ICT: LA, primary

Alberta Learning ICT outcomes: Primary language arts

The following occur across primary language arts:

F1 (1.1) — Identify techniques and tools for communicating, storing, retrieving and selecting information.
F1 (1.2) — Apply terminology appropriate to the technologies being used at this division level.
F1 (1.3) — Demonstrate an understanding that the user manages and controls the outcomes of technology.

F2 (1.1) — Identify technologies used in everyday life.
F2 (1.2) — Describe particular technologies being used for specific purposes.

F3 (1.1) — Demonstrate courtesy and follow classroom procedures when making appropriate use of computer technologies.
F3 (1.2) — Work collaboratively to share limited resources.
F3 (1.3) — Demonstrate appropriate care of technology equipment.
F3 (1.4) — Recognize and acknowledge the ownership of electronic material.
F3 (1.5) — Use appropriate communication etiquette.

F4 (1.1) — Compare similar types of information from two different electronic sources.

F5 (1.1) — Demonstrate proper posture when using a computer.
F5 (1.2) — Demonstrate safe behaviours when using technology.

F6 (1.1) — Perform basic computer operations, which may vary by environment, including Powering up, inserting disks, moving the cursor, clicking on an icon, using pull-down menus, executing programs, saving files, retrieving files, printing, ejecting disks and powering down.
F6 (1.2) — Use proper keyboarding techniques for the home row, enter, space bar, tab, backspace, delete and insertion-point arrow keys.
F6 (1.3) — Operate basic audio and video equipment, including inserting, playing, recording and ejecting media.

a. The teacher knows how to facilitate the communication of ideas and information using computer software writing and graphics tools such that:

Possible Student Activities	Correlation to the Curriculum in Language Arts (Division 1 Outcomes)	Correlation to the Information and Communication Technology Program of Studies for Division 1
Students use graphics to create webs, mind-maps, and flowcharts in order to stimulate brainstorming as students engage in the prewriting process.	- Organize ideas and information using a variety of strategies, such as clustering, categorizing and sequencing (SO, gr. 3). - Categorize objects and pictures according to visual similarities and differences (SO, gr. 1). - Group ideas and information into categories determined by an adult (SO, gr. 1). - Use given categories and specific questions to find information in oral, print and other media texts (SO, gr. 2). - Identify or categorize information according to sequence, or similarities and differences (SO, gr. 2). - Categorize related ideas and information using a variety of strategies, such as finding significant details and sequencing events in logical order (SO, gr. 3).	C4 (1.2) — Formulate new questions as research progresses. C4 (1.3) — Organize information from more than one source. C6 (1.1) — Identify a problem within a defined context. C6 (1.2) — Use technology to organize and display data in a problem-solving context.
Students illustrate stories and descriptions to communicate their personal ideas and information.	- Use drawings to illustrate ideas and information, and talk about them (SO, K). - Illustrate and enact stories, rhymes and songs (SO, gr. 1). - Share stories using rhymes, rhythms, symbols, pictures and drama to celebrate individual and class accomplishments (SO, K). - Talk about and explain the meaning of own pictures and print (SO, K). - Experiment with sounds, colours, print and pictures to express ideas and feelings (SO, K). - Share ideas and information about own drawings and topics of personal interest (SO, K). - Connect oral language with print and pictures (SO, K). - Understand that stories, information and personal experiences can be recorded in pictures and print and can be listened to, read or viewed (SO, K). - Expect print and pictures to have meaning and to be related to each other in print and other media texts other media texts (SO, K). - Add details such as labels, captions and pictures to oral, print and other media texts (SO gr. 1). - Use knowledge of print, pictures, book covers and title pages to construct and confirm meaning (SO, gr. 1).	P4 (1.1) — Integrate text and graphics to form a meaningful message. P4 (1.2) — Balance text and graphics for visual effect. P3 (1.1) — Access images, such as clip art, to support communication. P3 (1.2) — Create visual images by using such tools as paint and draw programs for particular audiences and purposes.
Students explore methods of representation through the use of pictures, diagrams, video and audio as students engage in functional writing.	- Experiment with sounds, colours, print and pictures to express ideas and feelings (SO, K). - Use drawings to illustrate ideas and information, and talk about them (SO, K). - Identify how pictures, illustrations and special fonts relate to and enhance print and other media texts (SO, gr. 2). - Share stories using rhymes, rhythms, symbols, pictures and drama to celebrate individual and class accomplishments (SO, K). - Connect oral language with print and pictures (SO, K). - Understand that stories, information and personal experiences can be recorded in pictures and print and can be listened to, read or viewed (SO, K). - Expect print and pictures to have meaning and to be related to each other in print and other media texts other media texts (SO, K). - Illustrate and enact stories, rhymes and songs (SO, gr. 1). - Add details such as labels, captions and pictures to oral, print and other media texts (SO gr. 1). - Use knowledge of print, pictures, book covers and title pages to construct and confirm meaning (SO, gr. 1).	P3 (1.1) — Access images, such as clip art, to support communication. P3 (1.3) — Access sound clips or recorded voice to support communication. P3 (1.2) — Create visual images by using such tools as paint and draw programs for particular audiences and purposes. P4 (1.1) — Integrate text and graphics to form a meaningful message. P4 (1.2) — Balance text and graphics for visual effect.
Students categorize visual information according to similarities and differences.	- Categorize objects and pictures according to visual similarities and differences (SO, gr. 1). - Identify or categorize information according to sequence, or similarities and differences (SO, gr. 2). - Categorize related ideas and information using a variety of strategies, such as finding significant details and sequencing events in logical order (SO, gr. 3). - Group ideas and information into categories determined by an adult (SO, gr. 1). - Use given categories and specific questions to find information in oral, print and other media texts (SO, gr. 2). - Organize ideas and information using a variety of strategies, such as clustering, categorizing and sequencing (SO, gr. 3).	C1 (1.1) — Access and retrieve appropriate information from electronic sources for a specific inquiry. C3 (1.1) — Compare and contrast information from similar types of electronic sources. P2 (1.1) — Read information from a prepared database.
Students use visual and print organizers to develop and arrange ideas and information.	- Use a variety of forms of oral, print and other media texts to organize and give meaning to experiences, ideas and information (SO, gr. 2). - Organize ideas and information using a variety of strategies, such as clustering, categorizing and sequencing (SO, gr. 3). - Distinguish differences in the ways various oral, print and other media texts are organized (SO, gr. 1). - Organize and share ideas and information on topics to engage familiar audiences (SO, gr. 3).	C3 (1.1) — Compare and contrast information from similar types of electronic sources. C4 (1.3) — Organize information from more than one source. C1 (1.1) — Access and retrieve appropriate information from electronic sources for a specific inquiry. C1 (1.2) — Process information from more than one source to retell what has been discovered. C4 (1.2) — Formulate new questions as research progresses. P2 (1.1) — Read information from a prepared database.
Students compose ideas and thoughts in personal formats such as a daily journal or a book review.	- Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts (GO, K — 3). - Respond to questions about personal contributions to group process (SO, K). - Ask or respond to questions or comments related to the content of own or others’ pictures, stories or talk (SO, gr. 1). - Answer questions, such as "What did I do that worked well?", to reflect on research experiences (SO, gr. 2). - Respond to mood established in a variety of oral, print and other media texts (SO, gr. 2).	P1 (1.1) — Create original text, using word processing software, to communicate and demonstrate understanding of forms and techniques. P1 (1.2) — Edit complete sentences, using such features of word processing as cut, copy and paste.

