NewfoundlandGrade 5
NL Grade 5 English Curriculum
Lessons and practice for every Grade 5 English topic. Aligned to what Newfoundland and Labrador schools teach. Your child can learn reading, writing, and communication skills at their own pace.
NL Grade 5 English Curriculum | StudyPugHelp
SO_ID | Outcome | StudyPug Topic |
|---|---|---|
ELA.5.GCO1.1a | Expressing ideas with evidence and listening to others: Express ideas with supporting evidence in classroom discussions |
ELA.5.GCO1.1b | Exploring personal and community identity through reading writing and discussion: Express and explore identity through multi-modal texts and community connections |
ELA.5.GCO1.2a | Developing focused listening skills for different purposes including note-taking: Use active listening strategies for a variety of purposes including note-taking and identifying key ideas |
ELA.5.GCO1.2b | Practicing active listening questioning and discussion skills in authentic contexts: Integrate active listening questioning and collaborative discussion skills in authentic learning contexts |
ELA.5.GCO1.3 | Formulating and responding to questions that deepen understanding: Ask and respond to questions to extend personal thinking including understanding multi-step instructions |
ELA.5.GCO2.1 | Participating effectively in group conversations as leaders and participants: Engage in a range of collaborative discussions including interviews and community connections |
ELA.5.GCO2.2b | Integrating presentation storytelling drama and expressive reading: Use effective presentation skills through storytelling dramatic performance and expressive oral reading |
ELA.5.GCO2.3 | Evaluating how presentations affect audiences: Analyze the impact of the presentation on the audience |
ELA.5.GCO2.4 | Identifying viewpoints and forming personal opinions: Identify the speaker's perspective to determine whether they agree or disagree |
ELA.5.GCO3.1a | Using body language and gestures respectfully: Use non-verbal communication that is sensitive to others |
ELA.5.GCO3.1b | Using sensitive inclusive language in verbal non-verbal and written communication: Communicate with sensitivity and respect using inclusive language across all communication contexts |
ELA.5.GCO3.2 | Communicating respectfully with diverse audiences: Use inclusive oral language to communicate to the intended audience |
ELA.5.GCO4.1 | Applying semantic syntactic and phonetic clues to build word knowledge: Use cueing systems to construct meaning including vocabulary development strategies |
ELA.5.GCO4.2a | Choosing texts across genres including Canadian literature Atlantic voices Indigenous traditions science writing biography and diverse cultural perspectives: Select appropriate texts representing diverse genres cultures and purposes including Canadian Atlantic Canadian Indigenous and multicultural literature |
ELA.5.GCO4.2b | Reading and responding to Canadian Atlantic Canadian and Indigenous literature: Select and respond to Canadian literature including Atlantic Canadian and Indigenous voices exploring themes of identity and place |
ELA.5.GCO4.2d | Reading and analyzing science nature biography and historical texts: Select and comprehend informational texts including science writing biography and historical fiction |
ELA.5.GCO4.2c | Exploring works by individual authors in depth with character and theme analysis: Select appropriate texts for author study while analyzing character development and themes |
ELA.5.GCO4.3 | Building fluency accuracy and comprehension across text types including poetry: Develop proficient reading and viewing skills with various text forms including poetry |
ELA.5.GCO4.4a | Recognizing how texts are organized to convey meaning: Explain how text structures help readers construct meaning |
ELA.5.GCO4.4b | Analyzing how features and structures support meaning in various text types: Explain how both text structures and features work together to help readers construct meaning across genres |
ELA.5.GCO4.5 | Interpreting headings graphics captions and layout in fiction and non-fiction: Explain how text features help readers construct meaning in both fiction and non-fiction texts |
ELA.5.GCO4.6a | Using prediction inference summarization and monitoring: Use a variety of comprehension strategies |
ELA.5.GCO4.6b | Applying multiple comprehension strategies before during and after reading: Use and integrate multiple comprehension strategies flexibly across reading experiences |
ELA.5.GCO4.7a | Evaluating reading progress and setting learning goals: Reflect on themselves as readers |
ELA.5.GCO4.7b | Self-assessing and goal-setting for reading writing speaking and listening: Reflect on development as readers writers speakers and listeners setting goals for continued growth |
ELA.5.GCO5.1a | Developing inquiry questions for investigation: Create an inquiry question to gather information for various purposes |
