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, Entry - 3)

    LEVEL: Transitional
    By the end of Grade 3 students will be expected to:

    Assessment and Evaluation Stage

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

  • describe, share, and discuss thoughts, feelings, and experiences and consider others' ideas (1)
  • ask and respond to questions to clarify information and to explore possibilities or solutions to problems (2)
  • express and explain opinions and respond to the questions and reactions of others (3)
  • listen critically to others' ideas and opinions (4)

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

  • participate in conversations, small-group and whole-group discussion, understanding when to speak and when to listen (1)
  • adapt volume... and tone of voice to the speaking occasion (2)
  • give and follow instructions and respond to questions and directions (3)
  • engage in 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

  • demonstrate a growing awareness that different kinds of language are appropriate to different situations (3)

  • GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • with assistance, answer their own questions and those of others by seeking information from a variety of sources
    -- identify their own personal and learning needs for information
    -- generate their own questions as a guide for research
    -- use a range of print and non-print materials to meet their needs
    -- use basic reference materials and a database or electronic search
    -- begin to reflect on their own research process (1)

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

  • 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)

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