READING: By the end of Grade 7, students will independently:

(The student as Information Seeker will independently: )

• locate and select reading, listening, and viewing print, non-print, and electronic resources at the appropriate level
• locate and select reading, listening, and viewing print, non-print, and electronic resources appropriate to their personal or informational needs
• use the online catalogue to locate resources
• navigate the basic layout of the library and understand how materials are located
• distinguish fiction from non-fiction
• read a wide variety of genres and styles in order to identify and expand personal preference
• locate and understand different genres of literature
• locate and read award-winning books
• read for a purpose
    
• use a variety of strategies to preview and select texts to assess their relevance to a task
• demonstrate comprehension of texts (featuring complexity in theme and style)
• be able to locate authors who write books similar in style to his/her chosen personal reading material
   

(The student as Information Processor will:)

• listen, interpret, and respond to a variety of oral and visual texts
• recognize that different styles of writing and illustration influence meaning
• recognize and explain the effects of figurative language and devices
• seek additional supporting information by reading and/or viewing, developing explanations, distinguishing between fact and fiction, and drawing conclusions
• read fluently and demonstrate comprehension of appropriate texts
• identify plot, characters, sequence, and setting within a story
• make connections, inferences, and visualizations, and ask questions before, during, and after reading or listening
• understands and practices safe behaviour on the internet
  
  
• listen and view and read to understand and analyze ideas and information
• listen, view, or read to identify main ideas and supporting details in text
• recognize and interpret patterns, structures, features, and devices in text that reveal relationships of ideas and meaning
• demonstrate comprehension and interpretation of literary texts by relating ideas to plot, character, setting, and theme
• use prior knowledge and experience to understand literary and information text
• enhance understanding of text by using strategies that connect, question, visualize, infer, evaluate, analyze, synthesize, summarize, predict, conclude, compare viewpoints, and confirm meaning
• use self-assessment and self-monitoring strategies  (***)
  
• recognize that different points of view influence and enrich meaning in text (recognize different points of view)

(The student as Information Communicator will:)

• articulate reading preferences
• retell a story in the correct sequence
• discuss components that define quality literature
• express ideas and thoughts in response to text 
• describe the main topics, themes and ideas in text
• respond to reading through retelling, making connections, visualizing, asking questions, completing graphic organizers, summarizing, drawing, and other personal responses
• use a variety of software and technology tools to communicate ideas about and information from text
• create a variety of products that demonstrate understanding of text
  
  
• respond to, make connections with, evaluate, explain, extend thinking about, and critique text and images
• identify and respond to selections of text and images that are personally meaningful  
• participate in the social exchange of ideas based on reading and viewing
• make peer recommendations for reading (based on analysis of text and reader)

   

(The Reflective student will:)

• present new understandings from reading or listening to a story
• pursue new directions of interest and inquiry that arise from reading
• make decisions about future choice of reading material based on personal interests, reading level and prior literary experiences
• reflect on and assess their reading and viewing
  
  
• use appropriate strategies to extend thinking about meaning in resources that have been read, listened to, and/or and viewed (I've included this in the section above)
  
• expand future choices of reading materials to include different genres and styles

   

RESEARCH: By the end of Grade 7, students will independently:

(The student as Information Seeker will Independently:)

• identify questions related to an inquiry based task
• use a variety of secondary resources to locate information, including books, encyclopedias, pre-selected internet sites, and magazines
•  some primary sources such as interviews and oral stories as sources of information and understanding
• use resources from a variety of locations including school, home, public libraries and electronic sources
• use appropriately levelled encyclopedias as a starting point for research
• use pictures to predict content and make connections between illustrations and written text
• gain information from visual media such as pictures, photographs, maps, charts, and webs
• scan to locate key topics within a book
• skim to identify key words and phrases 
• identify main ideas and supporting details
• use the features of information text to find information efficiently

• identify sub-topics that make up (compose) a main inquiry-based topic
• use databases, and print and electronic encyclopedias as starting points in research
• use a variety of primary and secondary resources to locate information,( including photographs, interviews, books, internet sites, and magazines)
• demonstrate efficient and effective resource location strategies
• substantiate findings from reading (by using ) additional source material
• use online catalogues to locate information sources
• use call numbers to locate resources

(The student as Information Processor will:)

• apply critical thinking skills - including questioning, predicting, imagining, comparing, classifying and identifying patterns - to selected problems or issues
• identify an issue and provide several reasons to support a position
• take notes from a variety of sources and experiences, using key words and phrases
• record information or ideas in the form of graphic organizer (online and print)  such as charts, webs, outlines, note cards or illustrations
• organize information through grouping and sorting
• sequence information alphabetically, numerically, categorically and chronologically as appropriate
• use information for a specific purpose
• use electronic technology to enter, save, retrieve, and revise information

• demonstrate an understanding of the research process
• identify  self-generated questions on a topic (generate questions related to a specific topic)
  
• describe what is known about a topic and check for gaps in information
• summarize information from a variety of texts (resources) in different ways ( e.g. point form, two-column notes, mapping, webs, study guides and outlines )
• demonstrate understanding of key ideas and supporting details by paraphrasing, summarizing, sequencing, and prioritizing information
• sort facts into sub-topics
• use point form notes to write (develop) paragraphs in his/her own words
  