Students revise text using various editing strategies including spell and grammar checkers.	- Use keyboarding skills to compose, revise and print text (SO, gr. 3). - Edit for complete and incomplete sentences (SO, gr. 3). - Explore and use the keyboard to compose and revise text (SO, gr. 1). - Revise words and sentences to improve sequence or add missing information (SO, gr. 2).	P1 (1.2) - Edit complete sentences, using such features of word processing as cut, copy and paste. P1 (1.1) — Create original text, using word processing software, to communicate and demonstrate understanding of forms and techniques.
Students create interest in written work by adding text cues and other text enhancements.	- Choose words, language patterns, illustrations or sounds to add detail and create desired effects in oral, print and other media texts (SO, gr. 2). - Add sufficient detail to oral, print and other media texts to tell about setting and character, and to sustain plot (SO, gr. 3). - Use words and pictures to add sensory detail in oral, print and other media texts (SO, gr. 1). - Add details such as labels, captions and pictures to oral, print and other media texts (SO gr. 1). - Add descriptive words to elaborate on ideas and create particular effects in oral, print and other media texts (SO, gr. 2).	P1 (1.1) — Create original text, using word processing software, to communicate and demonstrate understanding of forms and techniques. *P1 (1.2) - Edit complete sentences, using such features of word processing as cut, copy and paste.*
Students manipulate text formats in activities such as cloze, poems, rebus stories and crosswords.	- Change, extend or complete rhymes, rhythms and sounds in pattern stories, poems, nursery rhymes and other oral, print and other media texts (SO, gr. 1). - Experiment with a variety of story beginnings to choose ones that best introduce particular stories (SO, gr. 3).	P1 (1.1) — Create original text, using word processing software, to communicate and demonstrate understanding of forms and techniques. P1 (1.2) — Edit complete sentences, using such features of word processing as cut, copy and paste.
Students use templates to practice of specific skills in activities such as cloze, punctuation, story maps, capitalization, word groups, and spelling lists.	- Use headings, paragraphs, punctuation and quotation marks to assist with constructing and confirming meaning (SO, gr. 3). - Use keyboarding skills to compose, revise and print text (SO, gr. 3). - Explore and use the keyboard to compose and revise text (SO, gr. 1).	C1 (1.1) — Access and retrieve appropriate information from electronic sources for a specific inquiry. C3 (1.1) — Compare and contrast information from similar types of electronic sources. P2 (1.1) — Read information from a prepared database.

