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: Transitional
    By the end of Grade 3 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 and explain opinions and respond to questions and reactions of others (3)

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

  • use and integrate, with support, the various cueing systems (pragmatic, semantic, syntactic, and graphophonic) and a range of strategies to construct meaning (4)

  • 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 imaginations

  • explore, with assistance, ways for making (and using) their own notes (2)

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

  • create written and media texts using a variety of forms
    -- experiment with other media to increase the impact of their presentations (1)
  • demonstrate some awareness of purpose and audience
    -- make choices about form for a specific purpose/audience (2)
  • consider their readers' questions, comments, and other responses in assessing their work and extending their learning (3)

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

  • experiment with a range of prewriting, drafting, revising, editing, proofreading, and presentation strategies (1)
  • use some conventions of written language
    -- punctuation and capitalization
    -- language structure
    -- spelling (2)
  • demonstrate engagement with the creation of pieces of writing and other representation
    -- engage in writing/representing
    -- work willingly on revising and editing for an audience
    -- demonstrate pride and sense of ownership in writing/representing efforts (3)
  • experiment with technology in writing and other forms of representing
    -- use a tape recorder to tape dramatic presentations, readings of published work, and retellings
    -- use a simple word processing program to draft, revise, edit, and publish
    -- use a drawing program (computer software)
    -- with assistance, use the Internet to communicate (4)
  • select, organize, and combine relevant information from at least two sources without copying verbatim, to construct and communicate meaning (5)

  • Return to the Creating New Information Stage

    Building Information Literacy Return to Top