin notes) to locate topics and obtain or verify their understanding of information (3)
  • describe 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 decreasing assistance, their own questions and those of others by selecting relevant information from a variety of texts
    -- respond to personal, group, and instructional needs for information through accessing a variety of texts
    -- demonstrate an understanding of how classification systems and basic reference materials are used to facilitate research
    -- use a range of reference texts and a database or an electronic search to aid in the selection of texts
    -- increase their abilities to access and assess information in response to their own questions and other's questions (1)

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

  • describe, share, and discuss their personal reactions to a range of texts across genres, topic, and subjects (1)
  • support their opinions about texts and features of types of texts (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 and analyse information presented in print and visual texts (1)
  • recognize how conventions and characteristics of different types of print and media texts help them understand what they read and view (2)
  • respond critically to texts by
    -- applying strategies to analyse a text
    -- demonstrate growing awareness that all texts reflect a purpose and a point of view
    -- identify instances where language is being used to manipulate, persuade, or control them
    -- identify instances of opinion, prejudice, bias, and stereotyping (3)

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