Multiple Organizing Ideas
COMPREHENSION 5: Students analyze information, contexts, and perspectives using a variety of comprehension strategies.
VOCABULARY 5: Students analyze how knowledge of vocabulary supports meanings and use of language.
ORAL LANGUAGE 5: Students investigate how oral language can be designed to communicate ideas and information.
TEXT FORMS AND STRUCTURES 5: Students examine how genres, forms, and structures support and enhance communication.
FLUENCY 5: * Learning Outcomes for fluency end at Grade 4, but fluency continues to be developed as text becomes more difficult.
GR. 5 - ORGANIZING IDEA: COMPREHENSION
Text comprehension is supported by applying varied strategies and processes and by considering both particular contexts and universal themes.
Guiding Question: How does the interpretation of evidence support comprehension of texts?
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Learning Outcome: Students analyze information, contexts, and perspectives using a variety of comprehension strategies. |
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Comprehension strategies that can be used to understand and interpret complex texts include
Evaluating is a comprehension strategy where readers make judgements based on textual evidence. Comprehension is enhanced when reading is fluent and self-monitored. Self-monitoring is noticing when comprehension falters and applying appropriate skills to make sense of texts, including
Metacognition is an awareness that involves thinking about one’s thinking to improve comprehension. Comprehension is enhanced when the purpose for reading is clear. Managing information involves researching, organizing, and using information for specific purposes. |
Comprehension is enhanced through application of critical thinking strategies and skills that support interpretations of texts and management of information. |
Use a variety of comprehension strategies before, during, and after reading texts.
Evaluate the effectiveness of comprehension strategies used before, during, and after reading.
Monitor comprehension and apply skills to support understandings of texts. |
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Connections with texts that can provide evidence include
Summarizing includes identifying main ideas and using supporting evidence. |
Comprehension can be enhanced when connections with texts are supported by summarized evidence. |
Respond to texts by summarizing main ideas and providing supporting evidence from self, other texts, or the world. |
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Ideas and information in texts can be explicit or implicit.
Inferences and predictions can be made about plot, characters, setting, and main ideas of texts. |
Comprehension and interpretation of texts requires attention to ideas or information that may be explicit or implicit. |
Examine ideas and information within texts that are explicit and implicit.
Make inferences based on content that is implicit in texts.
Revise or confirm predictions based on new or additional information from texts or additional sources.
Analyze ideas and information in texts to interpret and respond.
Use evidence from texts or additional sources to support responses and interpretations. |
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Perspectives include attitudes, beliefs, or ways of thinking about events or information.
Perspectives are influenced by cultures, experiences, and interests.
Characters in texts present various perspectives. |
Perspectives revealed in texts enhance comprehension and enrich understandings of the world. |
Explore how varied perspectives presented in texts can influence personal perspectives.
Examine how the interests, experiences, or perspectives of a character might influence how that character thinks, feels, or acts.
Compare and contrast the varied perspectives of main and supporting characters.
Identify various perspectives in texts and propose alternative perspectives. |
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Context refers to the circumstances that form the background of a person, an event, an idea, or a text.
Personal contexts can contribute to how a text is created or interpreted.
The author’s or text creator’s context can contribute to how a text is created or interpreted.
Context can impact what characters think and do. |
An awareness of context strengthens comprehension of texts. |
Examine information from texts that describes context around people, ideas, or events.
Analyze the actions or feelings of characters in stories, considering the context.
Consider how personal interests, experiences, or perspectives might influence how texts are understood or created.
Investigate background information about the author or text creator to provide context for informational texts.
Examine contextual information about characters or events in fictional texts. |
GR. 5 - ORGANIZING IDEA: VOCABULARY
Communication and comprehension are improved by understanding word meaning and structures.
Guiding Question: How does vocabulary support communication?
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Learning Outcome: 5V1.1 Students analyze how knowledge of vocabulary supports meaning and use of language. |
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Words in the English language come from a variety of origins.
Vocabulary changes over time and reflects how words are used at a given time in society.
