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 14 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 Saskatchewan English Language Arts, Grade 5 curriculum
Saskatchewan 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 Saskatchewan's official curriculumRead it on the government site — curriculum.gov.sk.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand CR | 4 | Comprehend and Respond |
| Strand CC | 4 | Compose and Create |
| Strand AR | 2 | Assess and Reflect |
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 1Comprehend and RespondOfficial strand · Strand CR
Growing as a viewer, listener, and reader in Grade 5: analyzing and responding to texts, evaluating persuasive techniques critically, and drawing conclusions about a speaker's message and point of view.
Analyzing and Responding to What We Read, View, and Hear
- Analyzing and responding to identity textsCR5.1 — Analyze and respond to grade-level texts about identity, including First Nations and Métis texts, using evidence from the text and your own experience.
- Analyzing and responding to community textsCR5.1 — Analyze and respond to grade-level texts about community, comparing situations across times, places, and cultures with evidence.
- Analyzing and responding to fairness textsCR5.1 — Analyze and respond to grade-level texts about social responsibility and fairness, supporting your thinking with evidence.
- Evaluating persuasive techniques in visual textsCR5.2 — View and evaluate visual and multimedia texts critically, identifying persuasive techniques like promises, flattery, and comparisons used to influence an audience.
- Listening to evaluate and draw conclusionsCR5.3 — Listen purposefully to texts from many cultural traditions, including First Nations and Métis Elders and Knowledge Keepers, to evaluate the message and draw conclusions about the speaker's purpose and point of view.
- Reading contemporary and classical textsCR5.4 — Read and understand a range of contemporary and classical grade-appropriate fiction, script, poetry, and non-fiction from various cultures, including First Nations, Métis, and Inuit.
The official wording — 4 outcomes in this unit
- 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)
- CR5.2
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).
Unit 2Compose and CreateOfficial strand · Strand CC
Growing as someone who represents, speaks, and writes in Grade 5: shaping ideas through inquiry and using a writing process to produce multi-paragraph narrative, expository, and persuasive compositions with transitions.
Creating Texts Shaped by Inquiry
- Creating identity texts through inquiryCC5.1 — Compose and create texts that explore identity and express personal thoughts shaped through inquiry.
- Creating our-planet texts through inquiryCC5.1 — Compose and create texts that explore community and our shared planet, expressing personal thoughts shaped through inquiry.
- Creating teamwork texts through inquiryCC5.1 — Compose and create texts that explore social responsibility and teamwork, expressing personal thoughts shaped through inquiry.
- Communicating understanding in many formsCC5.2 — Demonstrate a variety of ways to communicate understanding and response, including illustrated reports, dramatizations, posters, timelines, multimedia presentations, and summary charts.
- Speaking to express and support ideasCC5.3 — Speak to express and support a range of ideas and information in formal and informal situations, like presentations, reports, and group work, for particular audiences and purposes.
- Writing multi-paragraph compositions with a processCC5.4 — Use a writing process to produce multi-paragraph narrative (with dialogue), expository, and persuasive compositions that clearly develop the topic and provide transitions for the reader.
The official wording — 4 outcomes in this unit
- CC5.1
Compose and create a range of visual, multimedia, oral, and written texts that explore: • identity (e.g., What Should I Do)
- 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.
Unit 3Assess and ReflectOfficial strand · Strand AR
Thinking about our own learning in Grade 5: identifying our strengths across the language skills, then setting goals and taking real steps to achieve them.
Naming My Strengths and Taking Steps
- Identifying my language strengthsAR5.1 — Identify strengths in viewing, listening, reading, speaking, writing, and other forms of representing.
- Setting goals and taking stepsAR5.2 — Set goals to improve the skills and strategies in viewing, listening, reading, speaking, writing, and representing, and take steps to achieve them.
The official wording — 2 outcomes in this unit
- 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.
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.
Instant download · see every page, reviews and the full description · five or more workbooks are $2.99 each
What it looks like in the app
Common questions
Can MapleMind help my child with English Language Arts, Grade 5?
Yes. MapleMind's AI tutor covers all 14 skills in Saskatchewan'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 Saskatchewan's official curriculum?
Yes. Every skill in this course maps to an official outcome code from Saskatchewan'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 Saskatchewan curriculum for English Language Arts, Grade 5?
The official source is linked on this page — Saskatchewan's official curriculum. 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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