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Language Arts

Grade 5: Reading

Planning: Term #

Tracking: Ach. Level

Overall Expectations

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1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;

 

 

 

 

2. recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;

 

 

 

 

3. use knowledge of words and cueing systems to read fluently;

 

 

 

 

4. reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.

 

 

 

 

Specific Expectations

 

 

 

 

1. Reading for Meaning

 

 

 

 

Variety of Texts: 1.1 read a variety of texts from diverse cultures, including literary texts (e.g., short stories, poetry, myths, culturally focused legends, plays, biographies, novels), graphic texts (e.g., graphic novels, hobby or sports magazines, advertisements, logos, atlases, graphic organizers, charts and tables), and informational texts (e.g., editorials, reports, biographies, textbooks and other non-fiction materials, print and online articles, personal electronic and online texts such as e-mails)

 

 

 

 

Purpose: 1.2 identify a variety of purposes for reading and choose reading materials appropriate for those purposes (e.g., an online or print encyclopedia article for background information, dictionaries to clarify word meanings, biographies for information about authors or historical figures, print and online newspapers/magazines for information on current issues, e-mail and text messages from friends)

 

 

 

 

Comprehension Strategies: 1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand texts (e.g., activate prior knowledge through asking questions about or discussing a topic; develop mind maps to explore ideas; ask questions to focus reading; use visualization to clarify details of a character, scene, or concept in a text; make predictions about a text based on reasoning and related reading; reread to confirm or clarify meaning)

 

 

 

 

Demonstrating Understanding: 1.4 demonstrate understanding of a variety of texts by summarizing important ideas and citing supporting details (e.g., topic sentence and supporting points in paragraphs, reports, online and print newspaper articles, restaurant or cafeteria menus; theme and supporting plot details in short stories, myths, and fairy tales)

 

 

 

 

Making Inferences/Interpreting Texts: 1.5 use stated and implied ideas in texts to make inferences and construct meaning. Teacher prompts: "What do you think will happen based on what the author has told you so far?" "What is the author suggesting 'between the lines'?”

 

 

 

 

Extending Understanding: 1.6 extend understanding of texts by connecting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them. Teacher prompts: "How does your experience of a similar situation help you understand this character's choices?" "How does what you are reading now compare to what you have already read on this topic?"

 

 

 

 

Analysing Texts: 1.7 analyse texts and explain how various elements in them contribute to meaning (e.g., narrative: character development, plot development, mood, theme; report: introduction, body, conclusion). Teacher prompts: "What devices did the author use to try to make you sympathize with the character? Were they effective?" "How did the author tie the concluding paragraph to the opening statement?"

 

 

 

 

Responding to and Evaluating Texts: 1.8 make judgements and draw conclusions about the ideas and information in texts and cite stated or implied evidence from the text to support their views (e.g., sort and classify information from a text to see what conclusions it supports or suggests; create a profile of a character based on stated or implied information in the text). Teacher prompt: "Do you think this character's actions accurately reveal his thoughts? What evidence from the text supports your conclusion?"

 

 

 

 

Point of View: 1.9 identify the point of view presented in texts, ask questions to identify missing or possible alternative points of view, and suggest some possible alternative perspectives (e.g., ask why the perspective of certain characters in a story is not presented and include some missing voices in a dramatization of a text; with a partner, role-play an interview with a person who represents one of the missing voices). Teacher prompts: "Whose point of view is fully explored? Why?" "Do you see any evidence of stereotyping in this text?"

 

 

 

 

2. Understanding Form and Style

 

 

 

 

Text Forms: 2.1 analyse a variety of text forms and explain how their particular characteristics help communicate meaning, with a focus on literary texts such as short stories (e.g., how character, setting, and plot illustrate the theme), graphic texts such as a logo (e.g., how the elements work together to convey a message), and informational texts such as a movie review (e.g., how the "lead" is used to signal whether the review is positive or negative)

 

 

 

 

Text Patterns: 2.2 identify a variety of organizational patterns in a range of texts and explain how they help readers understand the texts (e.g., comparison in a report; time order in a biography; cause and effect in an explanation)

 

 

 

 

Text Features: 2.3 identify a variety of text features and explain how they help readers understand texts (e.g., indexes, maps, charts, lists, photographs, menus, glossaries, tables of contents help the reader locate and verify information)

 

 

 

 

Elements of Style: 2.4 identify various elements of style - including word choice and the use of similes, personification, comparative adjectives, and sentences of different types, lengths, and structures - and explain how they help communicate meaning (e.g., a series of short sentences can help communicate a sense of finality: He didn't. He couldn't. He wouldn't. The matter was settled. It was time to move on.)

 

 

 

 

3. Reading with Fluency

 

 

 

 

Reading Familiar Words: 3.1 automatically read and understand most words in common use (e.g., words from grade-level texts, subject-specific terminology used regularly in discussions and posted on anchor charts, words from shared- and guided-reading texts and some regularly used resource materials in the curriculum subject areas)

 

 

 

 

Reading Unfamiliar Words: 3.2 predict the meaning of and rapidly solve unfamiliar words using different types of cues, including:

• semantic (meaning) cues (e.g., prefixes, suffixes, base words, phrases, sentences, and visuals that activate existing knowledge of oral and written language);

• syntactic (language structure) cues (e.g., word order, language patterns, punctuation);

• graphophonic (phonological and graphic) cues (e.g., familiar words within larger words, syllables within longer words, similarities between words with known spelling patterns and unknown words, visual cues that indicate irregular plurals)

 

 

 

 

Reading Fluently: 3.3 read appropriate texts with expression and confidence, adjusting reading strategies and reading rate to match the form and purpose (e.g., read a poem aloud with appropriate phrasing and emphasis)

 

 

 

 

4. Reflecting on Reading Skills and Strategies

 

 

 

 

Metacognition: 4.1 identify the strategies they found most helpful before, during, and after reading and explain, in conversation with the teacher and/or peers or in a reader's notebook, how they can use these and other strategies to improve as readers. Teacher prompts: "Did preparing a list of questions to answer help you to find the information you needed from the biography?" "How do you know when you are not understanding during reading?" "What 'fix-up' strategies do you use when a passage is hard to understand?"

 

 

 

 

Interconnected Skills: 4.2 explain, in conversations with peers and/or the teacher or in a reader's notebook, how their skills in listening, speaking, writing, viewing, and representing help them make sense of what they read (e.g., viewing a television program or video about a topic before reading a text on the same topic builds background knowledge, introduces content-specific vocabulary, and offers a different perspective on the topic)

 

 

 

 

 Expectations: Copyright The Queen's Printer for Ontario, 2006.  Format: Copyright B.Phillips, 1998.