Courses

Ontario · Grade 5

English (Language), Grade 5

Ontario’s Grade 5 English course, from Literacy Connections and Applications to Composition: Expressing Ideas and Creating Texts.

Learn thisPractice test
Units
4
Lessons
13
Skills
60
Provincial exam
None
Official curriculum
Ontario Ministry of Education

Unit by unit

Every skill in the course, with its official code.

Unit 1 · 9 skills

Literacy Connections and Applications

Digital Rights, Identity, and Safety

  • Rights, responsibilities, and digital identity

    I can act on my rights and responsibilities online and build a positive digital identity.

    A2.1

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  • Staying safe and protecting privacy online

    I can stay safe online and protect my privacy and well-being.

    A2.2

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  • Researching and evaluating information

    I can research and judge whether information can be trusted.

    A2.3

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  • Reading and analyzing digital and media texts

    I can analyze how digital and media texts are built to affect an audience.

    A2.4

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  • How form, message, and audience connect

    I can explain how a text's form, message, audience, and purpose fit together.

    A2.5

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  • Using digital tools to solve real problems

    I can use digital tools in a design process to solve a real problem.

    A2.6

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  • Collaborating safely and respectfully online

    I can collaborate online in a safe, respectful, and culturally aware way.

    A2.7

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Identity, Belonging, and Indigenous Voices

  • Identity and belonging in diverse texts

    I can explore identity, self, and belonging through diverse voices and experiences.

    A3.2

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  • Themes in First Nations, Métis, and Inuit cultures

    I can explore themes and ways of knowing in First Nations, Métis, and Inuit cultures.

    A3.3

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The official wording · 9 outcomes
A2.1
rights and responsibilities when interacting online with appropriate permission, and make decisions that contribute positively to the development of their digital identity
A2.2
navigate online environments safely, manage their privacy and personal data, and interact in a way that supports their well-being and that of others
A2.3
gather, evaluate, and use information, considering validity, credibility, accuracy, and perspectives
A2.4
forms, conventions, and techniques of digital and media texts, consider the impact on the audience, and apply this understanding when analyzing and creating texts
A2.5
interrelationships between the form, message, and context of texts, the intended audience, and the purpose for production
A2.6
select and use appropriate digital and media tools to support the design process and address authentic, relevant, real-world problems by developing innovative solutions
A2.7
communicate and collaborate with various communities in a safe, respectful, responsible, and inclusive manner when using online platforms and environments
A3.2
historical contexts, contributions, lived experiences, and perspectives of a diversity of individuals and communities, including those in Canada, by exploring the concepts of identity, self, and sense of belonging
A3.3
explain themes explored in First Nations, Métis, and Inuit cultures to demonstrate an understanding of the varied identities, perspectives, relationships, legacies, truths, and ways of knowing, being, and doing

Key ideas

  1. At Grade 5 you EXPLAIN your rights and responsibilities online and make decisions that build a positive digital identity.

  2. At Grade 5 you explore identity, self, and belonging in culturally responsive texts to understand the historical contexts, contributions, and lived experiences of diverse individuals and communities, including in Canada.

  3. Your digital identity is the impression your online activity creates.

  4. Culturally responsive texts reflect a range of communities and experiences.

  5. At Grade 5 you navigate online environments safely, manage your privacy and personal data, and interact in ways that support well-being.

Watch out for

  • Thinking anything posted can be fully deleted later.
  • Treating one text as speaking for a whole community.
  • Believing a private account means posts can never be screenshotted or spread.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 2 · 15 skills

Foundations of Language

Oral and Non-Verbal Communication

Word-Level Reading, Vocabulary, and Fluency

Sentence Structure: Compound-Complex and Error Correction

Grammar: Objects, Pronouns, and Conjunctions

Punctuation: Commas and Colons

The official wording · 15 outcomes
B1.1
use effective listening skills, including expressing interest in what is being said at appropriate times, asking questions to encourage a speaker to elaborate, and responding to the contributions of others
B1.2
select and use a variety of listening strategies before, during, and after listening to comprehend information
B1.3
identify the purpose and audience for speaking in formal and informal contexts, and use appropriate speaking strategies, including paraphrasing and restating
B1.4
identify and use oral and non-verbal communication strategies, including expression, gestures, and body language, and explain how these strategies help them understand or communicate ideas and meaning
B1.5
use appropriate word choice, including new vocabulary, varied adjectives and adverbs to elaborate, a variety of sentence types
B2.1
knowledge of the meanings of words and morphemes (i.e., bases, prefixes, and suffixes) to read and spell words with accuracy and automaticity
B2.2
demonstrate an understanding of a variety of words, acquire and use explicitly taught vocabulary in various contexts, including other subject areas
B2.3
read a variety of texts fluently, with accuracy and appropriate pacing
B3.1
identify and construct various sentence types and forms, including compound-complex sentences
B3.1
correct sentence fragments and run-on sentences
B3.2
functions of parts of speech in sentences, including direct objects for nouns
B3.2
intensive and reflexive pronouns
B3.2
proper adjectives, and correlative conjunctions
B3.3
commas to set off advanced phrases or clauses such as appositives and participles
B3.3
colons for introducing a list after a complete sentence

Key ideas

  1. At Grade 5 you use effective listening skills - expressing interest, asking questions to encourage a speaker to elaborate, and responding to others.

