Grade 5. English language arts curriculum

Reading

• 2 recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
  • 1 analyse a variety of text forms and explain how their particular characteristics help communicate meaning, with a focus on literary texts such as short stories (e.g., how character, setting, and plot illustrate the theme), graphic texts such as a logo (e.g., how the elements work together to convey a message), and informational texts such as a movie review (e.g., how the “lead” is used to signal whether the review is positive or negative)
  • 2 identify a variety of organizational patterns in a range of texts and explain how they help readers understand the texts (e.g., comparison in a report; time order in a biography; cause and effect in an explanation)
  • 3 identify a variety of text features and explain how they help readers understand texts (e.g., indexes, maps, charts, lists, photographs, menus, glossaries, tables of contents help the reader locate and verify information)
  • 4 identify various elements of style – including word choice and the use of similes, personification, comparative adjectives, and sentences of different types, lengths, and structures – and explain how they help communicate meaning (e.g., a series of short sentences can help communicate a sense of finality: He didn’t. He couldn’t. He wouldn’t. The matter was settled. It was time to move on.)
    • Is the sentence declarative, interrogative, imperative or exclamatory? (5-A.1)
    • Identify dependent and independent clauses (5-A.7)
    • Is the sentence simple or compound? (5-A.8)
    • Is the sentence simple, compound or complex? (5-A.9)
    • Use adjectives to compare (5-E.7)
    • Spell adjectives that compare (5-E.8)
    • Use adjectives with more and most (5-E.9)
    • Use adverbs to compare (5-E.10)
    • Choose the synonym (5-M.1)
    • Find synonyms in context (5-M.2)
    • Choose the antonym (5-M.3)
    • Find antonyms in context (5-M.4)
    • Describe the difference between related words (5-M.5)
    • Positive and negative connotation (5-M.6)
    • Which sentence is more formal? (5-N.1)
    • Determine the meaning of idioms from context: set 1 (5-O.1)
    • Identify the meaning of idioms and adages: set 1 (5-O.2)
    • Determine the meaning of idioms from context: set 2 (5-O.3)
    • Identify the meaning of idioms and adages: set 2 (5-O.4)
    • Identify similes and metaphors (5-O.5)
    • Determine the meanings of similes and metaphors (5-O.6)
  • 3 use knowledge of words and cueing systems to read fluently;
    • 1 automatically read and understand most words in common use (e.g., words from grade-level texts, subject-specific terminology used regularly in discussions and posted on anchor charts, words from shared- and guided-reading texts and some regularly used resource materials in the curriculum subject areas)
    • 2 predict the meaning of and rapidly solve unfamiliar words using different types of cues, including:
      • semantic (meaning) cues (e.g., prefixes, suffixes, base words, phrases, sentences, and visuals that activate existing knowledge of oral and written language);
        • Words with pre- (5-J.1)
        • Words with re- (5-J.2)
        • Words with sub- (5-J.3)
        • Words with mis- (5-J.4)
        • Words with un-, dis-, in-, im- and non- (5-J.5)
        • Words with -ful (5-J.6)
        • Words with -less (5-J.7)
        • Words with -able and -ible (5-J.8)
        • Use Greek and Latin roots as clues to the meanings of words (5-K.1)
        • Use the meanings of words as clues to the meanings of Greek and Latin roots (5-K.2)
        • Use words as clues to the meanings of Greek and Latin roots (5-K.3)
        • Determine the meanings of Greek and Latin roots (5-K.4)
        • Determine the meanings of words with Greek and Latin roots (5-K.5)
        • Use the correct homophone (5-M.7)
        • Which definition matches the sentence? (5-M.8)
      • syntactic (language structure) cues (e.g., word order, language patterns, punctuation);
        • Is the sentence declarative, interrogative, imperative or exclamatory? (5-A.1)
        • Identify the complete subject or complete predicate of a sentence (5-A.2)
        • Identify the simple subject or predicate of a sentence (5-A.3)
        • Identify plurals, singular possessives and plural possessives (5-B.7)
        • Form the singular or plural possessive (5-B.8)
        • Identify and correct errors with plural and possessive nouns (5-B.9)
        • Identify personal pronouns (5-C.1)
        • What does the modal verb show? (5-D.2)
        • Identify adjectives (5-E.1)
        • Identify adverbs (5-E.3)
        • Choose between adjectives and adverbs (5-E.5)
        • Is the word an adjective or adverb? (5-E.6)
        • Use adjectives to compare (5-E.7)
        • Use adjectives with more and most (5-E.9)
        • Use adverbs to compare (5-E.10)
        • Identify prepositions (5-F.1)
        • Identify prepositions and their objects (5-F.2)
        • Identify prepositional phrases (5-F.3)
        • Prepositions: review (5-F.4)
        • Identify subordinating conjunctions (5-G.3)
