Learning Outcomes
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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, 4 - 6)

    LEVEL: 5
    By the end of Grade 5 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

  • contribute thoughts, ideas, and experiences to discussion, and ask questions to clarify their ideas and those of their peers (1)
  • ask and respond to questions to seek clarification or explanation of ideas and concepts (2)
  • listen critically to others' ideas or opinions and points of view (4)

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

  • contribute to and respond constructively in conversation, small-group and whole-group discussion, recognizing their roles and responsibilities as speakers and listeners (1)
  • use word choice and expression appropriate to the speaking occasion (2)
  • give and follow precise instructions and respond to questions and directions (3)
  • engage in, respond to, and evaluate oral presentations (4)

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

  • consider purpose and the needs and expectations of their audience (3)

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

  • describe and discuss 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 decreasing assistance, their own questions and those of others by selecting relevant information from a variety of texts
    -- respond to personal, group, and instructional needs for information through accessing a variety of texts
    -- demonstrate an understanding of how classification systems and basic reference materials are used to facilitate research
    -- use a range of reference texts and a database or an electronic search to aid in the selection of texts
    -- increase their abilities to access and assess information in response to their own questions and other's questions (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

  • invite responses to early drafts of their writing/media productions
    -- use audience reaction to help shape subsequent drafts
    -- reflect on their final drafts from readers'/viewers'/listeners' points of view (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

  • use a range of prewriting, drafting, revising, editing, proofreading, and presentation strategies (1)
  • demonstrate an increasing understanding of the conventions of written language in final products
    -- use basic spelling rules and show an understanding of irregularities
    -- use appropriate syntax in final products
    -- use references while editing (e.g., dictionaries, classroom charts, electronic spell checkers, checklists, thesauri, other writers) (2)
  • use technology with increasing proficiency to create, revise, edit, and publish texts (3)
  • demonstrate a commitment to shaping and reshaping pieces of writing and other representations through stages of development and refinement (4)
  • select, organize, and combine relevant information from three or more sources to construct and communicate meaning (5)

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