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Skills available for Singapore primary 1 English language curriculum

Objectives are in black and IXL English language skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practise that skill.

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Singapore English Syllabus: Grammar Singapore English Syllabus: Grammar
Singapore English Syllabus: Reading and Viewing Singapore English Syllabus: Reading and Viewing
Singapore English Syllabus: Vocabulary Singapore English Syllabus: Vocabulary

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V Use metalanguage in building and using vocabulary, and develop knowledge about vocabulary for the purposeful use of rich language.

Use of Terms
- V.LO1 Use metalanguage in building and using vocabulary
  - V.LO1.1 Metalanguage (Primary)
    - V.LO1.1.a Use the following terms: word, compound, idiom, simile, synonym, antonym, type of, part of, prefix, suffix, phrasal verb, word cline
Development of Rich Vocabulary
- V.LO2 Demonstrate a rich vocabulary that supports the development of listening, reading, viewing, speaking, writing and representing skills
  - V.LO2.1 Building and Enriching Vocabulary
    - V.LO2.1.a Develop a rich vocabulary through:
      - V.LO2.1.a.1 extensive reading
      - V.LO2.1.a.2 reading a variety of rich texts appropriate to age and ability
      - V.LO2.1.a.3 recognising words from reading materials
        
        Read sight words: review sets 1–7 (P1-S.10)
        
        Complete the sentence with the correct sight word (P1-S.11)
      - V.LO2.1.a.4 substituting selected nouns, verbs or adjectives in a book that is read aloud with synonyms/ near-synonyms
        
        Choose the synonyms (P1-Y.1)
      - V.LO2.1.a.5 keeping a record of words (e.g., word wall, word bank)
    - V.LO2.1.b Deduce meaning of words from how they relate to one another:
      - V.LO2.1.b.1 words belonging to the same lexical field (e.g., 'pupil' and 'recess' belong to the lexical field of 'school')
        
        Sort words into categories (P1-X.1)
        
        Which word is not like the others? (P1-X.2)
        
        Find the words with related meanings (P1-AA.1)
      - V.LO2.1.b.2 words which are synonyms (e.g., quick/ fast)
        
        Choose the synonyms (P1-Y.1)
      - V.LO2.1.b.3 words which are antonyms (e.g., far/ near)
        
        Choose the antonyms (P1-Y.2)
    - V.LO2.1.c Recognise how words are formed:
      - V.LO2.1.c.1 compounding (e.g., workbook, playground, doorway)
        
        Form compound words (P2-CC.1)
        
        Form and use compound words (P2-CC.2)
      - V.LO2.1.c.2 affixation: joining prefixes and suffixes to base words (e.g., en + large → enlarge)
        
        Use words with prefixes and suffixes (P1-BB.1)
        
        Understand words with prefixes and suffixes (P1-BB.2)
Use of Vocabulary
- V.LO3 Use words appropriate for purpose, audience, context and culture
  - V.LO3.1 Using Appropriate Vocabulary
    - V.LO3.1.a Use words suitable for purpose, audience, context and culture in relation to:
      - V.LO3.1.a.1 type of texts (e.g., explanations: technical language, expositions: persuasive language)
      - V.LO3.1.a.2 medium (spoken or written)

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V Use metalanguage in building and using vocabulary, and develop knowledge about vocabulary for the purposeful use of rich language.

Use of Terms

V.LO1 Use metalanguage in building and using vocabulary

V.LO1.1 Metalanguage (Primary)

V.LO1.1.a Use the following terms: word, compound, idiom, simile, synonym, antonym, type of, part of, prefix, suffix, phrasal verb, word cline

Development of Rich Vocabulary

V.LO2 Demonstrate a rich vocabulary that supports the development of listening, reading, viewing, speaking, writing and representing skills

V.LO2.1 Building and Enriching Vocabulary

V.LO2.1.a Develop a rich vocabulary through:

V.LO2.1.a.1 extensive reading

V.LO2.1.a.2 reading a variety of rich texts appropriate to age and ability

V.LO2.1.a.3 recognising words from reading materials

V.LO2.1.a.4 substituting selected nouns, verbs or adjectives in a book that is read aloud with synonyms/ near-synonyms

V.LO2.1.a.5 keeping a record of words (e.g., word wall, word bank)

V.LO2.1.b Deduce meaning of words from how they relate to one another:

V.LO2.1.b.1 words belonging to the same lexical field (e.g., 'pupil' and 'recess' belong to the lexical field of 'school')

V.LO2.1.b.2 words which are synonyms (e.g., quick/ fast)

V.LO2.1.b.3 words which are antonyms (e.g., far/ near)

V.LO2.1.c Recognise how words are formed:

V.LO2.1.c.1 compounding (e.g., workbook, playground, doorway)

V.LO2.1.c.2 affixation: joining prefixes and suffixes to base words (e.g., en + large → enlarge)

Use of Vocabulary

V.LO3 Use words appropriate for purpose, audience, context and culture

V.LO3.1 Using Appropriate Vocabulary

V.LO3.1.a Use words suitable for purpose, audience, context and culture in relation to:

V.LO3.1.a.1 type of texts (e.g., explanations: technical language, expositions: persuasive language)

V.LO3.1.a.2 medium (spoken or written)