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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:

  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • Listen to / Read / View a variety of texts and demonstrate understanding of content in oral or written form

Language for Information

Language for Literary Response And Expression

Language for Social Interaction

  • 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
  • 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
  • Identify gist in e.g. messages, dialogues
  • Recall details in e.g. messages, dialogues
  • 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

Language for Literary Response And Expression

Language for Social Interaction

  • Gather information using alphabetical order, contents page, headings, sub-headings, classification
  • Organise information: list, sequence, compare, contrast, classify

  • 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
  • Give reasons to support a response to e.g. a message
  • Interact effectively with people from own or different culture(s) / religion(s)

Language for Information

Language for Literary Response And Expression

Language for Social Interaction

  • 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

Learn the following text types for listening to / reading / viewing from print / non-print / electronic sources

Language for Information

Language for Literary Response And Expression

Language for Social Interaction

  • 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
  • Expositions e.g. reviews of books / TV programmes
  • Narratives e.g. myths and legends, narrative poems
  • Personal recounts e.g. oral anecdotes, diary entries
  • Conversations e.g. making enquiries, giving information about family
  • Short functional texts e.g. informal letters, postcards, e-mail

Learn the following text types for speaking / writing from print / non-print / electronic sources

Language for Information

Language for Literary Response And Expression

Language for Social Interaction

  • Factual recounts e.g. how zoo animals are fed
  • Instructions e.g. rules for group work
  • Lists e.g. Word Banks
  • Scrapbooks
  • Expositions e.g. reviews of books / TV programmes
  • Narratives e.g. stories, myths
  • Personal recounts e.g. oral anecdotes, diary entries
  • Conversations e.g. making enquiries, giving information about family
  • Short functional texts e.g. informal letters, postcards, e-mail

Learn about the following grammar items:

  • Factual recounts

    • Adverbs and adverbials
    • Nouns and noun phrases
    • Prepositions
    • Pronouns
    • Simple past tense
    • Verbs and verb phrases
  • General knowledge texts

    • Nouns and noun phrases
    • Simple present tense
    • Verbs
  • Instructions

    • Connectors
    • Simple present tense
    • Verbs: imperatives
  • Lists

    • Nouns and noun phrases
    • Quantifiers
    • Verbs: imperatives
  • 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
  • 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

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