Grade 5 Literacy

Reading, Writing, Speaking & Listening

Reading

UNDERSTANDING

  • authors structure stories around significant themes
  • effective stories have a structure, purpose and sequence of events (plot) that help to make the author’s intention clear
  • reading opens our minds to multiple perspectives and helps us to understand how people think, feel and act

KNOWLEDGE

  • participate in guided reading, shared reading, and independent reading
  • develops a personal criteria for choosing personal reading material (genre, topic, author, etc) and recommends books to others
  • recognizes how chapters, table of contents, appendixes, bibliography, index and glossary operate to get information
  • identifies the theme or main idea of a variety of text types
  • categorizes books based on themes
  • critiques author’s use of language (word choice, structure)
  • discusses and compares different elements of story (setting (time and place), plot, characters, problem)
  • discusses how authors engage readers
  • identifies who is telling the story and how their perspective influences plot
  • identifies how authors create imaginary worlds, and what the underlying rules/principles run those worlds
  • critiques sites and sources that may show bias and explains that bias
  • identifies how textual features such as headings, subheadings, bold type and infographics are used to present information online
  • selects and uses texts from reputable sources
  • participates in online searches and assess credibility of sources
  • consults a range of sources when inquiring
  • PROBE READING LEVEL: 11-15
  • Sight/High Frequency Words: reads a bank of high frequency words
  • TEXT TYPES - Informative, Persuasive, Imaginative
  • Processing Strategies: secured use of strategies from P3, works out the pronunciation of homophones based on context (hare/hair, allowed/aloud), identifies a wide range of words that are verbs or adjectives changed into nouns (starving/starvation), identifies prefixes and suffixes, use and correctly pronounces borrowed words from different languages, recognizes the latin roots in words
  • Uses comprehension strategies before, during, and after reading
      • Retelling, Questioning, Predicting, Making Connections, Visualizing, Inferencing, Monitoring, Clarifying, Scan/Skim, Summarizing/Paraphrasing, Compare/Contrast, Determine Importance, Authorial Technique, Using Analogy or Metaphor
  • shares opinion of books using authorial language (I liked the author's use of descriptive words…) in writing and orally
  • compares author/texts using a graphic organizer
  • reads aloud with fluency and intonation
  • uses dramatic intonation when reading aloud

Writing

UNDERSTANDING

  • our writing can be adapted for specific audiences
  • the tone of the text helps us to plan and write effectively
  • a culture of editing is about attitude and knowledge of the the written word

KNOWLEDGE

  • Text Forms: Essay, chapter stories, letters, reports, articles, journals,
  • Editing: Edits work for flow, voice, language, uses/gives effective feedback, uses accepted editing symbols
  • Point of view: Third person, second person, first person
  • Creative word play: rhetorical devices, imagery, juxtaposition, figurative language, similes, metaphors, idioms
  • Parts of speech: subject/verb, verb tense (past, present, future), indefinite pronouns, adjectives, adverbs, proper & common nouns, relative clauses, conjunctions (so, if, such as, as a result, etc), prepositions
  • Spelling: word families, phonological knowledge, root words, word origins, consonant clusters, diphthongs, digraphs prefix/suffix
  • Punctuation: parentheses, ellipses, colon, semicolon, hyphen/dash, stroke
  • Stories: Planning for all elements of stories (character, setting, conflict, resolution), theme, characterization, plot structure

APPLICATION

  • writes complex sentences with a range of subordinators (if, so, while, etc)
  • writes conditional and passive sentences
  • writes well structured paragraphs with clear topic statement
  • follows a writer’s process independently
  • uses and contributes to class word wall
  • takes and uses notes
  • publishes writing on the internet
  • use graphic organizers to plan and organize writing (charting, mapping, flowcharts, storyboards, plot visualizations, etc)
  • types using different technologies.
  • uses an online dictionary and thesaurus
  • uses written language to develop reflection skills
  • summarizes writing with well defined conclusion
  • full 4-5 paragraph essay formats (introduction, conclusion, body)
  • uses synonyms and antonyms
  • gathers information for writing from different sources (people, books, peers, online sources, reference texts, etc)
  • considers word choice for different effects (persuasion, drama, action, etc)
  • changes writing depending on audience
  • identify their point of view and other possible points of view
  • determine when own view is balanced and supported by the evidence
  • refining a personal voice in writing
  • writes in a variety of genres and styles

Speaking & Listening

UNDERSTANDINGS

  • spoken language can be used to persuade and influence people
  • metaphorical language creates strong visual images in our imagination
  • listeners identify key ideas in spoken language and synthesize them to create their own understanding
  • people draw on what they already know in order to infer new meaning from what they hear

KNOWLEDGE & SKILLS

RECEPTIVE LANGUAGE (Listening)

  • listen and respond appropriately to instructions, questions and explanations
  • paraphrase and summarise when communicating orally
  • infer meanings, draw conclusions and make judgments about oral presentations
  • asks presenters specific questions about the content of the presentation
  • uses strategies to clarify and interrogate ideas (eg: pausing, questioning, asking clarifying questions)
  • assesses the effectiveness of various oral presentations based on agreed criteria
  • recognises that closed questions ask for precise responses while open questions prompt a speaker to provide more information

EXPRESSIVE LANGUAGE (Oral)

  • argue persuasively and justify a point of view, using appropriate language to persuade others
  • debate respectfully, listening carefully to others points of view and responding to specific points
  • adjusts tone of voice and word selection when presenting and discussing, reflecting professionalism and seriousness

COLLECTIVE LANGUAGE (Group and peer discussions)

  • participate appropriately as listener and speaker, in discussions, conversations, debates and group presentations
  • generate, develop, and modify ideas through discussion
  • appreciate that people speak and respond according to personal and cultural perspectives
  • show open-minded attitudes when listening to other points of view
  • use speech responsibly to inform, entertain and influence others
  • use oral language to formulate and communicate possibilities and theories
  • reflect on communication to monitor and assess their own learning

LANGUAGE CONVENTIONs (Grammar)

  • use standard grammatical structures competently in appropriate situations
  • use an increasing vocabulary and more complex sentence structures with a high level of specificity
  • understands and uses figurative language such as simile, personification and metaphor
  • use register, tone, voice level and intonation to enhance meaning