Saskatchewan · Grade 5
English Language Arts, Grade 5
Saskatchewan’s Grade 5 English course, from Comprehend and Respond to Assess and Reflect.
- Units
- 3
- Lessons
- 3
- Skills
- 14
- Provincial exam
- None
- Official curriculum
- Saskatchewan Ministry of Education
Unit by unit
Every skill in the course, with its official code.
Unit 1 · 6 skills
Comprehend and Respond
Analyzing and Responding to What We Read, View, and Hear
Analyzing and responding to identity texts
I can analyze a text about identity and respond with evidence.
Official code: CR5.1
Analyzing and responding to community texts
I can analyze a text about community and compare it to my own experience with evidence.
Official code: CR5.1
Analyzing and responding to fairness texts
I can analyze a text about fairness and respond with evidence.
Official code: CR5.1
Evaluating persuasive techniques in visual texts
I can name the persuasive techniques a visual text uses to influence its audience.
Official code: CR5.2
Listening to evaluate and draw conclusions
I can listen carefully, evaluate the message, and draw conclusions about the speaker.
Official code: CR5.3
Reading contemporary and classical texts
I can read and understand both contemporary and classical texts and find their main ideas.
Official code: CR5.4
The official wording · 6 outcomes
- CR5.1
- Analyze and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia texts) that address: • identity (e.g., Exploring Heritage)
- CR5.1
- texts (including contemporary and traditional visual, oral, written, and multimedia texts) that address: • community (e.g., Teamwork)
- CR5.1
- texts (including contemporary and traditional visual, oral, written, and multimedia texts) that address: • social responsibility (e.g., What is Fair?).
- CR5.2
- View and evaluate, critically, visual and multimedia texts identifying the persuasive techniques including promises, flattery, and comparisons used to influence or persuade an audience.
- CR5.3
- Listen purposefully to a range of texts from a variety of cultural traditions (including oral traditions shared by First Nations and Métis Elders and Knowledge Keepers) to understand ideas and instructions, to evaluate the message heard and the required follow-up action, and to draw conclusions about speaker’s verbal and non- verbal message(s), purpose, point of view, and techniques used in presentation.
- CR5.4
- Read and demonstrate comprehension of a range of contemporary and classical grade-appropriate fiction, script, poetry, and non-fiction (including magazines, reports, instructions, and procedures) from various cultures including First Nations, Métis, and Inuit and countries (including Canada).
Key ideas
Analyzing means looking closely at HOW a text works — its structure, features, and the choices the creator made — not just what it says.
Identity texts, including First Nations and Métis texts, explore heritage, culture, and who we are; a strong response is backed by evidence from the text and your own life.
Community texts let us compare situations across different times, places, and cultures, including First Nations and Métis communities.
Analyzing a community text means examining how people work together and supporting our response with specific evidence.
Social-responsibility texts ask big questions like 'What is fair?' and invite us to weigh different points of view.
Watch out for
- Retelling the plot instead of analyzing how the text works.
- Giving an opinion about identity with no evidence from the text.
- Assuming every community works the same way instead of analyzing the text.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 6 skills
Compose and Create
Creating Texts Shaped by Inquiry
Creating identity texts through inquiry
I can create a text about who I am, shaped by a question I explored.
Official code: CC5.1
Creating our-planet texts through inquiry
I can create a text about our shared planet, shaped by a question I explored.
Official code: CC5.1
Creating teamwork texts through inquiry
I can create a text about teamwork and responsibility, shaped by a question I explored.
Official code: CC5.1
Communicating understanding in many forms
I can choose the best form to communicate my understanding of a topic.
Official code: CC5.2
Speaking to express and support ideas
I can give a focused presentation that expresses and supports my ideas for my audience.
Official code: CC5.3
Writing multi-paragraph compositions with a process
I can use a writing process to draft a multi-paragraph composition with clear transitions.
Official code: CC5.4
The official wording · 6 outcomes
- CC5.1
- Compose and create a range of visual, multimedia, oral, and written texts that explore: • identity (e.g., What Should I Do)
- CC5.1
- texts that explore: • community (e.g., This is Our Planet)
- CC5.1
- texts that explore: • social responsibility (e.g., Teamwork) and express personal thoughts shaped through inquiry.
- CC5.2
- Demonstrate a variety of ways to communicate understanding and response including illustrated reports, dramatizations, posters, timelines, multimedia presentations, and summary charts.
- CC5.3
- Speak to express and support a range of ideas and information in formal and informal speaking situations (e.g., giving oral presentations and reports, retelling a narrative, explaining a display to others, working in groups) for particular audiences and purposes.
- CC5.4
- Use a writing process to experiment with and produce multi-paragraph narrative (including stories that contain dialogue), expository (including reports, explanations, letters, and requests), and persuasive (including letters) compositions that clearly develop topic and provide transitions for the reader.
Key ideas
Inquiry means starting from a real question, gathering ideas, forming a conclusion, and sharing what you found.
An identity text like 'What Should I Do' expresses personal thoughts and includes a clear message with a logical order of ideas.
Community can mean our whole planet — a 'This is Our Planet' text explores how people share and care for the world.
Inquiry lets us research a community question using several sources and organize what we find before creating our text.
Social-responsibility texts about teamwork explore how working together helps a group succeed.
Watch out for
- Sharing conclusions you never actually investigated.
- Creating a piece with no clear message or order.
- Copying facts from one source without organizing or crediting them.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 2 skills
Assess and Reflect
Naming My Strengths and Taking Steps
Identifying my language strengths
I can honestly identify my strengths across the language skills.
Official code: AR5.1
Setting goals and taking steps
I can set a language goal and take real steps to achieve it.
Official code: AR5.2
The official wording · 2 outcomes
- AR5.1
- Identify strengths in viewing, listening, reading, speaking, writing, and other forms of representing.
- AR5.2
- Set goals to enhance the development and improvement of the skills and strategies in viewing, listening, reading, speaking, writing, and other forms of representing and take steps to achieve goals.
Key ideas
Everyone has strengths in some areas — you might be a strong reader but still growing as a speaker.
Identifying a strength means naming what you already do well, with an example, not just guessing.
A goal is only useful if you take steps — small actions you actually do — to reach it.
Good goals target a real next step and include a way to check whether you have met them.
Watch out for
- Thinking you must be equally strong at everything.
- Naming a strength with no example to back it up.
- Setting a goal but taking no steps toward it.
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 Saskatchewan’s own curriculum for English Language Arts, Grade 5.
Textbooks
The textbooks Saskatchewan Ministry of Education lists for English Language Arts, Grade 5:
- Gage Cornerstones 5: Canadian Language Arts
- Nelson Spelling 5
From core resources, read October 27, 2026. curriculum.gov.sk.ca
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
- 23
- Fillable fields
- 1,112
- Price
- $4.99
Questions about English Language Arts, Grade 5
What is English Language Arts, Grade 5?
Saskatchewan’s Grade 5 English course: 3 units and 14 skills, from Comprehend and Respond to Assess and Reflect.
What units are in English Language Arts, Grade 5?
1. Comprehend and Respond, 2. Compose and Create and 3. Assess and Reflect.
Is there a provincial exam for English Language Arts, Grade 5?
No. Saskatchewan gives no provincial exam for English Language Arts, Grade 5.
What textbook does English Language Arts, Grade 5 use?
The textbooks Saskatchewan Ministry of Education lists for English Language Arts, Grade 5: Gage Cornerstones 5: Canadian Language Arts and Nelson Spelling 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.
