Outcome Chart - Nova Scotia - English Language Arts Grade 5

Listening and Speaking

Outcome 1: Students will communicate effectively and clearly and respond personally and critically, respecting cultural contexts.

  • Critically listen to the ideas and perspectives of others in a variety of collaborative learning experiences showing growing control of when to listen and when to speak.
  • Respond personally and critically to clarify information
  • Identify the main idea and key and supporting details and identify conclusions.
  • Describe a personal experience in sequential order.
  • Explain ideas and opinions with supporting details, and respond to others’ questions and ideas.
  • Consider others’ responses and begin to offer opinions supported with some evidence.
  • Clarify opinions by responding to the questions and ideas/opinions of others through providing evidence to support thinking.
  • Use intonation, expression, and tone in a range of conversations, with growing awareness of various nonverbal cues.
  • Reflect critically upon a variety of oral presentations evaluating the speaker’s perspective.
  • Use complex sentences that incorporate grade-appropriate vocabulary with increasing detail.
  • Use transition words.
  • Respond to and to give sequential multi-step directions with increasing detail.

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Outcome 2: Students will interact with sensitivity and respect, considering cultural contexts, audience, purpose, and situation.

  • Converse and collaborate in a variety of situations with increasing sensitivity and respect, considering cultural contexts, audience, and purpose.
  • Continue to use intonation, tone, and expression to communicate ideas and feelings in a variety of situations, considering audience and purpose.
  • Make language choices that affirm sensitivity and respect the ideas and experiences of others.
  • Use language selectively considering the needs and expectations of audience and situations.

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Reading and Viewing

Outcome 3: Students will demonstrate a variety of ways to select and comprehend from a range of culturally diverse print and digital texts.

  • Use all sources of information (meaning, structure, visual) to search, check, self-monitor, and self-correct with grade-appropriate, instructional-level text.
  • Choose “just right” texts according to interest from a growing range of genres with increasing independence.
  • Monitor and self-correct with independence and automaticity with a grade-appropriate, instructional-level text.
  • Build stamina through reading grade appropriate, independent-level texts.
  • Apply a variety of word-solving strategies with increasing independence
  • Use punctuation to enhance comprehension and fluency with awareness and increasing independence.
  • Use a range of fiction and nonfiction text features to support comprehension, using grade-appropriate texts.
  • Retell a narrative, using relevant details and events in sequential order.
  • Explain and/or represent an understanding of texts from a variety of genres with growing detail.
  • Discuss text with reference to author’s and illustrator’s message and style.
  • Apply a repertoire of comprehension strategies to actively construct meaning with grade-appropriate texts.
  • Discuss and begin to reflect on how applying comprehension strategies enhances understanding.
  • Use graphic organizers to enhance comprehension.
  • Demonstrate an understanding of the grade-appropriate text by reading aloud, using intonation, rhythm, and phrasing.

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Outcome 4: Students will select, interpret, and combine information from culturally diverse contexts

  • Formulate relevant questions that guide research to build a deeper understanding of a topic.
  • Use a variety of text features in print and digital media to access information with increasing independence.
  • Refine keyword choices in a search engine to access relevant information.
  • Select relevant dependable sources of information, with beginning independence.
  • Interpret relevant information from selected sources, with beginning independence.
  • Combine information to enhance understanding, with beginning independence.
  • Give credit to sources of information, with beginning independence.

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Outcome 5: Students will respond personally and critically to a range of culturally diverse texts.

  • Share meaningful, personal connections that enhance comprehension orally and/or in writing.
  • Ask critical-thinking questions to clarify understanding, with some guidance.
  • Interpret and explain the message(s) of the author.
  • Support and explain opinions with specific relevant evidence from the text.
  • Support and explain opinions with personal thoughts and feelings.
  • Begin to recognize stereotyping, bias, and/or prejudice, with guidance.
  • Respond to stereotyping, bias, and/or prejudice, with guidance.
  • Recognize and interpret authors’ viewpoints providing evidence from the text and personal experiences.

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Outcome 6: Students will understand the speaking, reading, and writing relationship by independently and collaboratively creating diverse texts.

  • Identify and discuss elements that contribute to the authors’ craft in a variety of texts.
  • Continue to experiment with author’s craft by incorporating elements in writing.
  • Explain how the elements of author’s craft contributes to writing style(s).
  • Collaborate with peers, selecting ideas, and suggestions to craft writing.
  • Reflect on writing using exemplars to self-evaluate growing independence.

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Writing and Other Ways of Representing

Outcome 7: Students will be expected to use writing and other representations to explore, clarify and reflect upon thoughts and experiences.

  • Use various forms/genres of writing to develop imagination with growing independence.
  • Examine the purpose(s) of specific pieces of writing.
  • Identify the audience(s) for specific pieces of writing.
  • Experiment by using descriptive language and word choice to enhance meaning with growing independence.
  • Choose questions to clarify thoughts, ideas, and feelings.
  • Write an effective lead, with a descriptive middle, and a conclusion.
  • Choose ways to record, organize, and reflect on thinking and learning through writing and representing.

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Outcome 8: Students will be expected to create text, independently and collaboratively, using a variety of types of writing for a range of audiences and purposes.

  • Experiment by using types of writing that are appropriate to specific purposes and audiences, with growing independence.
  • Include information and details that are relevant and purposeful for an intended audience, with growing independence.
  • Invite and incorporate responses to early drafts.
  • Use print and digital graphic organizers to write.

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Outcome 9: Students will use a range of strategies within the writing process to enhance the clarity, precision, and effectiveness of their writing.

  • Use a range of prewriting, drafting, revising, editing, proofreading, and presentation strategies with peers and independently.
  • Use the conventions of written language in final products with growing independence.
  • Use a range of problem-solving strategies to spell accurately with growing independence
  • Build and apply word knowledge by manipulating, searching, and sorting words
  • Show commitment to shaping pieces of writing and other representations through stages of writing development.
  • Select and use a range of digital tools in writing and other forms of representing.
  • Use the traits of writing (ideas, organization, voice, word choice, sentence fluency, conventions).

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