New Brunswick · Grade 5
English Language Arts, Grade 5
New Brunswick’s Grade 5 English course, from Speaking and Listening to Writing and Other Ways of Representing.
- Units
- 3
- Lessons
- 8
- Skills
- 33
- Provincial exam
- None
- Official curriculum
- New Brunswick Department of Education
Unit by unit
Every skill in the course, numbered by unit.
Unit 1 · 11 skills
Speaking and Listening
Contributing, clarifying, and supporting ideas (GCO 1)
Contributing ideas and asking to clarify
I can contribute ideas to discussion and ask questions to clarify my ideas and peers' ideas.
Skill 1.1
Asking questions to seek clarification or explanation
I can ask and answer questions to seek clarification or explanation of ideas and concepts.
Skill 1.2
Explaining and supporting personal ideas and opinions
I can explain and support my personal ideas and opinions.
Skill 1.3
Listening critically to ideas and points of view
I can listen critically to others' ideas, opinions, and points of view.
Skill 1.4
Communicating and evaluating presentations (GCO 2)
Responding constructively in discussion
I can respond constructively in discussion and recognize my roles as a speaker and listener.
Skill 1.5
Using expressive word choice for the occasion
I can use word choice and expression appropriate to the speaking occasion.
Skill 1.6
Giving and following precise instructions
I can give and follow precise instructions and respond to questions and directions.
Skill 1.7
Engaging, responding to, and evaluating presentations
I can engage in, respond to, and evaluate oral presentations.
Skill 1.8
Interacting with sensitivity and respect (GCO 3)
Awareness of others' needs, rights, and feelings
I can show awareness of others' needs, rights, and feelings by listening attentively and speaking appropriately.
Skill 1.9
Identifying prejudice and its effects
I can identify prejudice, stereotyping, or bias, recognize its effects, and use respectful language.
Skill 1.10
Considering audience needs and expectations
I can consider my purpose and my audience's needs and expectations.
Skill 1.11
The official wording · 11 outcomes
- 1.1
- contribute thoughts, ideas, and experiences to discussion, and ask questions to clarify their ideas and those of their peers
- 1.2
- ask and respond to questions to seek clarification or explanation of ideas and concepts
- 1.3
- explain and support personal ideas and opinions
- 1.4
- listen critically to others’ ideas or opinions and points of view
- 1.5
- contribute to and respond constructively in conversation, small-group, and whole-group discussion, recognizing their roles and responsibilities as speakers and listeners
- 1.6
- use word choice and expression appropriate to the speaking occasion
- 1.7
- give and follow precise instructions and respond to questions and directions
- 1.8
- engage in, respond to, and evaluate oral presentations
- 1.9
- demonstrate an awareness of the needs, rights, and feelings of others by listening attentively and speaking in a manner appropriate to the situation
- 1.10
- identify examples of prejudice, stereotyping, or bias in oral language; recognize their negative effect on individuals and cultures; and attempt to use language that shows respect for all people
- 1.11
- consider purpose and the needs and expectations of their audiences
Key ideas
Contributing adds your thoughts, ideas, and experiences to discussion.
Constructive responses build on and improve a discussion.
Awareness means noticing others' needs, rights, and feelings.
Clarifying questions sharpen your own and others' ideas.
Speakers and listeners each have roles and responsibilities.
Watch out for
- Contributing without ever clarifying.
- Responding in ways that shut down discussion.
- Ignoring others' feelings in a discussion.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 11 skills
Reading and Viewing
Selecting, reading, and navigating texts (GCO 4)
Selecting texts independently
I can select, independently, texts that fit my interests and learning needs.
Skill 2.1
Reading widely with emphasis on genre and authors
I can read widely across genres and authors of children's literature.
Skill 2.2
Using detailed text features to locate and verify information
I can use detailed text features, including indices and expository structures, to locate and verify information.
Skill 2.3
Integrating cueing systems and using a dictionary in context
I can integrate cueing systems with structural analysis and use a dictionary to determine word meaning in context.