ELA.5.GCO5.b | Conducting inquiry from question formulation through presentation: Conduct complete research process from creating inquiry questions through evaluating and sharing information |
ELA.5.GCO5.2 | Evaluating and choosing relevant information: Select information from a variety of sources |
ELA.5.GCO5.3 | Analyzing and understanding gathered information: Interpret relevant information from selected sources |
ELA.5.GCO5.4 | Using graphic organizers and note-taking strategies: Organize relevant information from selected sources |
ELA.5.GCO5.5 | Assessing credibility accuracy and bias in sources: Evaluate information |
ELA.5.GCO5.6 | Presenting findings to appropriate audiences through various formats: Share relevant information from selected sources through presentations and research projects |
ELA.5.GCO6.1a | Making connections expressing reactions and comparing texts and authors: Extend understanding of text by responding personally and making connections across texts |
ELA.5.GCO6.1b | Responding personally and critically to texts with evidence: Respond to texts both personally and critically using textual evidence to support interpretations |
ELA.5.GCO6.2 | Using quotations to justify interpretations in reviews and responses: Quote from text to support thinking including in book reviews and recommendations |
ELA.5.GCO7.1a | Asking thoughtful questions about author purpose and meaning in various media: Ask critical questions of text including news and media analysis |
ELA.5.GCO7.1b | Analyzing how media texts influence thinking and recognizing bias: Ask critical questions of media texts while analyzing language influence and recognizing persuasive techniques |
ELA.5.GCO7.2a | Understanding intended meanings through character development setting and theme: Analyze intended messages in texts through character study setting analysis and theme exploration |
ELA.5.GCO7.2b | Analyzing how literary elements work together to create meaning: Analyze how character development setting and theme work together to convey author's intended messages |
ELA.5.GCO7.3a | Considering different perspectives including historical contexts: Discuss alternative points of view including in historical fiction |
ELA.5.GCO7.3b | Analyzing multiple viewpoints and considering alternative interpretations: Discuss and analyze alternative points of view across historical contemporary and cultural contexts |
ELA.5.GCO7.4 | Recognizing how language shapes thinking in print and digital media: Analyze how language is used to influence ways of thinking in traditional and digital media |
ELA.5.GCO8.1a | Building proficiency in creating various text types including journals and digital media: Develop proficient writing and representing skills through reflection and digital storytelling |
ELA.5.GCO8.1b | Creating and analyzing digital texts multimedia and online communication: Develop digital literacy skills through creating and evaluating multimedia texts and online communication |
ELA.5.GCO8.2a | Writing about experiences personality and interests including poetry creation: Create texts that represent experiences personality and interests including poetry |
ELA.5.GCO8.2b | Expressing creativity through poetry narrative visual arts and performance: Create personal and creative texts across multiple forms including poetry narrative and visual representation |
ELA.5.GCO9.1a | Adapting texts for different readers including persuasive writing correspondence and publishing: Create text for a wide range of audiences and purposes including persuasion correspondence and publishing |
ELA.5.GCO9.1b | Creating narratives informational texts persuasive pieces and poetry: Create texts across multiple genres for various audiences including narratives reports persuasive texts and poetry |
ELA.5.GCO9.1c | Creating persuasive messages through writing speaking and media: Create persuasive texts across multiple modes including written oral and multimedia formats |
ELA.5.GCO9.2 | Writing in different genres including narratives and information reports: Create texts in various genres and forms including narratives and informational reports |
ELA.5.GCO10.1a | Using prewriting drafting revising editing and publishing: Create texts using the processes of writing and representing |
ELA.5.GCO10.1b | Integrating all stages of writing process from prewriting through publishing: Apply complete writing process including planning drafting revising editing and publishing with peer collaboration |
ELA.5.GCO10.2 | Working with others to create and improve texts: Collaborate with others during text creation |
ELA.5.GCO10.3 | Applying grammar spelling punctuation and editing skills: Use language conventions appropriately including through editing and proofreading |
ELA.5.GCO10.4 | Evaluating writing progress and setting improvement goals: Reflect on themselves as writers |