• use supporting facts to expand on key ideas
• incorporate ideas and information using quotations
• create a work-cited page (and be cognisant of online tools (bibme...))?
• demonstrate understanding of (the) ethical use of information including the need for citation of sources and issues related to plagiarism  (demonstrate understanding of the ethical use of information from all sources to avoid plagiarism)
  
• know and apply the appropriate protocols for using information from the Internet such as copyright and Creative commons
• demonstrate proper use of school-based and personal electronic communication
• demonstrate an awareness of what makes information credible

(The student as Information Communicator will:)

• collaborate with others in the location, use, recording and presentation of information
• present information in an organized format with main idea and supporting details and conclusion
• proofread, revise, and edit draft presentations
• choose a presentation form that is appropriate to the task including oral, written, electronic and visual representations
• use electronic technology in the presentation of information
• create a simple Works Cited page of print and electronic sources
• practice safe and ethical behaviours in personal electronic communication and interaction

• collaborate with others to exchange ideas, develop new understandings and make decisions
• understand and use the various components that make for effective oral presentation
  
• convey content in own words
• (create a word processed report on a topic - this is included in the second statement under this one)
• create a standard format Works Cited page of print and electronic sources
• present information in a variety of media and formats
  
• use a range of electronic technology tools during research and in presentation
  
  
   

(The Reflective student will:)

• recognize effective strategies and apply them to adjust the inquiry process
• use class and teacher-generated criteria to evaluate both the research process and personal representation of learning
• use successful strategies in future inquiry processes
• understand and adhere to the Acceptable Use Policy of the school or district
  

• use class and teacher- generated rubrics to assess the process and representation of learning (and final presentation)
  
• synthesize prior knowledge with new information to formulate new understandings or decisions
• (understand how thinking has changed)

RESOURCES: By the end of Grade 7, students will independently:

(The student as Information Seeker will independently:)

• identify and find different resources in different formats, including books, magazines, videos, multi-media, and electronic information, in the library
• use online catalogues to find resources by title, author, keyword, or topic
• find fiction titles by author and non-fiction by number and topic in the library
• understand what the Reference collection is and when to use it
• know when and how to use encyclopedias and dictionaries
• locate resources for specific purposes, including informational tasks and personal reading
• locate and identify websites for personal interest or inquiry
   

• identify the type of information required

• identify (select) resources at an appropriate reading level

• find and select appropriate sources to answer questions or gather information on a topic  
  

• access and use online subscription encyclopedias and databases for information

• access online resources using a variety of search engines

• access resources in the community, including the public library, online institutions such as government websites and museums, experts, and local organizations

• identify and use appropriate technology tools and applications to access, capture, and store information

• develop and use effective strategies to locate and select information from internet and electronic resources, including Boolean, pathfinders, keywords

• understand the difference between primary and secondary sources

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(The student as Information Processor will:)

• gather information from a variety of resources, including print, non-print, and electronic
• identify title, author, and illustrator of various text formats
• identify and use structural features of texts, such as the title page, table of contents, index, chapter headings, titles, subtitles, pictures, captions, bolding, graphics, and glossary in books and magazines, as well as related links and hypertext features in electronic resources
• use pre-selected websites to read for information
• understand the features and structure of information-based websites
  
  

• identify the kind of information, resources, and technology tools needed (already covered above)

• use guide words, indices, and keywords to locate specific information in dictionaries, thesauri, encyclopedias, and online databases

• use tables of contents, indices, glossaries, sidebars, and hypertext features as guides to understanding contents and to locating information in non-fiction and Reference books as well as information websites and electronic resources

• retrieve and interpret information from graphic sources, such as graphs, charts, timelines, diagrams, pictures, and maps

• take notes from electronic, print, and non-print sources using a variety of note-taking strategies, including keyword and two-column notes, graphic organizers, electronic methods, and so on
  learn and use advanced search strategies

• evaluate sources of information for their suitability for the task (critically evaluate information for credibility, reliability, authenticity, accuracy, authority, currency, purpose, perspective, and suitability for the task)
  evaluate sources of information for credibility and reliability, including authority, accuracy, currency, purpose, and perspective 

• use multiple resources to check accuracy of information (compare, contrast, and substantiate information from a variety of resources)
  

• identify key ideas and supporting details in various resource formats (covered somewhere above)
  

• demonstrate understanding of key ideas by summarizing, paraphrasing, sequencing, and prioritizing information (I put this in under Research)
  

• develop a system for capturing and storing documents in draft or other stages (this one and the next have been covered previously)

• develop a way to keep track of sources that will be used to prepare a Works Cited page

   

(The student as Information Communicator will:)

• respond to resources using artistic, written, oral, or other communications or product formats
• use text features such as title pages, titles and subtitles, captioned diagrams, and text boxe
• share information with others
  
• work co-operatively with others to share and represent information from or about resources
• use technology to communicate about and share resources (these have both been covered, in different wording, in earlier sections)
    

(The Reflective student will:)

• respect and maintain the organization and integrity of the library
• use library materials carefully and responsibly 
• follow appropriate guidelines and etiquette in the use of technology and resources
• apply skills for choosing appropriate resources independently 
  
  
• respect copyright/intellectual property rights of creators and producers
• follow ethical and legal guidelines in gathering and using information( again, these were covered previously - we might want to combine the wordings)