ManitobaMB Grade 5 English Curriculum
Lessons and practice for every Grade 5 English topic. Aligned to what Manitoba schools teach. Help with reading, writing, and more.
MB Grade 5 English 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 |
Grade 5 English in Manitoba
Grade 5 English in Manitoba builds on the foundational literacy skills students developed in earlier grades. At this level, students are expected to read and respond to a wider range of texts, write with greater clarity and purpose, and communicate ideas confidently across different formats. The Manitoba curriculum focuses on developing well-rounded communicators who can listen critically, write effectively, and engage with diverse texts and perspectives.
Reading and Comprehension Skills
Grade 5 students in Manitoba are introduced to more complex reading strategies. They learn to make predictions, ask critical questions, summarize key ideas, and identify how point of view shapes a text's message. Students also practice recognizing stereotyping, bias, and prejudice in texts, and use evidence to support their observations. StudyPug's lessons walk students through each of these skills with clear explanations and guided practice.
Writing and Communication
Writing is a major focus at Grade 5. Students are expected to write in a variety of forms — including narrative, informational, descriptive, and persuasive — for different audiences and purposes. Key skills include:
- Using complex sentences with grade-appropriate vocabulary and transition words
- Applying correct punctuation including commas, quotation marks, apostrophes, and semi-colons
- Organizing writing with introduction, body, and conclusion using cause-and-effect or chronological structure
- Creating multimodal texts that integrate images, visuals, sound, and digital tools
StudyPug provides step-by-step lessons on each of these writing skills so students can practice and improve at their own pace.
Spelling, Vocabulary, and Word Skills
Grade 5 students are expected to decode and encode complex multisyllabic words with increasing accuracy. They apply knowledge of word parts, spelling patterns, and use tools like digital dictionaries and spell check to confirm correct spelling. Building a strong vocabulary — including descriptive, academic, and subject-specific words — is also a key part of the Grade 5 English curriculum in Manitoba.
Listening, Speaking, and Representing
Manitoba's Grade 5 English curriculum places strong emphasis on oral communication. Students practice listening critically to others, summarizing key ideas, and engaging in collaborative dialogue. They also learn to use non-verbal cues, adjust intonation and tone, and integrate digital tools and visual aids to communicate effectively with an audience.
Self-Assessment and Goal Setting
Grade 5 students in Manitoba are encouraged to reflect on their own learning. They use journals, portfolios, and mind maps to self-assess, and apply feedback from teachers and peers to improve their work. StudyPug supports this process by giving students access to lessons and practice they can return to whenever they need a refresher.