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, 4 - 6)

    LEVEL: 6
    By the end of Grade 6 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 questions to discussion and compare their own ideas with those of peer and others (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 (1)
  • use word choice and emphasis, making a conscious attempt to produce a desired effect (2)
  • give and follow instructions and respond to a variety of questions and instructions (3)
  • engage in, respond to, and evaluate a variety of oral presentations and other texts (4)

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

  • detect examples of prejudice, stereotyping, or bias in oral language; recognize their negative effect on individuals and cultures; and attempt to use bias-free language (2)
  • make a conscious attempt to consider 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

  • reflect on 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 increasing independence, their own questionsand those of others by selecting relevant information from a variety of texts
    -- demonstrate an understanding of the purpose of classification systems and basic reference materials (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

  • create written and media texts using an increasing variety of forms
    -- demonstrate understanding that particular forms require the use of specific features, structures, and patterns (1)
  • address the demands of an increasing variety of purposes and audiences
    -- make informed choices of form, style, and content for specific audiences and purposes (2)
  • invite responses to early drafts of their writing/media productions
    -- use audience reaction to help shape subsequent drafts
    -- reflect on their final drafts from a reader's/viewer's/listener's point 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

  • select from a range of prewriting, drafting, revising, editing, proofreading, and presentation strategies to develop effective pieces of writing and other representations (1)
  • use the conventions of written language in final products (2)
  • use technology with increasing proficiency to create, revise, edit, and publish texts (3)
  • demonstrate commitment to shaping pieces of writing and other representations (4)
  • select, organize, and combine relevant information from three to five sources (5)

  • Return to the Assessment and Evaluation Stage

    Building Information Literacy Return to Top