b. The teacher knows how to enhance reading for information and for pleasure using electronic library and multimedia resources.

Possible Student Activities	Correlation to the Curriculum in Language Arts (Division 1 Outcomes)	Correlation to the Information and Communication Technology Program of Studies for Division 1
Students select preferred authors through a specific search system in a library online public access catalogue.	- Use the library organizational system to locate information (SO, gr. 2). - Use card or electronic catalogues to locate information (SO, gr. 3). - Understand that library materials are organized systematically (SO, gr. 1).	C1 (1.1) — Access and retrieve appropriate information from electronic sources for a specific inquiry. C4 (1.1) — Follow a plan to complete an inquiry. P5 (1.1) — Navigate within a document, compact disc or other software program that contains links. P5 (1.2) — Access hyperlinked sites on an intranet or the Internet.
Students access current information about a variety of research and personal-interest topics using CD-ROM’s and online sources.	- Choose a variety of oral, print and other media texts for shared and independent listening, reading and viewing experiences, using texts from a variety of cultural traditions and genres, such as nonfiction, chapter books, illustrated storybooks, drum dances, fables, CDROM programs and plays (SO, gr. 3). - Find information to answer research questions using a variety of sources, such as children’s magazines, CDROMs, plays, folk tales, songs, stories and the environment (SO, gr. 3).	P5 (1.2) — Access hyperlinked sites on an intranet or the Internet. C1 (1.1) — Access and retrieve appropriate information from electronic sources for a specific inquiry. C3 (1.1) — Compare and contrast information from similar types of electronic sources. C4 (1.1) — Follow a plan to complete an inquiry. C4 (1.2) — Formulate new questions as research progresses. P2 (1.1) — Read information from a prepared database. P5 (1.1) — Navigate within a document, compact disc or other software program that contains links. P6 (1.3) — Operate basic audio and video equipment, including inserting, playing, recording and ejecting media.
Students use animated literature programs to identify the beginning, middle and end of a story; to explore characters’ roles in a story; or to aid in story creation.	- Know that stories have beginnings, middles and endings (SO, gr. 1). - Identify main characters, places and events in a variety of oral, print and other media texts (SO, gr. 2). - Identify the main characters in a variety of oral, print and other media texts (SO, K). - Tell what characters do or what happens to them in a variety of oral, print and other media texts (SO, gr. 1). - Express thoughts or feelings related to the events and characters in oral, print and other media texts (SO, gr.2). - Make inferences about a character’s actions or feelings (SO, gr. 3). - Describe the main characters in terms of who they are, their actions in the story and their relations with other characters (SO, gr. 3).	C1 (1.1) — Access and retrieve appropriate information from electronic sources for a specific inquiry. P5 (1.1) — Navigate within a document, compact disc or other software program that contains links. C3 (1.1) — Compare and contrast information from similar types of electronic sources. C4 (1.1) — Follow a plan to complete an inquiry. C4 (1.2) — Formulate new questions as research progresses. C6 (1.1) — Identify a problem within a defined context. C6 (1.3) — Use technology to support and present conclusions. P2 (1.1) — Read information from a prepared database.
Students express responses to literature using a variety of visual and auditory formats.	- Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts (GO, K — 3). - Listen and respond appropriately to experiences and feelings shared by others (SO, gr. 1). - Respond to mood established in a variety of oral, print and other media texts (SO, gr. 2). - Clarify information by responding to questions (SO, gr. 2).	C1 (1.2) — Process information from more than one source to retell what has been discovered. C1 (1.1) — Access and retrieve appropriate information from electronic sources for a specific inquiry. P1 (1.1) — Create original text, using word processing software, to communicate and demonstrate understanding of forms and techniques. P1 (1.2) — Edit complete sentences, using such features of word processing as cut, copy and paste. P3 (1.1) — Access images, such as clip art, to support communication. P3 (1.2) — Create visual images by using such tools as paint and draw programs for particular audiences and purposes. P3 (1.3) — Access sound clips or recorded voice to support communication.

c. The teacher knows how to enhance communication and research skills using the Internet such that:

