SaskatchewanGrade 5
SK Grade 5 English Curriculum
Lessons and practice for every Grade 5 English topic. Aligned to what Saskatchewan schools teach. Help your child master reading, writing, and communication skills.
SK Grade 5 English Curriculum | StudyPugHelp
SO_ID | Outcome | StudyPug Topic |
|---|---|---|
ELA.5.CR5.1a | Analyzing personal identity themes; examining heritage and cultural backgrounds; making text-to-self connections: View listen to read and respond to visual multimedia oral and print texts that examine diverse range of personal identities perspectives and backgrounds including First Nations and Métis texts |
ELA.5.CR5.1b | Retelling and explaining ideas; analyzing text structures and features; developing evidence-based responses: View listen to and read variety of texts showing comprehension by understanding retelling and explaining ideas analyzing text structures and developing responses with evidence from texts personal experience and research |
ELA.5.CR5.1c | Describing connections between experiences prior knowledge and texts; making meaningful connections: Describe and build upon connections between previous experiences prior knowledge and variety of texts to deepen understanding |
ELA.5.CR5.1d | Comparing challenges in daily life with those in other times places and cultures; analyzing historical contexts: Compare challenges and situations encountered in daily life with those experienced by people in other times places and cultures as portrayed in texts including First Nations and Métis texts |
ELA.5.CR5.1e | Comparing individuals and situations in texts to real life; making text-to-world connections: Compare individuals and situations portrayed in various texts including First Nations and Métis resources to those encountered in real life |
ELA.5.CR5.1f | Drawing on texts to explain cultural representations; examining personal perspectives on culture: Draw on oral print and other media texts including First Nations and Métis texts to explain personal perspectives on cultural representations |
ELA.5.CR5.2a | Gathering information from photographs websites maps diagrams posters videos advertising and graphs: Gather information from variety of media including photographs websites maps diagrams posters videos advertising double bar graphs maps and videos |
ELA.5.CR5.2b | Selecting and using before during and after viewing strategies to construct meaning: Select and flexibly use appropriate strategies before during and after viewing to construct meaning when viewing visual and multimedia texts |
ELA.5.CR5.2c | Understanding pragmatic textual syntactical and other cues and conventions when viewing visual texts: Understand and apply relevant pragmatic textual syntactical semantic lexical morphological graphophonic and other cues and conventions to construct and confirm meaning when viewing |
ELA.5.CR5.2d | Discussing purpose perspectives and biases in visual texts; understanding persuasive use of visuals: Discuss purpose perspectives and biases and how visual texts including First Nations and Métis resources can be used to persuade others |
ELA.5.CR5.2e | Recognizing point of view; distinguishing between fact and opinion in visual presentations: Recognize point of view and distinguish between fact and opinion when analyzing visual and multimedia texts |
ELA.5.CR5.2f | Identifying values and persuasive techniques like promises dares flattery and comparisons in media: Identify values underlying visual messages and recognize persuasive techniques and purposes in oral presentations and various media including promises dares flattery and comparisons |
ELA.5.CR5.2g | Analyzing visual texts including First Nations and Métis art as sources for information entertainment persuasion and cultural transmission: Analyze visual texts including First Nations and Métis art and other texts as sources for information entertainment persuasion interpretation of events and transmission of culture |
ELA.5.CR5.2h | Identifying how language explicit and implicit messages and visual features influence intended audiences: Identify how language explicit and implicit messages and visual and multimedia features such as sound colour and movement are used to influence intended audience |
ELA.5.CR5.3a | Listening purposefully to texts from various cultural traditions; identifying main ideas and summarizing: Listen purposefully to range of texts from variety of cultural traditions including First Nations and Métis and identify and summarize main ideas supporting details and opinions heard |
ELA.5.CR5.3b | Selecting and using before during and after listening strategies to construct meaning: Select and flexibly use appropriate strategies before during and after listening to construct meaning when listening to oral texts |
