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Singapore English Curriculum (Scope And Sequence) For 3rd Grade /
Primary 3 And 4th Grade / Primary 4
Our Singapore English books for 3rd Grade /
Primary 3 and Singapore English books for 4th
Grade / Primary 4 are written in English and based on the Singapore
English curriculum for 3rd Grade / Primary 3 and 4th Grade / Primary 4,
which covers the following topics.
If your child uses our Singapore English books for 3rd Grade / Primary
3 and Singapore English books for 4th Grade / Primary 4, he will be able
to:
Develop the following skills, strategies and attitudes:
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Read and respond to a variety of texts and demonstrate a positive
attitude towards reading and language
- Recall, talk and write about books read
- Enjoy the creative use of language in e.g. similes, idioms,
poems, jokes and riddles
- Respond creatively and imaginatively e.g. create a different
ending to a story
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Listen for information from a variety of sources
- Listen for a sustained period of time: when a teacher is giving
an explanation
- Demonstrate understanding that body language and audio cues
(tone, volume) convey meaning
- Take down details of messages e.g. day, date, time, activities
and names
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Speak fluently and expressively on a range of topics
- Use the stress patterns and rhythm of English appropriately
- Use internationally acceptable pronunciation
- Speak to convey meaning using intonation
- Vary tone, pace and volume as required
- Use appropriate vocabulary
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Present and develop ideas effectively in speech / writing for a
variety of purposes and audiences
- Plan and organise with teacher guidance a simple presentation on
a familiar topic
- Select an appropriate focus with teacher guidance when speaking
/ writing
- Support ideas with audio / visual / print resources
- Monitor peers’ oral presentation / recitation to ensure
audibility and visibility
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Write legibly, coherently and cohesively for different purposes
and audiences
- Use cursive script
- Apply knowledge of spelling conventions and strategies to their
own writing
- Write paragraphs that develop main ideas
- Use details that elaborate on main ideas: examples
- Use grammar, punctuation and vocabulary appropriately
- Draft, revise and edit a text with teacher / peers
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Demonstrate knowledge about language and text types from print /
non-print / electronic sources
- Understand and use appropriately terms relating to:
- books: cover, title, author, illustrator, page number,
contents page, chapter, headings, sub-headings
- text types / media e.g. brochure: heading, sub-headings,
illustrations
- software e.g. e-mail: address, subject
- Identify the purpose of various text types
- Understand and use grammatical items and structures
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Use reading strategies to construct meaning
- Use phonological awareness strategies:
- Match spoken words to printed words
- Read common, irregular sight words e.g. the, have, said
- Decode words using common letter sounds / letter patterns
e.g. th~, ~tion
- Use known parts of a word to make sense of the whole word
- Read aloud to check pronunciation and understanding
- Use meaning-based strategies:
- Construct meaning from visuals: pictures, simple charts,
diagrams
- Monitor and correct own reading e.g. pause or repeat words /
phrases to check that what is read makes sense
- Use knowledge of cohesive devices: connectors to do with
time, sequence, comparison, contrast, reason
- Use contextual clues: pictures, title, simple charts and
diagrams, headings, sub-headings
- Use prior knowledge: familiar words, word association,
knowledge of the topic / similes
- Skim for gist
- Scan for details
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Listen to / Read / View a variety of texts and demonstrate
understanding of content in oral or written form
Language for Information
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Language for Literary Response And Expression
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Language for Social Interaction
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- Make predictions about content using title, visuals, headings,
subheadings
- Identify gist / main idea(s) through using headings,
sub-headings
- Recall information e.g. details, pictures that support a main
idea
- Infer and draw conclusions from headings, subheadings,
pictures
- Follow a set of instructions
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- Make predictions about characters and their actions, events
and setting using
- contextual clues
- prior knowledge
- Identify gist / main idea(s) through looking at characters,
events, setting
- Recall information e.g. details of events / plot
- Infer and draw conclusions about characters and their actions,
events and setting, using prior knowledge, pictures and
knowledge of cohesive devices
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- Identify gist in e.g. messages, dialogues
- Recall details in e.g. messages, dialogues
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Listen to / Read / View a variety of texts and demonstrate in oral
or written form the ability to acquire and use knowledge for a variety
of purposes
Language for Information
