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, 7 - 9)

    LEVEL: 8
    By the end of Grade 8 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

  • state a point of view in a convincing manner, offering relevant information to support that viewpoint (3)

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

  • 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)

  • 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)
  • demonstrate an awareness of how and when to integrate interesting effects in imaginative writing and other ways of representing; include 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, an, when appropriate, 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

  • continue to develop writing forms previously introduced and expand this range to produce, for example, autobiographies, drama, surveys, graphs, literary responses, biographies, illustrations, and reviews (1)
  • consider and choose writing forms that match both the writing purpose (to define, report, persuade, compare) and the reader for whom the text is intended (understand why language choice, organization, and voice used in an essay differs from that used in a media advertisement) (2)
  • attempt to use various technologies for communicating to a variety of audiences for a range of purposes (3)
  • keep the reader and purpose for writing in mind when choosing content, writing style, tone of voice, language choice, and text organization (4)
  • know how and when to ask for reader feedback while writing and incorporate appropriate suggestions when revising subsequent drafts; assess self-generated drafts from readers'/viewers'/listeners' perspective (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

  • build and rely upon a broad knowledge base of how words are spelled and formed; use such knowledge to spell unfamiliar words and expand vocabulary; regularly use resource texts to verify spelling; use punctuation and grammatical structures capably and accurately; use a variety of sentence patterns, vocabulary choices, and paragraphing with flexibility and creativity to engage readers (1)
  • choose, with increasing regularity, the prewriting, drafting, revising, editing, proofreading, and presentation strategies to aid in producing various texts (2)
  • attempt to use various technologies for communicating to a variety of audiences for a range of purposes (3)
  • demonstrate a commitment to crafting pieces of writing and other representations (4)
  • gather information from a variety of sources (interviews, film, CD-ROMs, texts) and integrate ideas in communication (5)

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