Download this Ontario grade 5 reading curriculum unit to teach your students how to read a story.
$9.99
A reading unit integrated with social studies, writing, and technology. This comprehensive 7-10 period, Ontario grade 5 reading curriculum unit ensures your students meet a wide range of Ontario reading expectations including those involved in reading for meaning, understanding form and style, reading with fluency, and reflecting on reading skills and strategies. This printable, downloadable, technology-linked, ready-to-go classroom unit can be distributed to each of your students, placed directly on their personal devices, or displayed on your classroom whiteboard.
Like all our classroom units, this unit is written by Ontario curriculum professionals to ensure specific expectations are accurately met while being easy to understand and written in student friendly language.
The unit begins with a reading selection and associated technology link (THPlink) that can 
be accessed via any Internet connected device. These are followed by a wide variety of reading response activities dealing with reading for meaning, understanding form and style, reading with fluency, and reflecting on reading skills and strategies.
View or download the low resolution version of this unit (the purchased unit is hi resolution and designed to fit standard letter size paper for easy printing and most tablet computers).
Authors: Patrick Lashmar, Joanna Lawson
ISBN: 978-1-5250-0030-0
Format: .PDF Download
Student Unit: 16 pages
License: Non-transferable licence for unlimited use within the teacher’s own classroom.
Ontario Reading Expectations Covered in this Unit
GRADE 5 | READING
OVERALL EXPECTATIONS
By the end of Grade 5, students will:
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
By the end of Grade 5, students will:
Variety of Texts
1.1 read a variety of texts from diverse cultures, including literary texts
Comprehension Strategies
1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand
Demonstrating Understanding
1.4 demonstrate understanding of a variety of texts by summarizing important ideas and citing supporting details
Making Inferences/Interpreting Texts
1.5 use stated and implied ideas in texts to make inferences and construct meaning
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
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)
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
2. Understanding Form and Style
By the end of Grade 5, students will:
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, graphic texts such as a log, and informational texts such as a movie review
3. Reading With Fluency
By the end of Grade 5, students will:
Reading Familiar Words
3.1 automatically read and understand most words in common use
Reading Unfamiliar Words
3.2 predict the meaning of and rapidly solve unfamiliar words using different types of cues, including:
• semantic (meaning) cues;
• syntactic (language structure);
• graphophonic (phonological and graphic) cues
Reading Fluently
3.3 read appropriate texts with expression and confidence, adjusting reading strategies and reading rate to match the form and purpose
4. Reflecting on Reading Skills and Strategies
By the end of Grade 5, students will:
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
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
$9.99
