ManitobaGrade 5
Manitoba Grade 5 ELA Curriculum
Video lessons and practice for every Grade 5 English Language Arts topic. Aligned to what Manitoba schools teach. Help with reading, writing, and communication skills.
Manitoba Grade 5 ELA Curriculum | StudyPugHelp
GO_ID | Outcome | StudyPug Topic |
|---|---|---|
ELA.5.A1.2 | Active listening and social conventions: Use non-verbal cues and social conventions to listen critically to the ideas and perspectives of others in multiple contexts |
ELA.5.A1.5 | Complex sentence structure and grammar: Use complex sentences with grade appropriate vocabulary and transition words to expand and communicate thoughts and ideas |
ELA.5.A1.6 | Contributing personal perspectives: Contribute their voice to discuss thoughts and feelings and describe others' perspectives or messages |
ELA.5.A2.3 | Phonics and word reading skills: Apply knowledge of word reading and spelling skills to decode and encode complex multisyllabic words with increasing accuracy and automaticity |
ELA.5.A2.4 | Morphology and word analysis: Analyze and apply knowledge of word parts and word patterns to determine word meaning and accurate spelling |
ELA.5.B1.1 | Prior knowledge and inquiry: Identify and discuss prior knowledge including knowledge gained from various sources and personal diverse experiences to understand new text |
ELA.5.B1.2 | Critical questioning and inquiry: Generate complex questions that require critical thinking and multiple sources of information for group exploration |
ELA.5.B1.4 | Research review and gap analysis: Review information gathered and recognize gaps then locate and gather additional information |
ELA.5.B2.3 | Prediction and questioning strategies: Make predictions using background knowledge and text information and pose questions to confirm predictions before during and after reading |
ELA.5.B3.1 | Critical text analysis: Recognize and explain how diversity and inclusion are presented in texts and use simple text evidence to support observations |
ELA.5.C1.1 | Idea generation and topic selection: Generate ideas and select a topic using ideas from experiences or other sources to create a focused piece for a particular audience and purpose |
ELA.5.C3.1 | Legibility and digital literacy: Write fluently and legibly with appropriate spacing and use fluent word processing skills choosing font style size and colour to enhance text for an audience |
ELA.5.C3.3 | Capitalization conventions: Use capital letters consistently and accurately for proper nouns and dialogue abbreviations and titles |
ELA.5.C3.5 | Publishing and presentation: Create final text that integrates various modes including text images visuals sound and video to communicate message for a specific purpose and audience |
ELA.5.D2.1 | Metacognition and self-assessment: Apply self-monitoring and ask questions about what strategies will be used in reading listening viewing speaking writing and representing |
ELA.5.D2.2 | Self-assessment with criteria: Develop and use class generated criteria to assess learning and use tools such as journals mind maps portfolios to self-assess own understanding and learning |
ELA.5.A2.5 | Vocabulary acquisition and usage: Acquire and use descriptive academic and topic specific vocabulary related to learning experiences |
ELA.5.A1.1 | Listening comprehension and summarization: Listen critically to and reflect on the ideas and opinions of others by summarizing key ideas and details heard |
ELA.5.C3.2 | Spelling patterns and strategies: Apply knowledge of spelling using a variety of strategies and spelling patterns and use resources such as digital dictionaries or spell check to confirm conventional spelling |
ELA.5.C3.4 | Punctuation conventions: Know and use basic punctuation skillfully and correctly including periods commas question marks exclamation marks apostrophes quotation marks and semi-colons to communicate meaning clearly |
ELA.5.C2.5 | Revision strategies and feedback: Use checklists criteria and teacher or peer feedback to revise and reread for logic and order of ideas to ensure coherence focus and clarity |
ELA.5.B2.4 | Text-to-self text-to-text text-to-world connections: Describe connections to texts through personal experiences the ideas developed in and between multimodal texts and the world to enhance meaning |
ELA.5.B2.5 | Comprehension monitoring strategies: Use strategies such as rereading adjusting reading rate questioning and inferencing to monitor and confirm understanding |
