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:

    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 clearly and with conviction, a personal point of view, and be able to support that position (3)

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

  • 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)

  • 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 an ability to integrate interesting effects in imaginative writing and other forms of representation, such as consider thoughts and feelings in addition to external descriptions and activities; integrate detail that adds richness and density; identify and correct inconsistencies and avoid extraneous detail; make effective language choices relevant to style and purpose; and select more elaborate and sophisticated vocabulary and phrasing (4)

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

  • produce a range of writing forms, for example, stories, cartoons, journals, business and personal letters, speeches, reports, interviews, messages, poems, and advertisements (1)
  • recognize that a writer's choice of form is influenced by both the writing purpose (to entertain, inform, request, record, describe) and the reader for whom the text is intended (e.g., understand how and why a note to a friend differs from a letter requesting information) (2)
  • begin to understand that ideas can be represented in more than one way and experiment with using other forms such as dialogue, posters, and advertisements (3)
  • develop the awareness that content, writing style, tone of voice, language choice, and text organization need to fit the reader and suit the reason for writing (4)
  • ask for reader feedback while writing and use this feedback when shaping subsequent drafts; consider self-generated drafts from a readers'/viewers'/listeners' point of view (5)

  • 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

  • understand and use conventions for spelling familiar words correctly; rely on knowledge of spelling conventions to attempt difficult words; check for correctness; demonstrate control over most punctuation and standard grammatical structures in writing most of the time; use a variety of sentence patterns, vocabulary, and paragraph structures to aid effective written communication (1)
  • learn to recognize and begin to use more often the specific pre-writing, drafting, revising, editing, proofreading, and presentation strategies that most effectively help to produce various texts (2)
  • 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)
  • demonstrate a commitment to crafting pieces of writing and other representations (4)
  • collect information from several sources (interviews, film, CD-ROMs, texts) and combine ideas in communication (5)

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