        • Pronoun-verb contractions (5-H.1)
        • Contractions with “not” (5-H.2)
        • Commas with direct addresses, introductory words and interjections (5-I.1)
        • Commas with compound and complex sentences (5-I.2)
        • Punctuating dialogue (5-I.7)
      • graphophonic (phonological and graphic) cues (e.g., familiar words within larger words, syllables within longer words, similarities between words with known spelling patterns and unknown words, visual cues that indicate irregular plurals)
        • Spell adjectives that compare (5-E.8)
        • Words with pre- (5-J.1)
        • Words with re- (5-J.2)
        • Words with sub- (5-J.3)
        • Words with mis- (5-J.4)
        • Words with un-, dis-, in-, im- and non- (5-J.5)
        • Words with -ful (5-J.6)
        • Words with -less (5-J.7)
        • Words with -able and -ible (5-J.8)
        • Use Greek and Latin roots as clues to the meanings of words (5-K.1)
        • Use the meanings of words as clues to the meanings of Greek and Latin roots (5-K.2)
        • Use words as clues to the meanings of Greek and Latin roots (5-K.3)
        • Determine the meanings of Greek and Latin roots (5-K.4)
        • Determine the meanings of words with Greek and Latin roots (5-K.5)
        • Correct errors with frequently confused words (5-M.11)
      • 3 read appropriate texts with expression and confidence, adjusting reading strategies and reading rate to match the form and purpose (e.g., read a poem aloud with appropriate phrasing and emphasis)

Writing

• 1 generate, gather, and organize ideas and information to write for an intended purpose and audience;
  • 1 identify the topic, purpose, and audience for a variety of writing forms (e.g., a poem or song on a social issue for performance by the class; a formal letter to the teacher outlining their opinion on eliminating soft drinks from the school vending machine; an article explaining the water cycle and including a flow chart, for an online student encyclopedia)
  • 2 generate ideas about a potential topic and identify those most appropriate for the purpose
  • 3 gather information to support ideas for writing, using a variety of strategies and a range of print and electronic resources (e.g., interview people with knowledge of the topic; identify and use graphic and multimedia sources; keep a record of sources used and information gathered)
  • 4 sort and classify ideas and information for their writing in a variety of ways (e.g., by underlining or highlighting key words or phrases; by using a graphic organizer such as a web or ranking ladder)
  • 5 identify and order main ideas and supporting details and group them into units that could be used to develop several linked paragraphs, using a variety of strategies (e.g., making jot notes; following a writing framework) and organizational patterns (e.g., chronological order, comparison, cause and effect)
  • 6 determine whether the ideas and information they have gathered are relevant, appropriate, and adequate for the purpose, and do more research if necessary (e.g., review material with a partner using a mind map or timeline)
• 2 draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;
  • 1 write longer and more complex texts using a variety of forms (e.g., a biographical sketch, based on research; a report, including research notes, describing the effect of the natural environment on an early civilization; an outline of the procedure for becoming a Canadian citizen; an explanation of how a human organ system functions, using pictures, captions, and notes; a review of or commentary on a book, movie, or video game; a myth using themes identified in reading; a pamphlet on a socially relevant topic they have studied this year)
  • 2 establish an appropriate voice in their writing, with a focus on modifying language and tone to suit different circumstances or audiences (e.g., use a serious tone in a letter to the editor, a humorous tone in a letter to a friend)
    • Which sentence is more formal? (5-N.1)
  • 3 use some vivid and/or figurative language and innovative expressions to add interest (e.g., some comparative adjectives; similes or personification; comparative adverbs: more slowly)
    • Use adjectives to compare (5-E.7)
    • Spell adjectives that compare (5-E.8)
    • Use adjectives with more and most (5-E.9)
    • Use adverbs to compare (5-E.10)
    • Describe the difference between related words (5-M.5)
    • Positive and negative connotation (5-M.6)
    • Determine the meaning of idioms from context: set 1 (5-O.1)
    • Identify the meaning of idioms and adages: set 1 (5-O.2)
    • Determine the meaning of idioms from context: set 2 (5-O.3)
    • Identify the meaning of idioms and adages: set 2 (5-O.4)
    • Identify similes and metaphors (5-O.5)
    • Determine the meanings of similes and metaphors (5-O.6)
  • 4 vary sentence types and structures, with a focus on using conjunctions to connect ideas, and pronouns to make links within and between sentences (e.g., The latch was stiff, and the boy struggled to open the door. Finally, with much effort, he forced it open.)