ELA.5.CR5.3c | Understanding pragmatic textual syntactical and other cues when listening to oral communications: Understand and apply relevant pragmatic textual syntactical semantic lexical morphological graphophonic and other cues and conventions to construct and confirm meaning when listening |
ELA.5.CR5.3d | Evaluating content of oral communications; asking questions to seek additional information: Evaluate content of variety of oral communications and ask questions to seek information not already discussed |
ELA.5.CR5.3e | Interpreting speaker's verbal and non-verbal messages purposes and perspectives including Elders and Knowledge Keepers: Interpret speaker's verbal and non-verbal messages purposes and perspectives including First Nations and Métis Elders and Knowledge Keepers |
ELA.5.CR5.3f | Listening to differentiate fact from opinion; analyzing message and presentation; drawing conclusions: Listen to differentiate between fact and opinion to analyze message and presentation and to draw conclusions about ideas presented and strategies used |
ELA.5.CR5.3g | Listening purposefully to instructions and procedures; deciding best way to carry them out: Listen purposefully to instructions and procedures and decide best way to carry them out following multi-step oral directions |
ELA.5.CR5.3h | Drawing conclusions about speaker's verbal and non-verbal messages purpose point of view and techniques: Draw conclusions about speaker's verbal and non-verbal messages purpose point of view and techniques used in presentation including First Nations and Métis Elders and Knowledge Keepers |
ELA.5.CR5.4a | Determining essential purpose key ideas arguments and perspectives in texts including First Nations and Métis texts: Determine essential purpose key ideas arguments and perspectives of texts including First Nations and Métis texts when reading |
ELA.5.CR5.4b | Selecting and using before during and after reading strategies to construct meaning: Select and flexibly use appropriate strategies before during and after reading to construct meaning |
ELA.5.CR5.4c | Understanding pragmatic textual syntactical semantic and other cues and conventions when reading: Understand and apply relevant pragmatic textual syntactical semantic lexical morphological graphophonic and other cues and conventions to construct and confirm meaning when reading |
ELA.5.CR5.4d | Understanding how text features like format graphics sequence diagrams charts and maps make information accessible: Understand how text features such as format graphics sequence diagrams illustrations charts and maps make information and ideas accessible and usable |
ELA.5.CR5.4e | Distinguishing among facts supported inferences and opinions in informational texts: Distinguish among facts supported inferences and opinions in informational texts analyzing evidence and reasoning |
ELA.5.CR5.4f | Reading and using grade-five appropriate informational and reference texts to identify main ideas details opinions and reasons: Read and use grade-five appropriate informational and reference texts such as dictionary encyclopedia how-to and biography to identify main ideas details opinions and reasons |
ELA.5.CR5.4g | Identifying characteristics of poetry plays fiction and non-fiction including First Nations and Métis texts: Identify characteristics of poetry plays fiction and non-fiction including First Nations and Métis texts recognizing genre features |
ELA.5.CR5.4h | Identifying plot conflict and resolution; comparing character actions motives and appearances; evaluating symbols and themes: Identify in narrative texts including First Nations and Métis texts the main problem or conflict and resolution compare and contrast actions motives and appearances of characters evaluate meaning of symbols and recognize themes |
ELA.5.CR5.4i | Evaluating author's use of techniques like character appeal plot credibility figurative language and strength of argument: Evaluate author's use of various techniques such as appeal of characters logic and credibility of plots and settings use of figurative language and imagery and strength of argument to influence readers' perspectives |
ELA.5.CR5.4j | Reading silently 150-200 wcpm; reading orally 110-150 wcpm with fluency accuracy pacing intonation and expression: Read grade-appropriate texts silently 150-200 wcpm for extended periods and orally 110-150 wcpm with appropriate fluency accuracy pacing intonation and expression adjusting reading rate to purpose |
ELA.5.CC5.1a | Creating spoken written and other representations with clear specific message logical organization and competent language use: Create spoken written and other representations that include clear and specific message logical and coherent organization of ideas and competent use of language and conventions |
ELA.5.CC5.1b | Expressing and explaining findings on topics in appropriate visual multimedia oral and written formats using inquiry: Express and explain findings on topic question problem or issue in appropriate visual multimedia oral and written format using inquiry process |
