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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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • Expositions

    • Adjectives, adjectival phrases and clauses
    • Connectors
    • Simple present tense
    • Verbs and verb phrases
  • Factual recounts

    • Adverbs and adverbials
    • Nouns, noun phrases and clauses
    • Past tense
    • Prepositions and prepositional phrases
    • Pronouns
    • Verbs and verb phrases
  • 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
  • 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
  • Instructions

    • Nouns and noun phrases
    • Simple present tense
    • Verbs: imperatives
  • 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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