    • Is the sentence declarative, interrogative, imperative or exclamatory? (5-A.1)
    • Identify dependent and independent clauses (5-A.7)
    • Is the sentence simple or compound? (5-A.8)
    • Is the sentence simple, compound or complex? (5-A.9)
    • Identify personal pronouns (5-C.1)
    • Choose between subject and object personal pronouns (5-C.2)
    • Replace the noun with a personal pronoun (5-C.3)
    • Compound subjects and objects with “I” and “me” (5-C.4)
    • Compound subjects and objects with personal pronouns (5-C.5)
    • Use possessive pronouns (5-C.6)
    • Choose between personal and reflexive pronouns (5-C.7)
    • Use reflexive pronouns (5-C.8)
    • Identify relative pronouns (5-C.9)
    • Use relative pronouns: who and whom (5-C.10)
    • Use relative pronouns: who, whom, whose, which and that (5-C.11)
    • Use coordinating conjunctions (5-G.1)
    • Identify coordinating conjunctions (5-G.2)
    • Identify subordinating conjunctions (5-G.3)
    • Use the correct pair of correlative conjunctions (5-G.4)
    • Fill in the missing correlative conjunction (5-G.5)
    • Commas with compound and complex sentences (5-I.2)
  • 5 identify their point of view and other possible points of view, and determine, when appropriate, if their own view is balanced and supported by evidence
  • 6 identify elements of their writing that need improvement, using feedback from the teacher and peers, with a focus on specific features (e.g., effective use of language, logical organization)
  • 7 make revisions to improve the content, clarity, and interest of their written work, using a variety of strategies (e.g., use coloured pens and/or cutting and pasting to identify and move chunks of text that need to be reordered; add or substitute words and phrases, including vocabulary from other subjects and figurative language such as similes and personification, to achieve particular effects; adjust sentence length and complexity to suit the audience and purpose; check that language is inclusive and non-discriminatory)
    • Is the sentence declarative, interrogative, imperative or exclamatory? (5-A.1)
    • Identify dependent and independent clauses (5-A.7)
    • Is the sentence simple or compound? (5-A.8)
    • Is the sentence simple, compound or complex? (5-A.9)
    • Choose the synonym (5-M.1)
    • Find synonyms in context (5-M.2)
    • Choose the antonym (5-M.3)
    • Find antonyms in context (5-M.4)
    • Which sentence is more formal? (5-N.1)
  • 8 produce revised, draft pieces of writing to meet identified criteria based on the expectations related to content, organization, style, and use of conventions
    • Is it a complete sentence or a fragment? (5-A.4)
    • Is it a complete sentence or a run-on? (5-A.5)
    • Is it a complete sentence, a fragment or a run-on? (5-A.6)
  • 3 use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
    • 1 spell familiar words correctly (e.g., words from their oral vocabulary, anchor charts, and shared-, guided-, and independent-reading texts; words used regularly in instruction across the curriculum)
    • 2 spell unfamiliar words using a variety of strategies that involve understanding sound-symbol relationships, word structures, word meanings, and generalizations about spelling (e.g., pronounce the silent letters in words: p-neumonia; divide polysyllabic words into syllables; visualize irregular plurals; apply rules for adding -ed, -ing and -er, -est to base words; use memory tricks to memorize the letter order of irregular spellings; use the meaning of common prefixes and suffixes to understand and spell new words)
      • Form plurals of nouns ending in f, fe, o and y (5-B.3)
      • Form and use plurals of nouns ending in f, fe, o and y (5-B.4)
      • Form plurals: review (5-B.5)
      • Form and use plurals: review (5-B.6)
      • Form the singular or plural possessive (5-B.8)
      • Identify and correct errors with plural and possessive nouns (5-B.9)
      • Form and use the regular past tense (5-D.7)
      • Form and use the irregular past tense (5-D.8)
      • Form and use the simple past, present and future tense (5-D.9)
      • Spell adjectives that compare (5-E.8)
      • Pronoun-verb contractions (5-H.1)
      • Contractions with “not” (5-H.2)
      • Words with pre- (5-J.1)
      • Words with re- (5-J.2)
      • Words with sub- (5-J.3)
      • Words with mis- (5-J.4)
      • Words with un-, dis-, in-, im- and non- (5-J.5)
      • Words with -ful (5-J.6)
      • Words with -less (5-J.7)
      • Words with -able and -ible (5-J.8)
      • Use the correct homophone (5-M.7)
      • Use the correct frequently confused word (5-M.10)
      • Correct errors with frequently confused words (5-M.11)
    • 3 confirm spellings and word meanings or word choice using a variety of resources appropriate for the purpose (e.g., locate guide words, word meanings, spelling charts, pronunciation keys, schwa symbol, idioms, inflected forms, and information about word origins in online or print dictionaries; use a variety of thematic dictionaries such as a bilingual dictionary or a crossword dictionary; use a thesaurus to find alternative words)