Skill 2.4
Describing and discussing your reading process
I can describe and discuss my own reading and viewing processes and strategies.
Skill 2.5
Finding information and responding to texts (GCOs 5-7)
Answering questions with decreasing assistance
I can answer questions with decreasing assistance by selecting and assessing relevant information from a variety of texts.
Skill 2.6
Discussing personal reactions across genres
I can describe, share, and discuss my personal reactions to texts across genres, topics, and subjects.
Skill 2.7
Supporting opinions about texts and types
I can support my opinions about texts and the features of types of texts.
Skill 2.8
Questioning and analysing information in texts
I can use my background knowledge to question and analyse information in print and visual texts.
Skill 2.9
Recognizing how conventions aid understanding
I can recognize how conventions of different text types help me understand what I read and view.
Skill 2.10
Responding critically by analysing texts
I can respond critically by analysing texts and recognizing purpose, point of view, manipulation, and bias.
Skill 2.11
The official wording · 11 outcomes
- 2.1
- select, independently, texts appropriate to their interests and learning needs
- 2.2
- read widely and experience a variety of children’s literature with an emphasis in genre and authors
- 2.3
- use pictures and illustrations, word structures, and text features (e.g., table of contents, headings and subheadings, glossaries, indices, structures of narrative and different types of expository texts, key ideas, margin notes) to locate topics and obtain or verify their understanding of information
- 2.4
- use and integrate the pragmatic, semantic, syntactic, and graphophonic cueing systems (including context clues; word order; structural analysis to identify roots, prefixes, and suffixes) and a variety of strategies to construct meaning; use a dictionary to determine word meaning in context
- 2.5
- describe and discuss their own processes and strategies in reading and viewing
- 2.6
- answer, with decreasing assistance, their own questions and those of others by selecting relevant information from a variety of texts − respond to personal, group, and instructional needs for information through accessing a variety of texts − demonstrate an under- standing of how classification systems and basic reference materials are used to facilitate research − use a range of reference texts and a database or an electronic search to aid in the selection of texts − increase their abilities to access and assess information in response to their own and others questions
- 2.7
- describe, share, and discuss their personal reactions to a range of texts across genres, topics, and subjects
- 2.8
- support their opinions about texts and features of types of texts
- 2.9
- use their background knowledge to question and analyse information presented in print and visual texts
- 2.10
- recognize how conventions and characteristics of different types of print and media texts help them understand what they read and view
- 2.11
- respond critically to texts by − applying strategies to analyse a text − demonstrating growing awareness that all texts reflect a purpose and a point of view − identifying instances where language is being used to manipulate, persuade, or control them − identifying instances of opinion, prejudice, bias, and stereotyping
Key ideas
By Grade 5 you select texts independently.
Decreasing assistance means more independent research.
Good choices match interest AND reading level.
You select RELEVANT information and assess it.
Independence means choosing without needing help.
Watch out for
- Choosing only by the cover.
- Using irrelevant information.
- Waiting to be told what to read.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 11 skills
Writing and Other Ways of Representing
Writing and representing to explore and reflect (GCO 8)
Using strategies to frame questions and reflect on ideas
I can use a range of writing strategies to frame questions, reflect on ideas, and monitor my learning.
Skill 3.1
Expanding note-making strategies
I can expand my note-making strategies, including outlines, charts, and diagrams.
Skill 3.2
Making deliberate language choices for effect
I can make deliberate language choices to enhance meaning and achieve interesting effects.
Skill 3.3
Creating texts for audiences and purposes (GCO 9)
Creating texts using form features and patterns
I can create texts in an increasing variety of forms using each form's features and patterns.
Skill 3.4
Addressing varied purposes and audiences
I can address varied purposes and audiences by choosing form, style, and content.
Skill 3.5
Inviting responses and reflecting on final drafts
I can invite responses to drafts and reflect on my final drafts from a reader's point of view.
Skill 3.6
Strategies and conventions for effective writing (GCO 10)
Using a range of writing process strategies
I can use a range of writing process strategies.
