Grade 5 Language Learning Outcomes

Conceptual Understandings for Written Language: READING

-Authors structure stories around significant themes.
-Effective stories have a structure, purpose and sequence of events (plot) that help to make the
authors intention clear.
-Synthesizing ideas and information from texts leads to new ideas and understanding.
-Reading opens our minds to multiple perspectives and helps us to understand how people think, feel
and act
Learning Outcomes for Written Language: READING LITERATURE
By the end of Grade 5, students are expected to:
Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
Determine a theme of a story, drama, or poem from details in the text, including how characters in a
story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize
the text.
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on
specific details in the text (e.g. how characters interact).
Determine the meaning of words and phrases as they are used in a text, including figurative
language such as metaphors and similes.
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a
particular story, drama, or poem.
Describe how a narrators or speakers point of view influences how events are described.
Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text
(e.g. graphic novel, multimedia presentation of fiction, folktale, myth, or poem).
Compare and contrast stories in the same genre (e.g. mysteries and adventure stories) on their
approaches to similar themes and topics.
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at a
grade 5 level, independently and proficiently.
Read a wide range of texts confidently, independently and with understanding.
Work in cooperative groups to locate and select texts appropriate to purpose and audience.
Participate in class, group, or individual author studies, gaining and in-depth understanding of the
work and style of a particular author and appreciating what it means to be an author.
Distinguish between fact and opinion, and reach own conclusions about what represents valid
information.
Participate in collaborative learning, considering multiple perspectives and working with peers to coconstruct new understanding.
Use the internet responsibly and knowledgeably, appreciating its uses and limitations.
Locate, organize and synthesize information form a variety of sources including the library, the
internet, people in the school, family, immediate community or the global community.
Learning Outcomes for Written Language: READING INFORMATION
Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
Determine two or more main ideas of a text and explain how they are supported by key details;
summarize the text.
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in
a historical, scientific, or technical text based on specific information in the text.
Determine the meaning of general academic and content specific words and phrases in a text
relevant to a grade 5 topic or subject area
Compare and contrast the overall structure (e.g. cause/effect, problem/solution) of events, ideas,
concepts, or information two or more texts.
Analyze multiple accounts of the same event or topic, noting important similarities and differences in
the point of view they represent.
Explain how an author uses reasons and evidence to support particular points in a text, identifying
which reasons and evidence support which point(s).
Integrate information from several texts on the same topics in order to write or speak about the
subject knowledgeably.
Integrate information from more than two texts on the same topic in order to write or speak about
the subject knowledgeably

By the end of the year, read and comprehend informational texts, including social studies, science
and technical texts, appropriately complex for the grade 5 level, independently and proficiently
Learning Outcomes for Written Language: READING Foundational Skills
Know and apply grade level phonics and word analysis skills in decoding words.
o -Use combined knowledge of all letter-sound correspondences, syllabification patterns, and
morphology (e.g. roots and affixes) to read accurately unfamiliar multi syllabic words in
context and out of context.
Read with sufficient accuracy and fluency to support comprehension.
o -Read on level text with purpose and understanding.
o -Read on level text orally with accuracy, appropriate rate, and expression on successive
readings.
o -Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
Conceptual Understandings for Written Language: WRITING
Stories that people want to read are built around themes to which they can make connections.
Effective stories have a purpose and structure that help to make the authors intention clear.
Synthesizing ideas enables us to build on what we know, reflect on different perspectives, and express
new ideas.
Knowing what we aim to achieve helps us to plan and develop different forms of writing.
Through the process of planning, drafting, editing and revising, our writing improves over time.
Learning Outcomes for Written Language: WRITING
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
o - Introduce a topic or text clearly, state an opinion, and create an organizational structure in
which ideas are logically grouped to support the writers purpose.
o Provide logically ordered reasons that are supported by facts and details.
o -Link opinion and reasons using words, phrases, and clauses.
o -Provide a concluding statement or section related to the opinion presented.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
-Introduce a topic clearly, provide a general observation and focus, and group related information
logically; including formatting, illustrations, and multimedia when useful to aiding comprehension.
-Develop the topic with facts, definitions, concrete details, quotations, or other information and
examples related to the topics.
-Link ideas within and across categories of information using words, phrases, and clauses (e.g.
especially, in contrast).
-Use precise language and content specific vocabulary to inform about or explain the topic.
-Provide a concluding statement or section related to the information or explanation presented.

Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
o
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-Orient the reader by establishing a situation and introducing a narrator and/or characters;
organize an event sequence that unfolds naturally.
-Use narrative techniques, such as dialogue, description, and pacing, to develop experiences
and events, or show the responses of characters to situations.
-Use a variety of transitional words, phrases and sensory details to convey experiences and
events precisely.
-Provide a conclusion that follows from the narrated experiences or events.

Produce clear and coherent writing in which the development and organization are appropriate to
task, purpose, and audience.
With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, and editing.
With some guidance and support from adults, use technology, including the Internet, to produce and
publish writing as well as to interact and collaborate with others; demonstrate sufficient command of
keyboarding skills to type a minimum of one page in a single sitting.