      • Use Greek and Latin roots as clues to the meanings of words (5-K.1)
      • Use the meanings of words as clues to the meanings of Greek and Latin roots (5-K.2)
      • Use words as clues to the meanings of Greek and Latin roots (5-K.3)
      • Determine the meanings of Greek and Latin roots (5-K.4)
      • Determine the meanings of words with Greek and Latin roots (5-K.5)
      • Use guide words (5-L.4)
      • Use dictionary entries (5-L.5)
      • Use dictionary definitions (5-L.6)
      • Use thesaurus entries (5-L.7)
      • Choose the synonym (5-M.1)
      • Find synonyms in context (5-M.2)
      • Choose the antonym (5-M.3)
      • Find antonyms in context (5-M.4)
      • Which definition matches the sentence? (5-M.8)
      • Which sentence matches the definition? (5-M.9)
      • Analogies (5-M.12)
    • 4 use punctuation appropriately to help communicate their intended meaning, with a focus on the use of: a comma before and or but in compound sentences to join principal clauses; quotation marks for direct speech; and the placement of commas, question marks, and exclamation marks inside quotation marks in direct speech
      • Identify dependent and independent clauses (5-A.7)
      • Is the sentence simple or compound? (5-A.8)
      • Is the sentence simple, compound or complex? (5-A.9)
      • Use coordinating conjunctions (5-G.1)
      • Identify coordinating conjunctions (5-G.2)
      • Commas with direct addresses, introductory words and interjections (5-I.1)
      • Commas with compound and complex sentences (5-I.2)
      • Punctuating dialogue (5-I.7)
    • 5 use parts of speech correctly to communicate their intended meaning clearly, with a focus on the use of: common, proper, and abstract nouns (e.g., courage, hope); collective nouns (e.g., flock of birds); adjectives, including comparative adjectives (e.g., bigger, more expensive); the helping verb have; adverbs modifying verbs (e.g., when, where, how); comparative adverbs (e.g., faster, slower)
      • Identify nouns – with abstract nouns (5-B.1)
      • Identify common and proper nouns (5-B.2)
      • Identify personal pronouns (5-C.1)
      • Choose between subject and object personal pronouns (5-C.2)
      • Replace the noun with a personal pronoun (5-C.3)
      • Compound subjects and objects with “I” and “me” (5-C.4)
      • Compound subjects and objects with personal pronouns (5-C.5)
      • Use possessive pronouns (5-C.6)
      • Choose between personal and reflexive pronouns (5-C.7)
      • Use reflexive pronouns (5-C.8)
      • Identify relative pronouns (5-C.9)
      • Use relative pronouns: who and whom (5-C.10)
      • Use relative pronouns: who, whom, whose, which and that (5-C.11)
      • Identify main verbs and helping verbs (5-D.1)
      • What does the modal verb show? (5-D.2)
      • Use the correct modal verb (5-D.3)
      • Choose between the past tense and past participle (5-D.13)
      • Use the perfect verb tenses (5-D.14)
      • Form the perfect verb tenses (5-D.15)
      • Identify adjectives (5-E.1)
      • Order adjectives (5-E.2)
      • Identify adverbs (5-E.3)
      • Use relative adverbs (5-E.4)
      • Choose between adjectives and adverbs (5-E.5)
      • Is the word an adjective or adverb? (5-E.6)
      • Use adjectives to compare (5-E.7)
      • Spell adjectives that compare (5-E.8)
      • Use adjectives with more and most (5-E.9)
      • Use adverbs to compare (5-E.10)
      • Identify prepositions (5-F.1)
      • Identify prepositions and their objects (5-F.2)
      • Identify prepositional phrases (5-F.3)
      • Prepositions: review (5-F.4)
      • Use coordinating conjunctions (5-G.1)
      • Identify coordinating conjunctions (5-G.2)
      • Identify subordinating conjunctions (5-G.3)
      • Fill in the missing correlative conjunction (5-G.5)
    • 6 proofread and correct their writing using guidelines developed with peers and the teacher (e.g., an editing checklist specific to the writing task)
      • Is it a complete sentence or a fragment? (5-A.4)
      • Is it a complete sentence or a run-on? (5-A.5)
      • Is it a complete sentence, a fragment or a run-on? (5-A.6)
      • Correct capitalization errors (5-I.3)
      • Capitalizing titles (5-I.4)
      • Formatting titles (5-I.5)
      • Formatting and capitalizing titles (5-I.6)
      • Use the correct frequently confused word (5-M.10)
      • Correct errors with frequently confused words (5-M.11)
    • 7 use a range of appropriate elements of effective presentation in the finished product, including print, script, different fonts, graphics, and layout (e.g., use legible printing and cursive writing; include a labelled diagram, photographs, and a beginning glossary of terms in a read-aloud information book for younger children; use a formal letter layout for a letter to a public official)
    • 8 produce pieces of published work to meet identified criteria based on the expectations related to content, organization, style, use of conventions, and use of presentation strategies