ELA.5.B2.1 | Text form and structure analysis: Describe how the form and structure of texts including cultural text forms can support the organization and communication of ideas or information |
ELA.5.C1.2 | Research and source evaluation: Gather and assess information from multiple sources including modelled text various text styles and mentors to focus or expand ideas |
ELA.5.C1.3 | Planning strategies for writing: Use strategies such as brainstorming jot notes mind mapping and research planners to plan for text creation |
ELA.5.C2.2 | Sentence structure and variety: Reread and include simple compound and complex sentences and use advanced transitions to connect ideas phrases and sentences and align subject-verb and noun-pronoun agreement |
ELA.5.C2.3 | Word choice and precision: Use a variety of verbs specific nouns and adjectives to create a clear strong impactful message |
ELA.5.C2.4 | Voice tone and style development: Expand personal voice in text using varied and descriptive language and a tone appropriate to purpose and context to communicate thoughts feelings and opinions |
ELA.5.B3.4 | Evidence-based response: Express a personal response by sharing and supporting an opinion based on specific relevant evidence from content and recognize and respond to stereotyping bias or prejudice |
ELA.5.C2.1 | Organization and paragraph structure: Use organization patterns including cause and effect and chronological sequence with introduction body and conclusion and use paragraphs to group ideas and supporting details |
ELA.5.C1.4 | Form and genre selection: Choose different types of writing including narrative informational descriptive and persuasive and genres to inform text creation for different purposes and audiences |
ELA.5.A1.3 | Collaborative dialogue and questioning: Engage in collaborative dialogue with others to exchange ideas and consider the ideas and opinions of others |
ELA.5.A1.4 | Critical thinking through questioning: Ask complex open-ended questions to promote critical thinking and respond to questions that require more exploration and reasoning |
ELA.5.C1.5 | Multimodal text creation: Create detailed multimodal texts including oral storytelling written stories posters letters research reports video reports digital stories and multimedia presentations using digital tools and thinking maps |
ELA.5.D1.2 | Visual aids and digital integration: Integrate artifacts visual aids and digital tools to enhance communication with an audience |
ELA.5.B2.7 | Vocabulary for content areas: Acquire and use subject specific descriptive vocabulary to communicate new understanding |
ELA.5.B2.2 | Text feature analysis and application: Use a variety of text features from multimodal forms of fiction and nonfiction for additional information to clarify and enhance comprehension |
ELA.5.B2.6 | Summarization skills: Summarize key ideas and specific details in logical order |
ELA.5.B3.2 | Critical literacy and bias recognition: Identify examples of stereotyping bias or prejudice using text evidence and recognize relevant and dependable sources of information with support |
ELA.5.B3.3 | Perspective and point of view analysis: Identify how the point of view chosen by the text creator can influence certain messages opinions or themes and shape understanding |
ELA.5.D2.3 | Feedback reflection and improvement: Receive descriptive feedback from others to guide improvements and refine skills and reflect on processes and strategies identifying strengths in listening speaking reading viewing writing or representing |
ELA.5.D2.4 | Goal setting and planning: Focus on specific learning goals to improve listening speaking reading writing viewing and representing and plan steps to achieve goals |
ELA.5.B1.3 | Engaging with varied text forms: Select and engage with a variety of multimodal texts from diverse creators for a variety of purposes to build background knowledge |
ELA.5.D1.3 | Purpose-driven presentation: Present ideas and information in a logical format with the purpose to entertain persuade or inform an audience |
ELA.5.A2.6 | Reading fluency and comprehension: Apply fluency knowledge and adjust reading rate depending on purpose and text to maintain comprehension |
ELA.5.D1.1 | Oral presentation and expression: Choose when and where to adjust intonation tone volume expression and communication style to extend ideas |
ELA.5.D2.5 | Progress tracking and reflection: Monitor and track progress by collecting evidence of learning with guidance and reflect on accomplishments of new learning |