Conduct short research projects that use several sources to build knowledge through investigation of
different aspects of a topic.
Recall relevant information from experiences or gather relevant information from print and digital
sources; summarize or paraphrase information in notes and finished work, and provide a list of
sources.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
o -Apply grade 5 reading standards to literature.
o -Apply grade 5 reading standards to informational texts.
Write routinely over extended time frames (time for research, reflection and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline specific tasks, purposes, and
audiences.
-Write independently and with confidence, showing the development of their own voice and style.
Use appropriate paragraphing to organize ideas.
Critique the writing of peers sensitively; offer constructive suggestions.
Learning Outcomes for Written Language: LANGUAGE
Demonstrate command of the conventions of Standard English grammar and usage when writing or
speaking.
o -Explain the function of conjunctions, prepositions, and interjections in general and their
function in particular sentences.
o -Form and use the perfect (e.g. I had walked; I have walked; I will have walked) verb tenses.
o -Use verb tense to convey various times, sequences, states, and conditions.
o -Use correlative conjunctions (e.g. either/or, neither/nor).
Demonstrate command of the conventions of Standard English capitalization, punctuation, and
spelling when writing.
o -Use punctuation to separate items in a series.
o -Use a comma to separate an introductory element from the rest of the sentence.
o -Use a comma to set off words yes and no (e.g. Yes, thank you), to set off a tag question from
the rest of the sentence (e.g. Its true, isnt it?), and to indicate direct address (e.g. Is that you,
Steve?).
o -Use underlining, quotation marks, or italics to indicate titles in works.
o -Spell grade appropriate words correctly, consulting references as needed
Use knowledge of language and its conventions when writing, speaking, reading or listening.
o - Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
o -Compare and contrast the varieties of English used in stories, dramas, or poems
Determine or clarify the meaning of unknown and multiple meaning word and phrases based on
grade 4 reading and content, choosing flexibly from a range of strategies.
o - Use context as a clue to the meaning of a word or phrase.
o -Use common, grade level, affixes and roots as clues to the meaning of a word (e.g.
photograph, photosynthesis).
o -Consult reference materials to find the pronunciation and determine or clarify the precise
meaning of key words and phrases.
Demonstrate understanding of word relationships and nuances in word meanings.
o -Interpret figurative language, including similes and metaphors, in context.
o -Recognize and explain the meaning of common idioms, adages, and proverbs.
o -Use the relationship between particular words to better understand each of the words
Acquire and use accurately grade appropriate and contents specific words and phrases, including
those that signal contrast, addition, and other logical relationships (e.g. however, although,
nevertheless).
o Conceptual Understandings for Oral Language: LISTENING AND SPEAKING
Spoken language can be used to persuade and influence people.
Metaphorical language creates strong visual images in our imagination.
Listeners identify key ideas in spoken language and synthesize them to create their own
understanding.
People draw on what they already know in order to infer new meaning from what they hear.

Learning Outcomes Oral Language: LISTENING AND SPEAKING

Engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics and
texts, building on others ideas and expressing their own clearly.
o -Come to discussions prepared having read or studied required material; explicitly draw on
that preparation and other information known about the topic to explore ideas under
discussion.
o -Follow agreed upon rules for discussions and carry out assigned roles.
o -Pose and respond to specific questions to clarify or follow up on information, and make
comments that contribute to the discussion and link to the remarks of others.
o -Summarize the points a speaker makes and explain how each claim is supported by reasons
and evidence.
Summarize a written text read aloud or information presented in diverse media and formats, including
visually, quantitatively, and orally.
Summarize the points a speaker makes and explain how each claim is supported by reasons and
evidence.
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate
facts and relevant, descriptive details to support main ideas or themes; speak clearly at an
understandable pace.
Include multimedia components and visual displays in presentations when appropriate to enhance
the development of main ideas or themes.
Adapt speech to a variety of contexts and takes, using formal English when appropriate to task and
situation.
Understand and use figurative language such as simile, personification and metaphor.
Appreciate that people speak and respond according to personal and cultural perspectives.
Use speech responsibly to inform, entertain and influence others.
-Reflect on communication to monitor and assess their own learning.

Conceptual Understandings for Visual Language: VIEWING AND PRESENTING

The aim of commercial media is to influence and persuade viewers.

Individuals respond differently to visual texts, according to their previous experiences,

preferences and perspectives.
Knowing about the techniques used in visual texts helps us to interpret presentations and create our
own visual effects.
Synthesizing information from visual texts is dependent upon personal interpretation and leads to new
understanding.
Learning Outcomes Visual Language: VIEWING AND PRESENTING
view and critically analyze a range of visual texts, communicating understanding through oral, written and
visual media

identify factors that influence personal reactions to visual texts; design visual texts with the intention of
influencing the way people think and feel
analyze and interpret the ways in which visual effects are used to establish context
identify elements and techniques that make advertisements, logos and symbols effective and draw on this
knowledge to create their own visual effects
realize that cultural influences affect the way we respond to visual effects and explain how this affects our
interpretation, for example, the use of particular colors or symbols
realize that individuals interpret visual information according to their personal experiences and different
perspectives
show how body language, for example, facial expression, gesture and movement,
posture and orientation, eye contact and touch, can be used to achieve effects and
influence meaning

 apply knowledge of presentation techniques in original and innovative ways; explain their own ideas for
achieving desired effects
examine and analyze text and illustrations in reference material, including online
text, explaining how visual and written information work together to reinforce each other and make meaning
more explicit
navigate the internet in response to verbal and visual prompts with confidence and familiarity; use ICT to
prepare their own presentations
use appropriate terminology to identify a range of visual effects/formats and critically analyze their
effectiveness, for example, mood, media, juxtaposition, proportion
analyze the selection and composition of visual presentations; select examples to explain how
they achieve a particular impact, for example, dominant images, use of color, texture, symbolism
identify the intended audience and purpose of a visual presentation; identify overt and subliminal
messages
reflect on ways in which understanding the intention of a visual message can influence personal responses.