NewfoundlandGrade 5
NL Grade 5 English Curriculum
Lessons and practice for every Grade 5 English topic. Aligned to what Newfoundland and Labrador schools teach in reading, writing, and oral communication.
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 |
Grade 5 English in Newfoundland and Labrador
Grade 5 English in Newfoundland and Labrador builds on the literacy foundations students developed in earlier grades. At this level, students are expected to read a wider range of texts, write for different audiences and purposes, communicate effectively in group settings, and begin thinking critically about media and language. StudyPug covers every one of these skill areas with clear lessons and guided practice.
Reading and Viewing Skills
Grade 5 students in NL read fiction, non-fiction, poetry, biography, historical fiction, and science writing. They learn how text structures and features help them make sense of what they read. StudyPug's lessons walk students through comprehension strategies step by step, from identifying key ideas to making connections across texts. Students also explore Canadian, Atlantic Canadian, and Indigenous literature as part of their reading program.
Writing and Representing
Writing in Grade 5 covers a wide range of forms including narratives, persuasive texts, informational reports, poetry, and correspondence. Students follow the full writing process — planning, drafting, revising, editing, and publishing. They also learn to use language conventions correctly and reflect on their growth as writers. StudyPug provides worked examples and practice exercises for each stage of the writing process.
- Personal and creative writing including poetry and narrative
- Persuasive writing across written, oral, and multimedia formats
- Informational and research-based writing
- Editing, proofreading, and using language conventions
Oral Communication and Listening
Grade 5 English places strong emphasis on oral language skills. Students practise active listening, collaborative discussion, storytelling, dramatic performance, and expressive oral reading. They also learn to use inclusive language and communicate with sensitivity and respect. StudyPug's lessons support these skills with clear explanations and practice exercises.
Research and Critical Thinking
Students in Grade 5 learn to create inquiry questions, gather information from multiple sources, evaluate that information, and share their findings. They also begin to ask critical questions of media texts, analyze how language can influence thinking, and recognize persuasive techniques. These skills connect directly to what students are expected to demonstrate in class projects and presentations.
Media Literacy and Digital Skills
Grade 5 English in NL introduces students to digital storytelling, multimedia texts, and online communication. Students learn to evaluate digital content and recognize how media messages are constructed. StudyPug supports this area with lessons on analyzing media, identifying bias, and understanding how language is used to influence audiences.