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, Entry - 3)

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

    Creating New Information Stage

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

  • express opinions and give simple explanations for some of their opinions (3)

  • GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • use a combination of cues to sample, predict, and monitor/self-correct (5)
  • use a variety of strategies to create meaning (6)

  • 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
    -- to express feelings, opinions, and imaginative ideas (1)
  • begin to experiment with language choices in imaginative writing and other ways of representing (3)

  • GCO I (Writing/Other Ways of Representing)
    create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes

  • use a variety of familiar text forms and other media (1)
  • demonstrate some awareness of audience and purpose (2)
  • consider their readers'/viewers'/listeners' questions/comments and begin to use such responses to assess and extend their learning (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

  • develop strategies for prewriting, drafting, revising, editing/proofreading, and presenting/publishing
    -- use simple revision strategies to create a meaningful message
    -- use simple editing strategies
    -- use a variety of techniques for publishing/presenting (1)
  • use some conventions of written language (2)
  • demonstrate engagement with the creation of pieces of writing and other representations (3)
  • with assistance, experiment with technology in writing and other forms of representing (4)
  • select, organize, and combine, with assistance, relevant information to construct and communicate meaning
    -- create a new product (5)

  • Return to Outcomes for Student Learning

    Building Information Literacy Return to Top