  2. At Grade 5 you use knowledge of word parts - bases, prefixes, and suffixes - to read and spell words accurately and automatically.

  3. A compound-complex sentence has two or more independent clauses and at least one dependent clause.

  4. A direct object is the noun that receives the verb's action (They promised the children new bicycles).

  5. An appositive renames a noun and is set off with commas (My teacher, Ms. Rao, is kind).

Watch out for

  • Waiting to talk instead of actually listening.
  • Sounding out letter by letter instead of using known word parts.
  • Turning a compound-complex sentence into a run-on with no clear clause joins.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 3 · 22 skills

Comprehension: Understanding and Responding to Texts

Knowledge About Texts

Comprehension Strategies

Critical Thinking About Texts

The official wording · 22 outcomes
C1.1
read and comprehend various texts, using knowledge of words, grammar, cohesive ties, sentence structures, and background knowledge
C1.2
describe some characteristics of various text forms and genres, including cultural text forms, and explain how they help communicate meaning
C1.3
identify text patterns, such as cause and effect in a persuasive text, and text features, such as a preface and glossary
C1.4
explain how images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts
C1.5
describe various elements of style in texts, including voice, word choice, word patterns, and sentence structure, and analyze how each element helps create meaning
C1.6
identify the narrator’s point of view, including first, second, or third person, in a variety of texts, and describe the advantages and disadvantages of the approach used in each story
C1.7
read, listen to, and view various forms of texts by diverse First Nations, Métis, and Inuit creators to make meaning through Indigenous Storywork
C2.1
identify and explain prior knowledge from various sources, including personal experiences, that they can use to make connections and understand new texts
C2.2
identify a variety of purposes for engaging with texts, and select texts from diverse creators that are suitable for the purposes
C2.3
make predictions using background knowledge, text features, and evidence from the text, and pose questions to check whether their predictions were correct
C2.4
use strategies such as adjusting reading rate, visualizing, reading ahead, asking questions, and consulting references and other texts or sources of information, to monitor and confirm their understanding
C2.5
describe how the ideas expressed in texts connect to their knowledges and lived experiences, the ideas in other texts, and the world around them
C2.6
summarize the main idea of a text and the supporting details in sequence, and draw a well- supported conclusion
C2.7
explain how strategies such as visualizing, making predictions, summarizing, and connecting to their experiences have helped them comprehend various texts
C3.1
describe literary devices, including imagery and humour, in a variety of texts, and explain how they help create meaning
C3.2
make local and global inferences, using explicit and implicit evidence, to extend their understanding of various texts
C3.3
analyze various texts, including literary and informational texts, by identifying main and supporting ideas, sequencing the events of multiple plots, recording relevant information, and explaining cause and effect
C3.4
identify cultural elements that are represented in various texts, including, norms, values, artifacts, sports, and music, investigate the meanings of these elements, and make connections to their lived experience and culture
C3.5
identify explicit and implicit perspectives communicated in various texts, explain how these perspectives are conveyed, give some evidence of any biases the texts may contain, and suggest how such biases could influence an audience
C3.6
explain how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, and describe what insights or messages are conveyed
C3.7
explain how texts created by First Nations, Métis, and Inuit individuals, communities, groups, or nations are influenced by historical periods, cultural experiences, and events, and how they relate to current lived experiences
C3.8
identify the critical thinking skills they used to analyze and evaluate various texts, and explain how these skills have helped them better understand the texts

Key ideas

  1. At Grade 5 you read and comprehend various texts using knowledge of words, grammar, cohesive ties, sentence structures, and background knowledge.

  2. At Grade 5 you identify and explain prior knowledge from various sources, including personal experiences, to make connections and understand new texts.