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Language for Literary Response And Expression
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Language for Social Interaction
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- Gather information using alphabetical order, contents page,
headings, sub-headings, classification
- Organise information: list, sequence, compare, contrast,
classify
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- Give reasons to support a response to a character: saying
whether they like or dislike him / her
- Organise information: list, sequence, classify information
about characters and their actions, events
- Evaluate stories and poems for exaggeration
- Solve problems imaginatively and creatively e.g. identify
problems faced by characters and generate possible solutions
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- Give reasons to support a response to e.g. a message
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Interact effectively with people from own or different culture(s)
/ religion(s)
Language for Information
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Language for Literary Response And Expression
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Language for Social Interaction
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- Use appropriate language, terms of address and tone
- Address and greet familiar people appropriately according
to age, gender, status
- Ask / talk about people, places, things
- Ask for permission
- Express thanks / good wishes
- Give information about self and family
- Give instructions on how to do something
- Invite people
- Leave a message
- Make requests / enquiries
- Participate in discussion
- Agree / disagree at appropriate times
- Ask questions to gather information
- Respond appropriately taking into account social norms and
cultural values
- Speak in turn
- Support opinions / ideas with reasons
- Understand nonverbal cues and respond appropriately
- Learn and contribute as members of groups
- Follow agreed-upon rules for group work
- Give opinions clearly and politely
- Share responsibilities
- Work towards achieving group goals
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Learn the following text types for listening to / reading / viewing
from print / non-print / electronic sources
Language for Information
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Language for Literary Response And Expression
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Language for Social Interaction
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- Factual recounts e.g. news stories
- General knowledge texts e.g. children’s encyclopaedia
- Instructions e.g. instructions for science experiments /
computer programmes, rules of games
- Lists e.g. catalogues
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- Expositions e.g. reviews of books / TV programmes
- Narratives e.g. myths and legends, narrative poems
- Personal recounts e.g. oral anecdotes, diary entries
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- Conversations e.g. making enquiries, giving information about
family
- Short functional texts e.g. informal letters, postcards,
e-mail
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Learn the following text types for speaking / writing from print /
non-print / electronic sources
Language for Information
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Language for Literary Response And Expression
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Language for Social Interaction
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- Factual recounts e.g. how zoo animals are fed
- Instructions e.g. rules for group work
- Lists e.g. Word Banks
- Scrapbooks
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- Expositions e.g. reviews of books / TV programmes
- Narratives e.g. stories, myths
- Personal recounts e.g. oral anecdotes, diary entries
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- Conversations e.g. making enquiries, giving information about
family
- Short functional texts e.g. informal letters, postcards,
e-mail
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Learn about the following grammar items:
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Factual recounts
- Adverbs and adverbials
- Nouns and noun phrases
- Prepositions
- Pronouns
- Simple past tense
- Verbs and verb phrases
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General knowledge texts
- Nouns and noun phrases
- Simple present tense
- Verbs
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Instructions
- Connectors
- Simple present tense
- Verbs: imperatives
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Lists
- Nouns and noun phrases
- Quantifiers
- Verbs: imperatives
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Narratives / Personal recounts
- Adjectives and adjectival phrases
- Adverbs and adverbials
- Compound sentences
- Connectors
- Direct and indirect speech
- Nouns and noun phrases
- Pronouns
- Punctuation
- Tense: Simple past and past continuous
- Verbs and verb phrases
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Conversations and short functional texts
- Adverbs and adverbials
- Contractions of verb forms and modal auxiliaries
- Modal auxiliaries
- Prepositions and prepositional phrases
- Pronouns
- Tag questions
- Tense: Simple present and past
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Singapore English curriculum (scope and sequence) for other
levels
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