Learning Outcomes
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  • Outcomes for Grades 1 - 3
  • Outcomes for Grades 4 - 6
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  • 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:

    Sharing and Presenting Information Stage

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

  • express thoughts and feelings and describe experiences (1)
  • ask and respond to questions to clarify information or gather further information (2)
  • express opinions and give simple explanations for some of their opinions (3)
  • listen to others' ideas and opinions (4)

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

  • sustain one-to-one conversations and contribute to small and large group interactions (1)
  • use intonation, facial expressions, and gestures to communicate ideas and feelings (2)
  • respond to and give instructions or directions that include two or three components (3)
  • engage in informal oral presentations and respond to a variety of oral presentations and other texts (4)

  • GCO C (Speaking/Listening)
    interact with sensitivity and respect, considering the situation, audience and purpose

  • recognize some examples of unfair and hurtful vocabulary, and begin to make vocabulary choices that affirm rather than hurt people (2)
  • recognize that volume of voice needs to be adjusted according to the situation (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

  • 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 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
    -- share their information in a variety of simple ways (5)

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