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, 7 - 9)

    LEVEL: 7
    By the end of Grade 7 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 texts that address their learning needs and range of special interests (1)
  • demonstrate an awareness of how authors use pictorial, typographical, and organizational devices such as photos, titles, headings, and bold print to achieve certain purposes in their writing, and begin to use those devices more regularly to construct meaning and enhance understanding (3)
  • develop some independence for recognizing and using various reading and viewing strategies (predicting, questioning, etc.) And in using cueing systems (graphophonic, contextual, syntactic, etc,) and to construct meaning; apply and develop these strategies and systems while reading and viewing increasingly complex print and media texts (4)
  • talk and write about the various processes and strategies readers and viewers apply when constructing meaning from various texts; recognize and articulate personal processes and strategies used when reading or viewing various texts (5)

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

  • identify and articulate personal needs and personal learning needs with growing clarity and some independence (1)
  • become increasingly aware of and use periodically the many print and non-print avenues and sources (Internet, documentaries, interviews...) Through which information can be accessed and selected (2)

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

  • make evaluations or judgements about texts and learn to express personal points of view (2)

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

  • recognize that print and media texts can be biased and become aware of some of the ways that information is organized and structured to suit a particular point of view (1)
  • recognize that print and media texts are constructed for particular readers and purposes; begin to identify the textual elements used by authors (2)
  • develop an ability to respond critically to various texts in a variety of ways such as identifying, describing, and discussing the form, structure, and content of texts and how they might contribute to meaning construction and understanding
    -- recognize that personal knowledge, ideas, values, perceptions, and points of view influence how writers create texts
    -- become aware of how and when personal background influences meaning construction, understanding, and textual response
    -- recognize that there are values inherent in a text, and begin to identify those values
    -- explore how various cultures and realities are portrayed in media texts (3)

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