Get help with English Language Arts, Grade 5
Most tutoring makes your child sit through material your child already knows. MapleMind flips that: pick the exact skill that's causing trouble — any of the 33 below — and the tutor teaches just that one, step by step, as many times as it takes. Ask questions in plain words, any time of day, in English, French, or 12 other languages.
The official New Brunswick English Language Arts, Grade 5 curriculum
New Brunswick defines English Language Arts, Grade 5 by strands and outcomes. MapleMind teaches the same curriculum reorganized for one-skill-at-a-time tutoring — the table shows exactly where every official strand lands, and the ministry's own wording is quoted under each unit below.
Official source New Brunswick's official K-12 education resourcesRead it on the government site — www2.gnb.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand SL | 11 | Speaking and Listening |
| Strand RV | 11 | Reading and Viewing |
| Strand WR | 11 | Writing and Other Ways of Representing |
Every skill below, taught one on one.
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How MapleMind teaches English Language Arts, Grade 5 — every unit, lesson, and skill
Every skill below runs as a short session: a plain-words lesson, a worked example, solving it together, then a five-question skill check that earns up to three stars. Guided Mode keeps it teaching instead of answer-handing — turning it off needs a parent's password.
Unit 1Speaking and ListeningOfficial strand · Strand SL
GCOs 1-3 (woven): speaking and listening to explore and clarify ideas; communicating information effectively and responding personally and critically; and interacting with sensitivity and respect.
Contributing, clarifying, and supporting ideas (GCO 1)
- Contributing ideas and asking to clarifyNB-ELA-5.1.1 — Contribute thoughts, ideas, and experiences to discussion, and ask questions to clarify their ideas and those of their peers.
- Asking questions to seek clarification or explanationNB-ELA-5.1.2 — Ask and respond to questions to seek clarification or explanation of ideas and concepts.
- Explaining and supporting personal ideas and opinionsNB-ELA-5.1.3 — Explain and support personal ideas and opinions.
- Listening critically to ideas and points of viewNB-ELA-5.1.4 — Listen critically to others' ideas or opinions and points of view.
Communicating and evaluating presentations (GCO 2)
- Responding constructively in discussionNB-ELA-5.2.1 — Contribute to and respond constructively in conversation and small-group and whole-group discussion, recognizing their roles and responsibilities as speakers and listeners.
- Using expressive word choice for the occasionNB-ELA-5.2.2 — Use word choice and expression appropriate to the speaking occasion.
- Giving and following precise instructionsNB-ELA-5.2.3 — Give and follow precise instructions and respond to questions and directions.
- Engaging, responding to, and evaluating presentationsNB-ELA-5.2.4 — Engage in, respond to, and evaluate oral presentations.
Interacting with sensitivity and respect (GCO 3)
- Awareness of others' needs, rights, and feelingsNB-ELA-5.3.1 — Demonstrate an awareness of the needs, rights, and feelings of others by listening attentively and speaking in a manner appropriate to the situation.
- Identifying prejudice and its effectsNB-ELA-5.3.2 — 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.
- Considering audience needs and expectationsNB-ELA-5.3.3 — Consider purpose and the needs and expectations of their audiences.
The official wording — 11 outcomes in this unit
- NB-ELA-5.1.1
contribute thoughts, ideas, and experiences to discussion, and ask questions to clarify their ideas and those of their peers
- NB-ELA-5.1.2
ask and respond to questions to seek clarification or explanation of ideas and concepts
- NB-ELA-5.1.3
explain and support personal ideas and opinions
- NB-ELA-5.1.4
listen critically to others’ ideas or opinions and points of view
- NB-ELA-5.2.1
contribute to and respond constructively in conversation, small-group, and whole-group discussion, recognizing their roles and responsibilities as speakers and listeners
- NB-ELA-5.2.2
use word choice and expression appropriate to the speaking occasion
- NB-ELA-5.2.3
give and follow precise instructions and respond to questions and directions
- NB-ELA-5.2.4
engage in, respond to, and evaluate oral presentations
- NB-ELA-5.3.1
demonstrate an awareness of the needs, rights, and feelings of others by listening attentively and speaking in a manner appropriate to the situation
- NB-ELA-5.3.2
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
- NB-ELA-5.3.3
consider purpose and the needs and expectations of their audiences
Unit 2Reading and ViewingOfficial strand · Strand RV
GCOs 4-7 (woven): selecting, reading, and viewing a range of texts; interpreting and combining information; responding personally; and responding critically to texts.
