Learning Outcomes
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  • Outcomes for Grades 1 - 3
  • Outcomes for Grades 4 - 6
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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, Entry - 3)

    LEVEL: Early
    By the end of Grade 2 students will be expected to:

    Interacting With Information Stage

    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • express thoughts and feelings and describe experiences (1)
  • ask and respond to questions to clarify information or gather further information (2)
  • express opinions and give simple explanations for some of their opinions (3)
  • listen to others' ideas and opinions (4)

  • GCO B (Speaking/Listening)
    communicate information and ideas effectively and clearly, and to respond personally and critically

  • sustain one-to-one conversations and contribute to small and large group interactions (1)
  • respond to and give instructions or directions that include two or three components (3)
  • engage in informal oral presentations and respond to a variety of oral presentations and other texts (4)

  • 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 (3)
  • use some features of written text to determine content, locate topics, and obtain information (4)
  • use a combination of cues to sample, predict, and monitor/self-correct (5)
  • use a variety of strategies to create meaning (6)

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

  • engage in the research process with assistance
    -- interact with the information (1)

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

  • make personal connections to text and share their resources in a variety of ways (1)
  • express and begin to support opinions about 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 experiences with a range of texts to identify some different types of print and media texts, recognizing some of their language conventions and text characteristics (1)
  • respond critically to texts (2)

  • GCO H (Writing/Other Ways of Representing)
    use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imagination

  • use writing and other forms of representing for a variety of functions (1)
  • begin to develop, with assistance, some ways to make their own notes (2)

  • GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness

  • select, organize, and combine, with assistance, relevant information to construct and communicate meaning
    -- interact with resources to answer their own questions or learning needs
    -- with assistance, develop strategies for making and organizing notes (5)

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