  3. Devices such as imagery and humour create meaning and effect on purpose.

  4. Cohesive ties (words like 'however', 'because') show how ideas link together.

  5. Naming what you already know primes you to understand a new text.

Watch out for

  • Reading word by word without tracking how sentences connect.
  • Ignoring relevant prior knowledge while reading.
  • Naming a device without explaining its effect.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 4 · 14 skills

Composition: Expressing Ideas and Creating Texts

Planning Texts

Drafting, Voice, Revising, and Editing

Publishing, Presenting, and Reflecting

The official wording · 14 outcomes
D1.1
identify the topic, purpose, and audience for various texts they plan to create, and explain why the chosen text form, genre, and medium suit the purpose and audience
D1.2
generate and develop ideas and details about various topics, such as topics related to diversity, equity, and inclusion and to other subject areas, using a variety of strategies
D1.3
gather and record information and content relevant to a topic, using multiple textual sources; verify the reliability of sources, using simple criteria; and record the creator and source of all content created by others
D1.4
select and classify ideas and collected information, using appropriate strategies and tools, and sequence content, taking into account the chosen text form, genre, and medium
D1.5
describe the strategies and tools that helped them develop ideas and organize content for texts of the chosen forms, genres, and media, and explain how they helped them improve as a text creator
D2.1
draft texts of various forms and genres, including narrative, persuasive, and informational texts, using a variety of media, tools, and strategies
D2.2
write in fluent cursive, begin to keyboard with automaticity, and apply word-processing skills, including selecting appropriate fonts, to produce and enhance texts of various lengths
D2.3
establish a personal voice in their texts, using varied language and elements of style to express their thoughts, feelings, and opinions about a topic, and using a tone appropriate to the form and genre
D2.4
identify the point of view, implicit and explicit perspectives, and bias conveyed in their texts, and explain how their messages might be interpreted by audiences with different perspectives
D2.5
make revisions to the content of draft texts and to elements of style, such as word choice, and add or delete sentences, to improve clarity, focus, and coherence, seeking feedback
D2.6
edit draft texts to improve accuracy and style, checking for errors in spelling, punctuation, grammar, and format; use a word processor to edit texts
D3.1
produce final texts using a variety of techniques and tools, including digital design and production tools, to achieve the intended effect
D3.2
publish and present texts they have created, using selected media and tools, and explain how each helped them communicate their intended message
D3.3
describe various strategies and tools that helped them communicate their intended message when publishing and presenting texts, and suggest steps for future improvement as a text creator

Key ideas

  1. At Grade 5 you identify the topic, purpose, and audience for a text and explain why the chosen form, genre, and medium suit them.

  2. At Grade 5 you draft texts of various forms and genres, including narrative, persuasive, and informational texts.

  3. At Grade 5 you produce final texts using a variety of techniques and tools, including digital design and production tools, to achieve the intended effect.

  4. Planning starts by naming who the text is for and why.

  5. Each genre has its own structure and purpose.

Watch out for

  • Choosing a form before thinking about purpose and audience.
  • Trying to perfect a draft instead of getting ideas down.
  • Treating production as an afterthought.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

The official curriculum

This page follows Ontario’s own curriculum for English (Language), Grade 5.

The Ontario Curriculum, Grades 1–8: LanguageOntario Ministry of Education · dcp.edu.gov.on.ca · Read July 31, 2026

Strands

StrandOutcomesTaught in
ALiteracy Connections and ApplicationsOutcomes 9Taught in Unit 1
BFoundations of LanguageOutcomes 11Taught in Unit 2
CComprehension: Understanding and Responding to TextsOutcomes 22Taught in Unit 3
DComposition: Expressing Ideas and Creating TextsOutcomes 14Taught in Unit 4

Study it in MapleMind

MapleMind teaches English (Language), 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.

Geography of Canada, Grade 9 in the MapleMind app on a tablet: its units, Unit 2 open, and the skills done so far with their starsGeography of Canada, Grade 9 in the MapleMind app on a phone: its units, Unit 2 open, and the skills done so far with their stars
Pictured: Geography of Canada, Grade 9, another Ontario course, partway through Unit 2.

Practise it

Course Companion

Your year in one workbook

A fun way to keep English (Language), 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
33
Fillable fields
1,869
Price
$4.99
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Questions about English (Language), Grade 5

What is English (Language), Grade 5?

Ontario’s Grade 5 English course: 4 units and 60 skills, from Literacy Connections and Applications to Composition: Expressing Ideas and Creating Texts.

What units are in English (Language), Grade 5?

1. Literacy Connections and Applications, 2. Foundations of Language, 3. Comprehension: Understanding and Responding to Texts and 4. Composition: Expressing Ideas and Creating Texts.

Is there a provincial exam for English (Language), Grade 5?

No. Ontario gives no provincial exam for English (Language), Grade 5.

What comes after English (Language), Grade 5?

English (Language), Grade 6.

Can MapleMind help with English (Language), Grade 5?

Yes. MapleMind teaches every skill of English (Language), 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.

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After this course

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