Affixes change the meaning of a word when applied to a base and include <ous>, <ious>, <al>, <ial>, <ian>, <ic>, <ical>, <ment>, <ity>, <ant>, <ent>, <ance>, <ence>, <circu>, <per>, <trans>, <ad>, <sub>, <ob>, <com>, and <ex>. |
Word origins and morphemes influence the meaning and use of vocabulary in the English language. |
Examine words to determine their origins.
Examine words with meanings that have changed over time.
Examine words that are new to the English language.
Investigate the meaning of bases and affixes in words. |
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Increased knowledge of vocabulary supports comprehension of text.
Tools for vocabulary development include thesauruses and dictionaries.
Strategies for vocabulary development include extensive reading and listening to and noting how others use words. |
Word origins and morphemes influence the meaning and use of vocabulary in the English language. |
Discuss multiple ways to learn and remember vocabulary.
Record words of personal interest.
Use a variety of tools to build vocabulary knowledge.
Engage with a wide variety of texts to expand vocabulary. |
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Figurative language is language that has non-literal or figurative meanings and includes metaphors.
A metaphor compares two things that are not alike but have something in common, without using comparison words such as like or as. |
Knowledge of an extended vocabulary is a lifelong pursuit that enhances the ability to communicate. |
Apply a wide variety of words to communicate in new ways.
Apply tier 2 words to enhance meaning within subject content.
Apply tier 3 words within subject content.
Discuss how context can influence the meaning of words and phrases.
Examine word meanings in similes, metaphors, and analogies.
Analyze the meanings of words or phrases expressed figuratively.
Integrate figurative language into personal writing and oral communications. |
GR. 5 - ORGANIZING IDEA: ORAL LANGUAGE
Listening and speaking form the foundation for literacy development and improve communication, collaboration, and respectful mutual understanding.
Guiding Question: How can the presentation of ideas and information be enhanced through oral communication?
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Learning Outcome: Students investigate how oral language can be designed to communicate ideas and information. |
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Different time periods gave rise to different forms of oral communication, including
Oral traditions include the use of stories to connect prior knowledge to lived experiences.
Oral traditions include diverse types of stories, including
Trickster stories or tales can
Oral traditions hold communities together based on some shared knowledge and values. |
The content and delivery of oral traditions are influenced by history, communities, or contexts. |
Discuss cultural contexts of oral traditions.
Discuss meanings of stories and lessons shared orally. |
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Language that influences oral communication includes
Verbal communication includes word choice and use.
Choices can be intentional regarding how body movement can support communication.
Paraverbal communication is the manner in which a message is delivered and involves
Vocal sounds are affected by breath, body, and energy.
Inflection is the process by which the voice slides up and down through a range of pitches. |
Oral communication can be enhanced through integration and adjustment of verbal, non-verbal, and paraverbal language. |
Integrate verbal, non-verbal, and paraverbal language to enhance communication.
Ensure messages are heard clearly by using breath, body, and energy to project voice. |
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Content and delivery of oral communication can change based on purpose or audience.
Language conventions or protocols can vary depending on the audience or purpose of oral communication.
The size, shape, layout, and acoustics (echoing) of a space can influence oral communication.
Oral communication can be enhanced through the selection of digital or non-digital tools or formats. |
Oral communication can be intentionally designed according to different situations to convey ideas and information. |
Adjust the pitch or projection of the voice with respect to purpose, audience, context, and space.
Adjust language conventions or protocols in oral communication.
Select appropriate formats for oral communication based on audience and purpose.
Present ideas and information in a logical manner to inform, persuade, or entertain. |
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Collaborative processes include building trust by listening to, acknowledging, and accepting the contributions of others.
Collaborative and effective dialogue includes consideration of the perspectives of others and use of respectful language.
Demonstrating respect for how other people wish to be addressed maintains relationships.
Adaptability and compromise can lead to consensus in collaborative activities.
Non-verbal and paraverbal language can enhance collaborative dialogue. |
Collaboration is an active process supported by effective dialogue. |
Engage in collaborative dialogue when sharing ideas, solving problems, or making decisions.
