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, 4 - 6)

    LEVEL: 4
    By the end of Grade 4 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

  • explore and discuss their thoughts, ideas, and experiences and consider those of their peers (1)
  • ask and respond to questions to clarify information and explore solutions to problems (e.g., using an interview format) (2)
  • listen critically to others' ideas or opinions expressed (4)

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

  • contribute to conversations and small-group and whole-group discussion, show an awareness of when to speak and when to listen (1)
  • use word choice, tone of voice, facial expressions, and gestures appropriate to the speaking occasion (2)
  • give and follow instructions and respond to questions and directions (3)
  • engage in and respond to oral presentations (4)

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

  • show an awareness of the kinds of language appropriate to different situations and audiences (3)

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

  • describe their own processes and strategies in reading and viewing (5)

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

  • answer, with assistance, their own and others' questions by seeking information from a variety of texts
    -- determine their own and community (class) needs for information
    -- recognize the purpose of classification systems and basic reference materials
    -- use a range of reference texts and a database or an electronic search to facilitate the selection 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 an awareness of purpose and audience (2)
  • invite responses to early drafts of their writing/media productions
    -- use audience reaction to help shape subsequent drafts (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 a range of prewriting, drafting, revising, editing, proofreading, and presentation strategies (1)
  • demonstrate an understanding of many conventions of written language in final products
    -- correctly spell many familiar and commonly used words
    -- demonstrate an increasing understanding of punctuation, capitalization, and paragraphing
    -- demonstrate a growing awareness of appropriate syntax
    -- use references while editing (e.g., dictionaries, classroom charts, electronic spell checkers, checklists) (2)
  • use technology with increasing proficiency in writing and other forms of representing (3)
  • demonstrate a commitment to shaping pieces of writing and other representations through stages of development (4)
  • select, organize, and combine relevant information from two or more sources to construct and communicate meaning (5)

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