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: 4
    By the end of Grade 4 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

  • explore and discuss their thoughts, ideas, and experiences and consider those of their peers (1)
  • ask and respond to questions to clarify information and explore solutions to problems (e.g., using an interview format) (2)
  • explain personal opinions and respond to the questions and opinions of others (3)
  • listen critically to others' ideas or opinions expressed (4)

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

  • contribute to conversations and small-group and whole-group discussion, show an awareness of when to speak and when to listen (1)
  • give and follow instructions and respond to questions and directions (3)
  • engage in and respond to oral presentations (4)

  • 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)
  • use and integrate the pragmatic, semantic, and graphophonic cueing systems... and a variety of strategies to construct meaning (4)
  • 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)

  • 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 strategies in writing and other ways of representing to
    -- formulate questions and organize ideas
    -- generate topics of personal interest and importance
    -- discover and express personal attitudes, feelings, and opinions
    -- compare their own thoughts and beliefs to those of others
    -- describe feelings, reactions, values, and attitudes
    -- record experiences
    -- formulate goals for learning
    -- practise strategies for monitoring their own learning (1)
  • experiment with different ways of making their own notes (e.g. webbing, jot notes, matrix) (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 relevant information from two or more sources to construct and communicate meaning (5)

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