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: 7
    By the end of Grade 7 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

  • recognize that contributions from many participants are needed to generate and sustain discussions (1)
  • know how and when to ask questions that call for elaboration and clarification; give appropriate responses when asked for the same information (2)
  • express clearly and with conviction, a personal point of view, and be able to support that position (3)
  • listen attentively to grasp the essential elements of a message, and recognize and consider supporting details (4)

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

  • participate in small-group conversation and whole-class discussion recognizing tht there are a range of strategies that contribute to effective talk (1)
  • recognize that different purposes and audiences influence communication choices such as vocabulary, sentence structure, rate of speech, and tone during talk; consider appropriate communication choices in various speaking contexts (2)
  • follow instructions and respond to questions and directions (3)
  • evaluate speakers and the effectiveness of their talk in particular contexts; identify the verbal and non-verbal language cues by speakers (e.g., repetition, volume, and eye contact) (4)

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

  • demonstrate a respect for others by developing effective ways to express personal opinions such that they reflect sensitivity to others, including differences in culture and heritage (2)

  • 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

  • experiment with a range of strategies (brainstorming, sketching, freewriting) to extend and explore learning, to reflect on their own and others' ideas, and to identify problems and consider solutions (1)
  • become aware of and describe the writing strategies that help them learn; express an understanding of their personal growth as language learners and language users (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

  • 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)
  • collect information from several sources (interviews, film, CD-ROMs, texts) and combine ideas in communication (5)

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