Literacy with ICT Across the Curriculum

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Question and Plan	Q-1.1 recalls and/or records prior knowledge; constructs questions with assistance (Examples: KWL, teacher-lead class discussion) I recall what I already know about something, and I think about what I want to learn. I use respectful language and respect the opinions of others while working in a group. How to plan for an Inquiry Feelings in Inquiry	Q-1.2 constructs simple questions (e.g., who, what, when, where); makes predictions, hunches, educated guesses, and hypotheses (Examples: KWL, teacher-guided class discussion, pairs/small group discussion) I ask questions to find out more about what I want to learn, and I guess how things might work or what might happen. I use respectful language and respect the opinions of others while working in a group.	Q-1.3 identifies information needs and constructs complex questions (e.g., how, why, what if) (Examples: KWL, graphic organizer, individual work, group work) I ask 'how’, 'why', and ‘what if’ questions, and I know when I need more information to answer my questions. I use respectful language and respect the opinions of others while working in a group.	Q-1.4 evaluates questions, and adjusts them, as needed, throughout the inquiry process I decide if I am asking the right questions, and I change them if necessary to get the information I need.
Question and Plan	Q-2.1 follows a given plan for an inquiry (examples: storyboards, outlines, timelines, graphic organizers, science experiment reports) I follow a plan my teacher gives me.	Q-2.2 adapts a given plan or co-constructs a plan for an inquiry (examples: storyboards, outlines, timelines, graphic organizers, science experiment reports) sc1.1 moves text and images sc1.3 inserts and edits text, data, images, sound, video, and/or formulas sc1.4 formats text, images, graphs, and tables using toolbar icons, menu options, and/or keyboard shortcuts sc1.5 edits text using spell check, dictionary, thesaurus, grammar check, and/or track changes sc1.7 formats page layout (examples: margins, tabs, columns, hanging indents, word wrap, header, footer, cells, watermark...) sc2.1 customizes the template of a graphic organizer, table, multimedia presentation, spreadsheet, and/or database I change a plan my teacher gives me, or I work with my teacher or peer(s) to develop a plan to complete my work. Our/My Learning Plan	Q-2.3 designs own plan for an inquiry (examples: storyboards, outlines, timelines, graphic organizers) I design my own plan to help me map out how I will complete my work. I design my own plan to help me map out how I will complete my work.	Q-2.4 evaluates and revises plan for inquiry, as needed I check in on my plan as I work, and I make any needed changes to it in order to complete my work.

Gather and Make Sense	G-1.1 gathers information from given source(s) (primary or secondary) (examples: from people, written materials, the Internet, broadcast media, email) I find information I need, from materials, people, and/or websites that my teacher gives me. I keep track of where I get my information. I think about my own and others’ privacy when communicating to gather information (e.g., when using video conferencing, social media. Brainstorm with students what is and what is not appropriate to share when communicating to gather information (e.g. create class guidelines).	G-1.2 gathers information from additional sources (student-identified) (examples: interviews with family members or subject matter expert(s), internet search, documentaries, books) I work with my teacher, with peers and/or on my own to figure out where I can find needed information, and then I find the information. I keep track of where I get my information; I use respectful language when communicating to gather information. I think about my own and others’ safety and privacy when searching for information and communicating to gather information (e.g., downloading content, sharing personal information, accidentally making incorrect searches). Collaboratively brainstorm with students where they may find information (e.g. tweet our classroom partners in a different country).	G-1.3 uses a variety of strategies for gathering information (examples: online databases, journals, articles, specialized searches) I search for information in many ways and, I narrow my search to find just the right information. I make sure I have permission to use the information I have gathered. Students need to be aware of and understand Canadian Copyright Law. Copyright Information for Teachers (website).	G-1.4 evaluates the effectiveness of multiple strategies for gathering information (examples: self-reflection, conversations with teacher or peers about the process of gathering and making sense of information) I decide which strategies for finding information are the most appropriate and useful for my work.
	G-2.1 identifies relevant information from sources (examples: questions whether information from sources is real, useful, and/or distracting, and whether it is relevant to the topic or question; identifies titles, authors, publication dates, URLs, standard bibliographic formats) As students look at information online, they need to be able to pick out the relevant information from extraneous or distracting information (such as banners, advertisements, games, and other distractions on the screen). I pick out the important pieces of information that answer my question(s). I record where I got my information and who created it. Choosing Relevant Information (website)	G-2.2 identifies whether information is sufficient and/or suitable for purpose and audience I determine if the information I find is useful for my purpose, and if I have enough information to answer my questions. I make a bibliography of where I got my information, and of who created it.	G-2.3 evaluates whether information and sources are current, reliable, and valid (examples: checks information and sources for accuracy, currency, credibility, validity, reliability, objectivity, fairness, relevance) Students need to be able to determine if the information from a source has been manipulated (for example, bogus websites, bogus email, spam, graphs showing selected data). I figure out if the information I find is true and if I can trust its source. I compare information from a variety of sources so that I know my information is current, reliable, valid, and of high quality. Selecting Information for Your Assignments (website)	G-2.4 evaluates information and sources to determine context, perspective, bias, and/or motive I think critically about the information I find, and about its source, to determine if it might be biased in any way.
	G-3.1 Records data or makes notes on gathered information and ideas using given categories (examples: Venn diagram, topic headings, tables, graphic organizers, spreadsheets) I take notes in my own words using a guide my teacher has given me.	G-3.2 organizes gathered information using co-developed strategies (examples: tables, graphic organizers, spreadsheets, outlines, prioritized email, geographic information system [GIS] layers) I take notes in my own words and I organize them so they make sense.	G-3.3 organizes gathered information using student-developed strategies I categorize my information using my own organizational strategies.	G-3.4 evaluates the effectiveness of multiple strategies for organizing information I learn about different strategies for organizing my information, and I decide which strategies are the most appropriate and useful for my work.