ELA.5.CC5.1c | Using inquiry to explore problems by formulating questions gathering information using various sources and organizing ideas: Use inquiry to explore problem question or issue by summarizing knowledge formulating questions gathering information from sources like newspapers Elders and interviews organizing ideas determining usefulness making notes assessing knowledge forming conclusions and explaining findings |
ELA.5.CC5.2a | Considering which form is most appropriate for various tasks and identified purposes: Consider which form such as drama drawings dance diagrams music posters cartoons maps graphs photographs pictures charts and videos is most appropriate for various tasks and identified purposes |
ELA.5.CC5.2b | Selecting and using before during and after strategies when using other forms of representing: Select and flexibly use appropriate strategies before during and after to communicate meaning when using other forms of representing |
ELA.5.CC5.2c | Understanding pragmatic textual syntactical and other cues and conventions when using other forms of representing: Understand and apply relevant pragmatic textual syntactical semantic lexical morphological graphophonic and other cues and conventions to communicate meaning when using other forms of representing |
ELA.5.CC5.2d | Using graphic organizers to clarify and shape understanding of information and ideas: Use graphic organizers to clarify and shape understanding organizing information visually |
ELA.5.CC5.2e | Preparing clearly organized multimedia presentations using pre-established organizers and criteria: Prepare clearly organized multimedia presentation using pre-established organizers and criteria integrating multiple representations |
ELA.5.CC5.2f | Integrating variety of representations like illustrations graphs maps and graphics into presentations: Integrate variety of representations including illustrations graphs maps and graphics into written and oral presentations |
ELA.5.CC5.2g | Presenting information clearly and appropriately for each medium recognizing conventions help audience understand: Present information clearly and appropriately for each medium and recognize that conventions of language and medium are designed to help audience understand what is said or presented |
ELA.5.CC5.2h | Using computers and authoring software to compose texts and graphic representations: Use computers and authoring software to compose texts and graphic representations creating documents using electronic media |
ELA.5.CC5.2i | Including charts graphs tables maps graphics and illustrations in researched inquiry presentations: Include charts graphs tables maps graphics and illustrations in researched inquiry presentations enhancing communication |
ELA.5.CC5.3a | Delivering focused coherent presentations with appropriate verbal cues facial expressions and gestures: Deliver focused and coherent presentations that engage audience with appropriate verbal cues facial expressions and gestures that convey ideas clearly and relate to background and interests of audiences |
ELA.5.CC5.3b | Selecting and using before during and after speaking strategies to communicate meaning: Select and flexibly use appropriate strategies before during and after to communicate meaning when speaking |
ELA.5.CC5.3c | Understanding pragmatic textual syntactical and other cues and conventions when speaking: Understand and apply relevant pragmatic textual syntactical semantic lexical morphological graphophonic and other cues and conventions to communicate meaning when speaking |
ELA.5.CC5.3d | Selecting focus organizational structure and point of view for oral presentations; clarifying ideas with evidence: Select focus organizational structure and point of view for oral presentation deciding what to say and how to say it clarifying and supporting spoken ideas with evidence and examples |
ELA.5.CC5.3e | Delivering narrative presentations that establish situation plot point of view and setting with descriptive language: Deliver narrative presentations that establish situation plot point of view and setting with descriptive words and phrases showing listeners through explanations and narration what happens |
ELA.5.CC5.3f | Delivering informative presentations about important ideas by framing questions establishing central ideas and developing topics: Deliver informative presentations about important idea issue or event by framing questions to guide listeners establishing central idea and developing topic with facts details examples and explanations |
ELA.5.CC5.3g | Delivering narrative from First Nations and Métis tradition that follows teaching of oral tradition: Deliver narrative from First Nations and Métis tradition that follows teaching of oral tradition respecting cultural protocols and storytelling practices |
