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
  • 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: 6
    By the end of Grade 6 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 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)
  • use and integrate the various cueing systems and a variety of strategies with increasing independence to construct meaning (4)
  • 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
    -- 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

  • explain why particular texts matter to them and demonstrate an increasing ability to make connections among texts (1)
  • reflect on an give reasons for their interpretations of an increasing variety of texts (2)

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

  • recognize that facts can be presented to suit an author's purpose and points of view
    -- consider information from alternative perspective (1)
  • identify the conventions and structure of a variety of print and media texts and genres
    -- make connections with the purpose of each text or genre (2)
  • respond critically to texts by
    -- applying a growing range of strategies to analyse and evaluate texts
    -- demonstrating a growing awareness that all texts reflect a purpose and a perspective
    -- recognizing when language is being used to manipulate, persuade, or control them
    -- detecting prejudice, stereotyping, and bias (3)

  • Return to the Gathering Information Stage

    Building Information Literacy Return to Top