READING: By the end of Grade 10, students will independently:

(The student as Information Seeker will independently: )

• locate and select reading, listening, and viewing materials 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 by topic, format, and genre
• 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, such as adventure, historical fiction, folklore, fantasy, biography, humour, realistic fiction, short stories, mysteries, and poetry
• locate and read award-winning books  
• use a variety of strategies to preview and select texts to assess their relevance to a task
• read for a purpose
• choose reading strategies such as skimming and scanning, as appropriate 
• 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

   

• read informational text for structure and features, relationship of ideas, authority, accuracy, bias, as well as the author's purpose and emphasis
• identify and use primary and secondary sources as appropriate

(The student as Information Processor:)

• 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, devleoping 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 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, confirm meaning
• use self-assessment and self-monitoring strategies
• recognize that different points of view influence and enrich meaning in text 

   

• identify omissions in information
• compare and synthesize ideas and information from a variety of sources
• consider alternative interpretations of information

(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 textNthrough 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, and ciritque 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,
• expand future choices of reading materials to include different genres and styles

RESEARCH: By the end of Grade 10, students will independently:

(The student as Information Seeker will independently: )

• identify questions and end in mind 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 a main inquiry-based topic
• use databases, and print and electronic encyclopedias as a starting point in research
• use a variety of primary and secondary resources to locate information, including photographs, interviews, books, internet sites, and magazines
• access information efficiently and effectively
• substantiate findings from reading additional source material
• use online catalogues to located information sources
• use call numbers to locate resources
   

• use effective and efficient search strategies for print and electronic resources (such as boolean operators)
• develop presearch strategies and plan
• identify purpose and audience
• narrow or broaden the scope of a topic
• make use of help screens, and online reference tools 

(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
• summarize information from a variety of texts in different ways (point form, two-column notes, mapping, webs, study guides and outlines )
• sort facts into sub-topics
• use point form notes to write  paragraphs in his/her own words
• know and apply the appropriate protocols for using information from the Internet such as copyright
• describe what is known about a topic and check for gaps in information
• identify  self-generated questions on a topic and provide supporting evidence 
• incorporate ideas and information using quotations
• create a work-cited page
• demonstrate understanding of ethical use of information including the need for citation of sources and issues related to plagiarism
• demonstrate proper use of school-based and personal electronic communication
• demonstrate an awareness of what makes information credible

• demonstrate a systematic use of the research process  Primary Benchmarks( continue to demonstrate the systematic use of the research process)
• develop an outline composed of main topics, subtopics, points, and sub-points
• evaluate resources for authenticity, relevance to topic, accuracy, bias, point of view, currency, ease of use, layout, quality,suitability for intended audience, and reliability of information
• amalgamate information from a variety of sources to construct meaning
• compare information from a variety of sources for accuracy(carried over from Intermediate)
• understand the differences between search engines, search directories, and metasearch engines, and use each appropriately
• use personal initiative to seek out and use newly available online tools
  
  

(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 a range of 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
• understands and uses the various components for effective oral presentation
• use electronic communication tools
• convey content in own words
• create a word processed report on a topic
• create a standard format Works Cited page of print and electronic sources
• present information in variety of media and formats including technology tools 

• report information in multi-paragraph form, including thesis, supporting information, and conclusion
• share information results with peers, using effective presentation strategies and tools
• integrate various forms of communication, including Web 2.0 tools, to present information
  

(The Reflective student will:)

• recognize effective strategies and apply them to adjust 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 generated rubrics to assess the process and representation of learning
• synthesize prior knowledge with new information to formulate new understandings or decisions

• adapt the research plan to accommodate to his/her individual learning style(?necessary?)
• use information effectively in educational, social, and personal situations
• understand that information can be used for the benefit of others
  
• use self, peer, and teacher generated criteria to evaluate the final product
• accept constructive criticism and comments from peers and instructors
  
• understand the evolution of his/her changing opinions and ideas (do we need this?)
  

RESOURCES: By the end of Grade 10, 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 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)

• use understandings about the different ways knowledge can be organized to find information and resources

• use Works Cited and bibliographies as resources that extend access to relevant information
   

(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
• 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, and electronic methods
• learn and use advanced search strategies
• evaluate sources of information for their 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
• identify key ideas and supporting details in various resource formats
• demonstrate understanding of key ideas by summarizing, paraphrasing, sequencing, and prioritizing information
• develop a system for capturing and storing documents in draft or other stages
• develop a way to keep track of sources that will be used to prepare a Works Cited page

• use primary and secondary sources of information(from Primary and Intermediate statements)
• prioritize resources
• cite research information, ideas, and quotations in a consistent and ethical manner
• demonstrate understanding of copyright and plagiarsm
• use in-text citation to acknowledge sources of information
• use both direct and indirect quotations
• know and properly use the components of MLA, APA, or other commonly used bibliographic formats

(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 boxes
• 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 with others
  

(The Reflective Student will:)

• cite research information, ideas, and quotations in a consistent and ethical manner
• demonstrate understanding of copyright and plagiarism
• use in-text citation to acknowledge sources of information
• use both direct and indirect quotations within inquiry products

• know and properly use the components of MLA or other commonly used bibliographic format