Language Arts
Grade 5: Reading |
Planning: Term # Tracking: Ach. Level |
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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; |
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2.
recognize a variety of text forms, text features, and stylistic elements and
demonstrate understanding of how they help communicate meaning; |
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3.
use knowledge of words and cueing systems to read fluently; |
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4.
reflect on and identify their strengths as readers, areas for improvement,
and the strategies they found most helpful before, during, and after reading. |
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Specific Expectations
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1.
Reading for Meaning |
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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) |
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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) |
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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) |
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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) |
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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'?” |
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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?" |
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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?" |
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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?" |
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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?" |
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2.
Understanding Form and Style |
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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) |
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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) |
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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) |
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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.) |
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3.
Reading with Fluency |
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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) |
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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) |
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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) |
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4.
Reflecting on Reading Skills and Strategies |
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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?" |
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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) |
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Expectations: Copyright The Queen's Printer for Ontario, 2006. Format: Copyright B.Phillips, 1998.