Contribute to discussions or dialogues by agreeing, disagreeing, and adding to or explaining ideas.
Use respectful language when collaborating with others.
Demonstrate adaptability to build consensus when perspectives or opinions within groups differ. |
GR. 5 - ORGANIZING IDEA: TEXT FORMS AND STRUCTURES
Identifying and applying text forms and structures improves understanding of content, literary style, and our rich language traditions.
Guiding Question: How can text organization support expression and influence meaning?
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Learning Outcome: Students examine how text genres, forms, and structures support and enhance communication. |
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Texts can be digital or non-digital.
Texts can have more than one purpose, including to
Reading stamina can be developed through engaging with text forms, genres, or structures that are personally enjoyable.
Literary text forms can be fiction or non-fiction and include
Hybrid is a type of text that includes both fiction and non-fiction text forms.
Narrative texts can be fiction or non-fiction and can be structured in a variety of ways, including
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Text genres, forms, and structures can support the enjoyment and communication of ideas and information. |
Examine the purpose of a variety of digital or non-digital texts.
Engage with a variety of genres of literary texts.
Determine the form and structure of a variety of literary texts.
Develop reading stamina by engaging with text that is personally enjoyable. |
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Text features can be digital or non-digital and include sidebars and glossaries. |
Text features can help organize content and identify information that is most important. |
Examine a variety of text features that organize content and emphasize information that is most important.
Include a variety of text features to organize content and to identify information that is most important. |
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Fiction sub-genres include science fiction, tall tales, and traditional literature.
A tall tale is an exaggerated folk tale that describes a central legendary character with extraordinary physical features or abilities.
Science fiction is a modern fantasy text that describes technology, futuristic situations, and real or imagined scientific occurrences.
Fictional texts can have a variety of structures, including flash-forward.
A flash-forward interrupts the story plot to take an audience forward in time to events in the future.
Elements of fiction include theme, the underlying message of a text.
Third person point of view is where the author or text creator is narrating a story about the characters, referring to them by name or using pronouns.
Types of characters include round and flat.
A round character is interesting and layered and may change throughout a story.
A flat character does not change throughout a story.
Fictional texts can contain characters with multiple dimensions, revealed by
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Engaging with fictional texts can help to analyze the world through the eyes of others. |
Categorize texts according to a variety of fiction sub-genres.
Examine a variety of fictional text structures, including flash-forward.
Examine elements within a variety of fictional texts, including theme.
Describe characters based on what they say, think, or do or what others say and think about them. |
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Non-fiction texts include persuasive texts, such as editorials and opinion pieces. Structures within non-fiction texts include
Non-fiction texts can be examined to help the reader form opinions based on the structure, content, or source of information. |
Engaging with non-fiction texts can help to analyze the world through the eyes of others. |
Examine organizational structures of non-fiction texts.
Discuss a variety of opinions regarding the structure, content, or source of information expressed in non-fiction texts. |
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Poetry can be experienced when it is read, listened to, or spoken.
Poetic structures include lyric poetry and stanzas.
Lyric poetry expresses personal emotions or feelings.
A stanza is a series of lines grouped together in a poem that relate to a similar idea. |
Poetry can be experienced for its beauty and emotion. |
Listen to poems to identify beauty or emotion.
Recite or sing a poem from memory.
Examine figurative language that can be experienced for its beauty or emotion.
Investigate poetic structures that contribute to creative expression of ideas, including stanzas.
Experiment with creating lyric poetry. |
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Dramatic works can activate the imagination and provide information about people in various times, places, and situations.
In dramatic works, plot and characters are developed through dialogue and action.
In dramatic works, ideas and information can be expressed through verbal, non-verbal, and paraverbal language. |
Drama is a literary form that can artfully express stories and ideas. |
Listen to, read, or view dramatic works to learn about artful expression of stories and ideas.
Examine main characters and events in a variety of dramatic works. |
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Land can be understood through personal connections to its features, such as
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Meaning is derived through personal experiences with various features of land. |
Make connections between features of land and personal experiences. |