Skill 3.7
Applying spelling and syntax conventions
I can apply spelling rules, appropriate syntax, and references while editing my final products.
Skill 3.8
Using technology to create, revise, edit, and publish
I can use technology to create, revise, edit, and publish texts with increasing proficiency.
Skill 3.9
Committing to shaping and reshaping pieces
I can commit to shaping and reshaping my writing through stages of development and refinement.
Skill 3.10
Combining information from three or more sources
I can select, organize, and combine information from three or more sources in my own words.
Skill 3.11
The official wording · 11 outcomes
- 3.1
- use a range of strategies in writing and other ways of representing to − frame questions and answers to those questions − generate topics of personal interest and importance − record, develop, and reflect on ideas, attitudes, and opinions − compare their own thoughts and beliefs to those of others − describe feelings, reactions, values, and attitudes − record and reflect on experiences and their responses to them − formulate and monitor goals for learning − practise and extend strategies for monitoring learning
- 3.2
- expand appropriate note- making strategies from a growing repertoire (e.g., outlines, charts, diagrams)
- 3.3
- make deliberate language choices, appropriate to purpose, audience, and form, to enhance meaning and achieve interesting effects in imaginative writing and other
- 3.4
- create written and media texts, collaboratively and independently, in different modes (expressive, trans- actional, and poetic), and in an increasing variety of forms − use specific features, structures, and patterns of various text forms to create written and media texts
- 3.5
- address the demands of a variety of purposes and audiences − make choices of form, style, and content for specific audiences and purposes
- 3.6
- invite responses to early drafts of their writing/media productions − use audience reaction to help shape subsequent drafts − reflect on their final drafts from reader’s/viewer’s/ listener’s points of view
- 3.7
- use a range of prewriting, drafting, revising, editing, proofreading, and presentation strategies
- 3.8
- demonstrate an increasing understanding of the conventions of written language in final products − use basic spelling rules and show an understanding of irregularities − use appropriate syntax in final products − use references while editing (e.g., dictionaries, classroom charts, electronic spell checkers, checklists, thesauri, other writers)
- 3.9
- use technology with increasing proficiency to create, revise, edit, and publish texts
- 3.10
- demonstrate a commitment to shaping and reshaping pieces of writing and other representations through stages of development and refinement
- 3.11
- select, organize, and combine relevant information from three or more sources to construct and communicate meaning
Key ideas
Writing can frame questions AND their answers.
An increasing variety of forms means more kinds of texts.
The writing process runs from prewriting through presentation.
You record, develop, and reflect on ideas, attitudes, and opinions.
Each form has specific features, structures, and patterns.
Watch out for
- Thinking writing is only for finished pieces.
- Using one form for everything.
- Treating drafting as the whole process.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Plan the term
Pick your term and the days you study. Each unit gets its share of the weeks and comes back a week later for a review. The last two weeks go over the whole course.
The official curriculum
This page follows New Brunswick’s own curriculum for English Language Arts, Grade 5.
Study it in MapleMind
MapleMind teaches English Language Arts, Grade 5 one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.
Course Companion
Your year in one workbook
A fun way to keep English Language Arts, Grade 5 organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.
- Pages
- 26
- Fillable fields
- 1,407
- Price
- $4.99
Questions about English Language Arts, Grade 5
What is English Language Arts, Grade 5?
New Brunswick’s Grade 5 English course: 3 units and 33 skills, from Speaking and Listening to Writing and Other Ways of Representing.
What units are in English Language Arts, Grade 5?
1. Speaking and Listening, 2. Reading and Viewing and 3. Writing and Other Ways of Representing.
Is there a provincial exam for English Language Arts, Grade 5?
No. New Brunswick gives no provincial exam for English Language Arts, Grade 5.
What comes after English Language Arts, Grade 5?
English Language Arts, Grade 6.
Can MapleMind help with English Language Arts, Grade 5?
Yes. MapleMind teaches every skill of English Language Arts, Grade 5, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.
Get ready for English Language Arts, Grade 5
Practise every skill of English Language Arts, Grade 5 in MapleMind, free with daily limits.
