Learning Outcomes
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  • 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, 7 - 9)

    LEVEL: 7
    By the end of Grade 7 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

  • recognize that contributions from many participants are needed to generate and sustain discussions (1)
  • know how and when to ask questions that call for elaboration and clarification; give appropriate responses when asked for the same information (2)
  • express clearly and with conviction, a personal point of view, and be able to support that position (3)
  • listen attentively to grasp the essential elements of a message, and recognize and consider supporting details (4)

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

  • participate in small-group conversation and whole-class discussion recognizing tht there are a range of strategies that contribute to effective talk (1)
  • follow instructions and respond to questions and directions (3)

  • 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)
  • use research strategies like issue mapping and webbing to guide research (3)

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

  • extend personal responses, either orally or in writing, to print and non-print texts by explaining in some detail initial or basic reactions to those texts (1)
  • make evaluations or judgements about texts and learn to express personal points of view (2)
  • while learning to express personal points of view, develop the ability to find evidence and examples in texts to support personal views about themes, issues, and situations (3)

  • 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)

  • 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

  • experiment with a range of strategies (brainstorming, sketching, freewriting) to extend and explore learning, to reflect on their own and others' ideas, and to identify problems and consider solutions (1)
  • become aware of and describe the writing strategies that help them learn; express an understanding of their personal growth as language learners and language users (2)
  • understand that note-making is purposeful, has many purposes (e.g. personal use, gathering information, for an assignment, recording what has happened and what others have said), and many forms (e.g., lists, summaries, observations, and descriptions) (3)

  • 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

  • acquire some exposure to the various technologies used for communicating to a variety of audiences for a range of purposes (videos, e-mail, word processing, audiotapes) (3)
  • collect information from several sources (interviews, film, CD-ROMs, texts) and combine ideas in communication (5)

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