ELA.5.CC5.3h | Delivering oral responses to literary and other texts that include personal responses and textual evidence: Deliver oral responses to literary and other texts including First Nations and Métis texts that include both personal responses and textual evidence or examples to support insights and conclusions |
ELA.5.CC5.3i | Participating in variety of oral presentations including dramatization discussion circles and giving directions: Participate in variety of oral presentations including dramatization role play discussion circles introducing visitor to class or school and giving directions |
ELA.5.CC5.3j | Fulfilling role as group member; respecting and responding sensitively to ideas opinions and interpretations of others: Fulfill role as group member and respect and respond sensitively to ideas opinions and interpretations of others during collaborative activities |
ELA.5.CC5.4a | Writing clear multi-paragraph compositions with focus central idea clear introductions conclusions and logical sequence: Write clear multi-paragraph compositions of at least 300 words that focus on central idea reflect awareness of audience and purpose contain clear introductions and conclusions and include paragraphs in logical sequence |
ELA.5.CC5.4b | Selecting and using before during and after writing strategies to communicate meaning: Select and flexibly use appropriate strategies before during and after to communicate meaning when writing |
ELA.5.CC5.4c | Understanding pragmatic textual syntactical semantic and other cues and conventions when writing: Understand and apply relevant pragmatic textual syntactical semantic lexical morphological graphophonic and other cues and conventions to communicate meaning when writing |
ELA.5.CC5.4d | Writing narrative compositions that develop situation or plot point of view setting and ending: Write narrative compositions that develop situation or plot and point of view describe setting and present ending including dialogue and character development |
ELA.5.CC5.4e | Writing expository compositions with topic important ideas in logical order details and transitional expressions: Write expository compositions that establish topic include important ideas or events in logical order provide details and transitional expressions that link paragraphs and offer concluding paragraph |
ELA.5.CC5.4f | Writing expository reports that explore key ideas with controlling idea and topic development: Write expository reports that explore key ideas issues or events in response to questions establishing controlling idea or topic sentence and developing topic with facts details examples and explanations |
ELA.5.CC5.4g | Using note-making strategies like paraphrasing summarizing highlighting graphic organizers and outlining for writing: Use various note-making strategies including paraphrasing summarizing highlighting graphic organizers and outlining to glean information and ideas for expository or informational writing |
ELA.5.CC5.4h | Creating documents using electronic media and employing computer features like spell checks and thesaurus: Create documents by using electronic media and employing computer features such as topic searches thesaurus and spell checks |
ELA.5.CC5.4i | Writing persuasive letters or compositions that state clear position support it with evidence and address reader's clarity needs: Write persuasive letters or compositions that state clear position support position with relevant evidence follow simple organizational pattern and address reader's need for clarity |
ELA.5.CC5.4j | Experimenting with different forms like poems short scripts and journal entries to communicate understanding: Experiment with different forms including poems short scripts and journal entries to communicate and demonstrate understanding |
ELA.5.AR5.1a | Considering types of strategies to utilize and whether they will or do work for task at hand: Consider types of strategies to utilize and whether or not they will or do work for task at hand when viewing listening reading representing speaking and writing |
ELA.5.AR5.1b | Determining what strategies are best for task and what strategies will work best for self: Determine what strategies are best for task and what strategies will work best for self in language arts activities |
ELA.5.AR5.1c | Identifying strengths in viewing listening reading representing speaking and writing; setting goals for development: Identify strengths in viewing listening reading representing speaking and writing and set goals to enhance development and improvement of skills and strategies in each |
ELA.5.AR5.2d | Asking reflective questions about strategies used goals needed and steps for improvement; developing improvement plans: Ask What strategies did I use What goals do I need to set How will I know if I met my goals What else could I do and develop plan for improvement in language arts learning |