Selecting, reading, and navigating texts (GCO 4)
- Selecting texts independentlyNB-ELA-5.4.1 — Select, independently, texts appropriate to their interests and learning needs.
- Using detailed text features to locate and verify informationNB-ELA-5.4.3 — Use pictures and illustrations, word structures, and text features such as table of contents, headings, glossaries, indices, and text structures to locate topics and obtain or verify information.
- Integrating cueing systems and using a dictionary in contextNB-ELA-5.4.4 — Use and integrate the cueing systems, including context clues, word order, and structural analysis of roots, prefixes, and suffixes, with strategies to construct meaning, and use a dictionary to determine word meaning in context.
- Describing and discussing your reading processNB-ELA-5.4.5 — Describe and discuss their own processes and strategies in reading and viewing.
Finding information and responding to texts (GCOs 5-7)
- Answering questions with decreasing assistanceNB-ELA-5.5.1 — Answer, with decreasing assistance, their own questions and those of others by selecting relevant information from a variety of texts, responding to information needs, understanding classification and reference systems, using sources, and increasing their ability to access and assess information.
- Discussing personal reactions across genresNB-ELA-5.6.1 — Describe, share, and discuss their personal reactions to a range of texts across genres, topics, and subjects.
- Supporting opinions about texts and typesNB-ELA-5.6.2 — Support their opinions about texts and features of types of texts.
- Questioning and analysing information in textsNB-ELA-5.7.1 — Use their background knowledge to question and analyse information presented in print and visual texts.
- Recognizing how conventions aid understandingNB-ELA-5.7.2 — Recognize how conventions and characteristics of different types of print and media texts help them understand what they read and view.
- Responding critically by analysing textsNB-ELA-5.7.3 — Respond critically to texts by applying strategies to analyse a text, showing growing awareness that texts reflect a purpose and point of view, identifying manipulation and persuasion, and identifying opinion, prejudice, bias, and stereotyping.
The official wording — 11 outcomes in this unit
- NB-ELA-5.4.1
select, independently, texts appropriate to their interests and learning needs
- NB-ELA-5.4.2
read widely and experience a variety of children’s literature with an emphasis in genre and authors
- NB-ELA-5.4.3
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
- NB-ELA-5.4.4
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
- NB-ELA-5.4.5
describe and discuss their own processes and strategies in reading and viewing
- NB-ELA-5.5.1
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
- NB-ELA-5.6.1
describe, share, and discuss their personal reactions to a range of texts across genres, topics, and subjects
- NB-ELA-5.6.2
support their opinions about texts and features of types of texts
- NB-ELA-5.7.1
use their background knowledge to question and analyse information presented in print and visual texts
- NB-ELA-5.7.2
recognize how conventions and characteristics of different types of print and media texts help them understand what they read and view
- NB-ELA-5.7.3
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
Unit 3Writing and Other Ways of RepresentingOfficial strand · Strand WR
GCOs 8-10 (woven): using writing and representation to explore and reflect; creating texts for a range of audiences and purposes; and using a range of strategies and conventions to develop effective writing and media products.
Writing and representing to explore and reflect (GCO 8)
- Using strategies to frame questions and reflect on ideasNB-ELA-5.8.1 — Use a range of strategies in writing and other ways of representing to frame questions and answers, generate topics, record and reflect on ideas and opinions, compare beliefs, describe reactions and values, reflect on experiences, and formulate and monitor learning goals.
- Expanding note-making strategiesNB-ELA-5.8.2 — Expand appropriate note-making strategies from a growing repertoire, such as outlines, charts, and diagrams.
- Making deliberate language choices for effectNB-ELA-5.8.3 — Make deliberate language choices, appropriate to purpose, audience, and form, to enhance meaning and achieve interesting effects in imaginative writing and other ways of representing.
Creating texts for audiences and purposes (GCO 9)
- Creating texts using form features and patternsNB-ELA-5.9.1 — Create written and media texts, collaboratively and independently, in different modes and an increasing variety of forms, using specific features, structures, and patterns of various text forms.
- Addressing varied purposes and audiencesNB-ELA-5.9.2 — Address the demands of a variety of purposes and audiences, making choices of form, style, and content for specific audiences and purposes.