Produce to Show Understanding	P-1.1 uses given criteria to produce work (examples: assignment rubric, checklist) I follow my teacher’s directions to create my work.	P-1.2 participates in establishing criteria for own work (examples: whole class brainstorming and creating student-generated criteria) I help come up with criteria for my work. I use respectful language and respect the opinions of others while working in a group. Constructing Student-Generated Criteria for Quality Work	P-1.3 establishes relevant criteria for own work (examples: assignment rubric, checklist) I create criteria suitable for my work.	P-1.4 evaluates and revises criteria for own work, as needed I revisit my criteria and make changes, as needed, to improve my work.
	P-2.1 uses a given format to demonstrate learning (examples: write a sentence, a story, make a collage, draw a picture, make a poster) I make a product using the given format to show I understand.	P-2.2 selects from a variety of given formats to demonstrate learning (example: have the option of picking from a list of ways to show understanding) I pick, from a given list of options, the best way for me to demonstrate my learning and I make a product that shows that I understand.	P-2.3 modifies or combines given formats to demonstrate learning I creatively modify or combine given ways to show my learning.	P-2.4 creates work using a student-generated format to demonstrate learning I decide how to produce my work to best show evidence of my learning.
	P-3.1 edits work based on feedback from teacher and/or peers, according to established criteria, conventions, and/or standards I edit my work to match the given criteria and based on feedback I get from my teacher and peers.	P-3.2 self-assesses work in order to edit it based on feedback and according to established criteria, conventions, and/or standards I make the content of my work clear and appealing for my audience, and I revise it based on feedback and/or criteria.	P-3.3 seeks feedback from a wider audience to improve organization and clarity, and to enhance content and artistry of work I share my work with a broader audience to get feedback in order to improve my work.	P-3.4 evaluates and revises work to go beyond established criteria, and applies it to authentic contexts in the real world I analyze the work I have created, so that I can solve problems and take action in the world.

Communicate	C-1.1 shares information, ideas, and/or work with a teacher-defined audience I show and explain the plan I followed, the information I gathered, or the work I created to an audience my teacher selected.	C-1.2 collaborates with teacher to select audience for sharing information, ideas, and/or work I work with my teacher to find an appropriate audience with whom to share my work.	C-1.3 independently selects appropriate audience for sharing information, ideas, and/or work I communicate my work with an audience of my choosing.	C-1.4 seeks connections for a broader audience to improve or extend understanding I look for and communicate with a broader audience and share my work to improve my understanding and/or to help others.
Communicate	C-2.1 shares information, ideas, and/or work (without actively seeking descriptive feedback) I show and explain the plan I followed, the information I gathered, or the work I created.	C-2.2 seeks descriptive feedback when sharing information, ideas, and/or work with others (examples: Two Stars and a Wish; More of, Less of; Met, Not Yet Met, I Noticed) I ask for feedback on my work to learn what to do more of and what to do less of next time. Model for students how to give and accept descriptive feedback. I Noticed Book: Setting and Using Criteria	C-2.3 uses descriptive feedback to improve and/or revise work I use the feedback I get to set goals for what to keep doing and what to change the next time I create a product. Learning Goal Log Book: Self-Assessment and Goal Setting	C-2.4 shares revised work, as needed, to obtain additional descriptive feedback, and makes further revisions I edit my product based on feedback, and I share it again to get more feedback.

Reflect	R-1.1 participates in teacher-guided conferences to reflect on learning and the learning process (examples: with peers, parents, teachers) I talk about what I have learned and how I learn best. Brainstorm with students about what resources and strategies they have used and/or could use to help them solve a problem (e.g., use dictionary, ask peers, ask teachers). Learning Goal Log Student-Parent-Teacher Conference Record	R-1.2 independently reflects on learning and the learning process (examples: self-reflection; assessment AS learning...) I think about what I have learned, what I did well and what I could do better next time.	R-1.3 consolidates reflections to develop new questions for further inquiry and/or strategies for improving learning and the learning process (examples: goal setting for future work) I set my own learning goals and think about strategies that will help me to meet them.