Possible Student Activities	Correlation to the Curriculum in Language Arts (Division 1 Outcomes)	Correlation to the Information and Communication Technology Program of Studies for Division 1
Students explore the global community by accessing folk literature from other cultures.	- Seek information from a variety of sources, such as people at school, at home, in the community, picture books, photographs and videos (SO, K). - Find information on a topic using a variety of sources, such as picture books, concept books, people and field trips (SO, gr. 1). - Find information on a topic using a variety of sources, such as simple chapter books, multimedia resources, computers and elders in the community (SO, gr. 2). - Find information to answer research questions using a variety of sources, such as children’s magazines, CDROMs, plays, folk tales, songs, stories and the environment (SO, gr. 3).	C1 (1.1) — Access and retrieve appropriate information from electronic sources for a specific inquiry. P5 (1.2) — Access hyperlinked sites on an intranet or the Internet. C3 (1.1) — Compare and contrast information from similar types of electronic sources. C4 (1.1) — Follow a plan to complete an inquiry. C6 (1.3) — Use technology to support and present conclusions. P2 (1.1) — Read information from a prepared database. P5 (1.1) — Navigate within a document, compact disc or other software program that contains links.
Students recognize research contributions from the wider community by seeking out research from a wide variety of sources.	- Match information to research needs (SO, gr. 1). - Find information to answer research questions using a variety of sources, such as children’s magazines, CDROMs, plays, folk tales, songs, stories and the environment (SO, gr.3). - Share information-gathering experiences (SO, K). - Talk about information gathering experiences by describing what was interesting, valuable or helpful (SO, gr. 1). - Answer questions, such as "What did I do that worked well?", to reflect on research experiences (SO, gr. 2). - Determine if gathered information is sufficient to answer research questions (SO, gr. 3). - Review information to determine its usefulness in answering research questions (SO, gr. 3). - Assess the research process, using pre-established criteria (SO, gr. 3). - Assess the research process, using pre-established criteria (SO, gr. 3).	C1 (1.1) — Access and retrieve appropriate information from electronic sources for a specific inquiry. C3 (1.1) — Compare and contrast information from similar types of electronic sources. C4 (1.1) — Follow a plan to complete an inquiry. C6 (1.3) — Use technology to support and present conclusions. P5 (1.1) — Navigate within a document, compact disc or other software program that contains links. P5 (1.2) — Access hyperlinked sites on an intranet or the Internet.
Students use Internet bulletin boards, chat lines and e-mail for activities such as sharing writing and communicating with others from neighboring and distant locales.	- Share information-gathering experiences (SO, K). - Talk about information gathering experiences by describing what was interesting, valuable or helpful (SO, gr. 1). - Answer questions, such as "What did I do that worked well?", to reflect on research experiences (SO, gr. 2).	P6 (1.1) — Compose a message that can be sent through communication technology. P6 (1.2) — Communicate electronically with people outside the classroom. C3 (1.1) — Compare and contrast information from similar types of electronic sources. C5 (1.1) — Share information collected from electronic sources to add to a group task. P1 (1.1) — Create original text, using word processing software, to communicate and demonstrate understanding of forms and techniques.
Students use the Internet to collaborate with others on common projects.	- Share information-gathering experiences (SO, K). - Talk about information gathering experiences by describing what was interesting, valuable or helpful (SO, gr. 1). - Answer questions, such as "What did I do that worked well?", to reflect on research experiences (SO, gr. 2).	C1 (1.1) — Access and retrieve appropriate information from electronic sources for a specific inquiry. C5 (1.1) — Share information collected from electronic sources to add to a group task. P6 (1.1) — Compose a message that can be sent through communication technology. C1 (1.2) — Process information from more than one source to retell what has been discovered. C3 (1.1) — Compare and contrast information from similar types of electronic sources. C4 (1.1) — Follow a plan to complete an inquiry. C4 (1.2) — Formulate new questions as research progresses. C4 (1.3) — Organize information from more than one source. C6 (1.3) — Use technology to support and present conclusions. P1 (1.1) — Create original text, using word processing software, to communicate and demonstrate understanding of forms and techniques. P1 (1.2) — Edit complete sentences, using such features of word processing as cut, copy and paste. P6 (1.2) — Communicate electronically with people outside the classroom.
Students communicate with authors and illustrators.	- Identify how authors use comparisons, and explain how they create mental images (SO, gr. 3).	P1 (1.1) — Create original text, using word processing software, to communicate and demonstrate understanding of forms and techniques. P6 (1.1) — Compose a message that can be sent through communication technology. P1 (1.2) — Edit complete sentences, using such features of word processing as cut, copy and paste. P6 (1.2) — Communicate electronically with people outside the classroom.