- Inviting responses and reflecting on final draftsNB-ELA-5.9.3 — Invite responses to early drafts of their writing/media productions, use audience reaction to shape subsequent drafts, and reflect on their final drafts from a reader's, viewer's, or listener's point of view.
Strategies and conventions for effective writing (GCO 10)
- Using a range of writing process strategiesNB-ELA-5.10.1 — Use a range of prewriting, drafting, revising, editing, proofreading, and presentation strategies.
- Applying spelling and syntax conventionsNB-ELA-5.10.2 — Demonstrate an increasing understanding of the conventions of written language in final products: using basic spelling rules and understanding irregularities, using appropriate syntax, and using references while editing.
- Using technology to create, revise, edit, and publishNB-ELA-5.10.3 — Use technology with increasing proficiency to create, revise, edit, and publish texts.
- Committing to shaping and reshaping piecesNB-ELA-5.10.4 — Demonstrate a commitment to shaping and reshaping pieces of writing and other representations through stages of development and refinement.
- Combining information from three or more sourcesNB-ELA-5.10.5 — Select, organize, and combine relevant information from three or more sources to construct and communicate meaning.
The official wording — 11 outcomes in this unit
- NB-ELA-5.8.1
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
- NB-ELA-5.8.2
expand appropriate note- making strategies from a growing repertoire (e.g., outlines, charts, diagrams)
- NB-ELA-5.8.3
make deliberate language choices, appropriate to purpose, audience, and form, to enhance meaning and achieve interesting effects in imaginative writing and other
- NB-ELA-5.9.1
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
- NB-ELA-5.9.2
address the demands of a variety of purposes and audiences − make choices of form, style, and content for specific audiences and purposes
- NB-ELA-5.9.3
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
- NB-ELA-5.10.1
use a range of prewriting, drafting, revising, editing, proofreading, and presentation strategies
- NB-ELA-5.10.2
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)
- NB-ELA-5.10.3
use technology with increasing proficiency to create, revise, edit, and publish texts
- NB-ELA-5.10.4
demonstrate a commitment to shaping and reshaping pieces of writing and other representations through stages of development and refinement
- NB-ELA-5.10.5
select, organize, and combine relevant information from three or more sources to construct and communicate meaning
Printable workbook · A keepsake of the year
A English Language Arts, Grade 5 workbook worth keeping
Built from the same official curriculum as this page. Before and after each skill above, your student colours in how sure they feel — so the two of you can see, on one page, what's clicking and what needs another look. It's a quiet way to follow how the year is really going.
By June it's full of their own handwriting: units worked through, confidence grown, a mid-year check-in, notes from parent-teacher night, and a certificate at the end. Less a worksheet, more a record of the year worth keeping on the shelf.
$4.99 CAD
Instant download · see every page, reviews and the full description · five or more workbooks are $2.99 each
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Common questions
Can MapleMind help my child with English Language Arts, Grade 5?
Yes. MapleMind's AI tutor covers all 33 skills in New Brunswick's English Language Arts, Grade 5 — your child picks the exact skill, and the tutor teaches it step by step: a short lesson, a worked example, solving together, then a skill check to show it stuck.
Is MapleMind aligned to New Brunswick's official curriculum?
Yes. Every skill in this course maps to an official outcome code from New Brunswick's Grade 5 English Language Arts curriculum, and the ministry's own wording is quoted under each unit on this page — with the official government source linked so you can check it yourself.
What does MapleMind cost?
It's free to start — 5 tutoring chats and a practice quiz every day, no credit card. A Pro subscription ($9.99/month or $49.99/year CAD, 7-day free trial) unlocks unlimited tutoring, practice, and exam simulations.
What if my child is stuck on just one topic?
That's the point of skill-level tutoring: open English Language Arts, Grade 5 in the app, tap the exact skill from the list on this page, and the tutor teaches just that — no wading through lessons your child doesn't need.
Does MapleMind work in French or other languages?
Yes — 14 languages, including French. Both the app and the tutor's explanations switch to the language your child chooses.
Where can I see the official New Brunswick curriculum for English Language Arts, Grade 5?
The official source is linked on this page — New Brunswick's official K-12 education resources. The outline here follows it: every MapleMind skill carries its official outcome code, and the ministry's own wording is quoted under each unit.
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