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Singapore English Curriculum (Scope And Sequence) For 5th Grade / Primary 5 And 6th Grade / Primary 6
Our Singapore English books for 5th Grade / Primary 5 and Singapore English books for 6th Grade / Primary 6 are written in English and based on the Singapore English curriculum for 5th Grade / Primary 5 and 6th Grade / Primary 6, which covers the following topics. If your child uses our Singapore English books for 5th Grade / Primary 5 and Singapore English books for 6th Grade / Primary 6, he will be able to: Develop the following skills, strategies and attitudes: -
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, proverbs, stories and poems
- Respond creatively and imaginatively e.g. retell a story from a character’s point of view
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Listen for information from a variety of sources - Listen for a sustained period of time: when a classmate is making a presentation
- Demonstrate understanding that body language and audio cues (tone, volume) convey meaning
- Take down notes on main ideas and details according to an outline
- Understand formal and informal English
- Use knowledge of cohesive devices to follow what is being said: connectors to do with time, sequence, contrast, reason, choice, place, condition, cause-and-effect, purpose
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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
- Use an appropriate register
- Vary pitch, tone, pace and volume as required
- Use grammar appropriate to speech, and vocabulary appropriate to the topic
- Understand and use verbal and non-verbal cues appropriately
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Present and develop ideas effectively in speech / writing for a variety of purposes and audiences - Plan and organise with purpose and audience in mind e.g. to present a summary of a group discussion, a role play
- Select an appropriate focus and format, and develop main ideas relevant to the topic
- Support ideas with audio / visual / print resources
- Monitor and adjust presentation to sustain audience interest
- Emphasise salient points
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Write legibly, coherently and cohesively for different purposes and audiences - Write paragraphs that develop main ideas
- Compose multiple-paragraph texts that unify main ideas into a coherent whole
- Use details that elaborate on main ideas: examples, descriptions, personal experiences
- Use grammar, punctuation and vocabulary appropriately
- Use an appropriate register
- Draft, revise and edit a text with teacher / peers / individually
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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, index
- text types / media e.g. news story: headlines, caption, credit / byline
- software e.g. word processing: edit, spellcheck
- Understand how the purpose of various texts is achieved through text organisation, grammar and vocabulary
- Understand and use grammatical items and structures
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Use reading strategies to construct meaning - Use phonological awareness strategies:
- 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, charts, diagrams, symbols, graphs
- Monitor and confirm understanding of texts read e.g. read aloud, reread, read on
- Use knowledge of cohesive devices: connectors to do with time, sequence, comparison, contrast, reason, choice, place, condition, cause-and-effect, purpose
- Use contextual clues: visuals, headings, sub-headings, word formation, punctuation
- Use prior knowledge: familiar words, word association, knowledge of the topic / similes / idioms / proverbs
- 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 | Language for Literary Response And Expression | Language for Social Interaction | - Make predictions about content and development of ideas using title, headings, subheadings, captions, key words, visuals
- Identify gist / main idea(s) through using title, headings, subheadings, key words, visuals
- Recall information / details: descriptions, examples, explanations, visuals that support a main idea / point of view
- Infer and draw conclusions using contextual clues and knowledge of the topic
- Follow a set of instructions
| - a) Make predictions about storyline / content, characters using
- contextual clues
- prior knowledge
- Identify gist / main idea(s) through looking at characters, events, setting
- Recall details about characters, events, setting
- Infer and draw conclusions about characters, their actions and motives, events, setting
- Infer meaning using
- contextual clues
- prior knowledge
- knowledge of familiar cultures in Singapore and South-East Asia
| - Identify gist / main idea(s) in e.g. letters, conversations
- Recall details in e.g. letters, conversations
- Infer and draw conclusions about meaning, intention and feeling communicated by the speaker
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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 | Language for Literary Response And Expression | Language for Social Interaction | - Gather information using search options (e.g. subject, key words, author, title), contents page, classification, search engines
- Organise and summarise information using a variety of organisational patterns: list, sequence, comparison, contrast, classification, cause and-effect
- Give reasons to support a response / an opinion
- Evaluate information for exaggeration e.g. claims in advertising materials
| - Give reasons to support a response / an opinion
- Organise and summarise information: list, sequence, compare, contrast, classify information about events, characters and their actions
- Evaluate texts for exaggeration
- Identify and analyse elements of effective storytelling: storyline, characterisation
- Solve problems imaginatively and creatively e.g. identify problems faced by characters, generate possible solutions and choose the best option
| - Give reasons to support a response / an opinion
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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, tone and choice of vocabulary
- 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, family and community
- Give instructions on how to do something
- Invite people
- Leave a message
- Make requests / enquiries
- Explain why and how something happened
- Express an opinion / dissatisfaction politely
- Participate in discussion
- Accept the contributions of others
- Agree and disagree at appropriate times
- Explain own views
- Question and respond relevantly
- Respond appropriately taking into account social norms and cultural values
- Speak in turn
- Summarise what has been said for the benefit of the whole group
- Support opinions / ideas with reasons
- Understand and use verbal and non-verbal cues 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
- Assume a variety of roles in group interaction
| 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 | - Explanations e.g. reference books, dictionaries
- Expositions e.g. debates
- Factual recounts e.g. news reports, eye-witness accounts
- Information reports e.g. brochures, advertisements, documentaries
- Instructions e.g. how-to-do kits
| - Expositions e.g. reviews of books / films
- Narratives e.g. stories, narrative poems, songs that tell a story
- Personal recounts e.g. oral anecdotes, diary entries, autobiographies
| - Conversations e.g. making requests, explaining, giving information about community
- Short functional texts e.g. formal / informal letters, postcards, e-mail, notices
| 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 | - Explanations e.g. explaining how things work
- Factual recounts e.g. news stories, eye-witness accounts
- Information reports e.g. reports of science experiments, brochures, advertisements
- Instructions e.g. how-to-do kits
| - Expositions e.g. reviews of books / films
- Narratives e.g. stories, descriptions of people
- Personal recounts e.g. oral anecdotes, diary entries, autobiographies
| - Conversations e.g. making requests, explaining, giving information about community, conversing with familiar adults on a formal occasion
- Short functional texts e.g. formal / informal letters, post cards, e-mail, notices
| Learn about the following grammar items: -
Explanations - Connectors to show cause-and-effect, reason, choice
- Modal auxiliaries
- Simple present tense
- Verbs and verb phrases
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Expositions - Adjectives, adjectival phrases and clauses
- Connectors
- Simple present tense
- Verbs and verb phrases
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Factual recounts - Adverbs and adverbials
- Nouns, noun phrases and clauses
- Past tense
- Prepositions and prepositional phrases
- Pronouns
- Verbs and verb phrases
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Narratives / personal recounts - Adjectives, adjectival phrases and clauses
- Adverbs and adverbials
- Compound and complex sentences
- Connectors
- Direct and indirect speech
- Nouns, noun phrases and clauses
- Pronouns
- Punctuation
- Tense: a range of tenses
- Verbs and verb phrases
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Information reports - Adjectives, adjectival phrases and clauses
- Language for comparing, contrasting, defining, classifying (e.g. are called, belong to, can be classified as, are similar to)
- Pronouns: 3rd person
- Simple present tense
- Verbs and verb phrases
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Instructions - Nouns and noun phrases
- Simple present tense
- Verbs: imperatives
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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
- Questions, answers and negative statements
- Tense: a range of tenses
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