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: 8
    By the end of Grade 8 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

  • consider and reflect on the contributions of others' ideas during discussions (1)
  • ask questions that probe for accuracy, relevancy, and validity; respond thoughtfully and appropriately to such questions (2)
  • state a point of view in a convincing manner, offering relevant information to support that viewpoint (3)
  • listen carefully to identify key points in oral presentations, and evaluate the relevancy of supporting details (4)

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

  • contribute to small-group conversation and whole-group discussion, choosing appropriate strategies that contribute to effective talk (1)
  • give instructions and respond appropriately to instructions, directions, and questions (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)
  • explain, with some regularity, how authors use pictorial, typographical, and other organizational devices like tables and graphs to achieve certain purposes in their writing, and rely on those devices to construct meaning and enhance understanding (3)
  • read with greater fluency, confidence, and comprehension by furthering personal understanding, recognition, and use cueing systems and strategies to read and view increasingly complex texts (4)
  • regularly identify the processes and strategies readers and viewers apply when constructing meaning; develop an understanding of the personal processes and strategies applied when reading and viewing; reflect on personal growth as readers and viewers of texts and use this awareness of personal development to push reading and viewing abilities even further (5)

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

  • access appropriate print and non-print sources with increasing independence and select information to meet specific needs with increasing speed, accuracy, and confidence (1)
  • experiment with and rely upon a range of print and non-print (e-mail, CD-ROMs, online databases...) sources for accessing and selecting information (2)
  • employ various relevant research strategies like generating questions, drafting an outline, or interviewing peers to determine what questions they would like "answered" (or examined) by their research (3)

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

  • elaborate personal reactions to what is read and viewed by providing some extended explanations, examples, and supporting arguments (1)
  • state personal points of view about what is read and viewed and justify views with increasing regularity (2)
  • with increasing confidence and flexibility, find evidence in texts to support personal claims and viewpoints about issues, themes, and situations (3)

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

  • recognize that texts need to be assessed for bias and broaden their understanding and awareness of the ways in which print and media texts can be biased; begin to question and think critically about the relevance and reliability of information for answering questions and inquiries (1)
  • identify the various features and elements writers use when writing for specific readers for specific purposes; describe how texts are organized to accommodate particular readers' needs and to contribute to meaning and effect (2)
  • expand on earlier abilities to respond critically to a range of texts in various ways
    -- understand how personal knowledge, ideas, values, perceptions, and points of view influence how writers create texts
    -- recognize how and when personal background influences meaning construction, understanding, and textual response
    -- describe how 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

  • demonstrate competence in the frequent use of writing and representing strategies to extend learning; to explore their own thoughts and consider others' ideas, to reflect on their feelings, values, and attitudes; and to identify problems and describe logical solutions (1)
  • identify and reflect upon strategies that are effective in helping them learn; to describe their personal growth as language learners and language users (2)
  • ... use various forms of note-making appropriate to various purposes and situations (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

  • gather information from a variety of sources (interviews, film, CD-ROMs, texts) and integrate ideas in communication (5)

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