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Skills available for Singapore primary 6 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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RV Develop and strengthen foundation in reading and viewing skills, strategies, attitudes and behaviour and text typespecific comprehension skills and strategies, reinforced with exposure to wide reading and viewing

  • Reading Comprehension and Viewing Skills, Strategies, Attitudes and Behaviour

    • RV.LO1 Use word identification skills to recognise words

      • RV.LO1.1 Corrective reading

        • RV.LO1.1.a Identify and differentiate common sounds in words

        • RV.LO1.1.b Match letter names to corresponding single consonants and vowels which are often difficult for pupils:

          • RV.LO1.1.b.1 e, a s, c, o

          • RV.LO1.1.b.2 f, l, t, k, i, h together with y

          • RV.LO1.1.b.3 b, d, p, together with o, g, h

          • RV.LO1.1.b.4 n, u, m, together with h, r

          • RV.LO1.1.b.5 j, g, v, x, z, y and k

        • RV.LO1.1.c Match letter patterns to vowels/ vowel combinations in common word families/ phonograms:

          • RV.LO1.1.c.1 short -a word families/ phonograms: -ack,-an, -ank, -ap, -ash, -at

          • RV.LO1.1.c.2 short -e word families/ phonograms: -ell, -est

          • RV.LO1.1.c.3 short -i word families/ phonograms: -ick, -ill, -it, -in, -ing, -ink, -ip

          • RV.LO1.1.c.4 short -o word families/ phonograms: -ock, -op, -ot

          • RV.LO1.1.c.5 short -u word families/ phonograms: -ug, -uck, -ump, -unk

          • RV.LO1.1.c.6 long -a word families/ phonograms: -ail, -ake, -ale, -ame, -ay, -ain, -ate

          • RV.LO1.1.c.7 long -e word families/ phonograms: -eat

          • RV.LO1.1.c.8 long -i word families/ phonograms: -ice, -ide, -ight, -ine

          • RV.LO1.1.c.9 long -o word families/ phonograms: -ore, -oke

          • RV.LO1.1.c.10 long -u word families/ phonograms: -ur, -ure, - urn

          • RV.LO1.1.c.11 other common phonograms, for example: -aw, -ir, -ur, -ow, -ough

        • RV.LO1.1.d Match letter names/ letter patterns to corresponding letter sounds in single consonants, consonant blends, consonant digraphs and vowel combinations:

          • RV.LO1.1.d.1 final y as a vowel

          • RV.LO1.1.d.2 consonant digraphs in initial position, e.g., th, sh, ch, wh

          • RV.LO1.1.d.3 vowel digraphs e.g., oo, ee, ea, oa, aw, ai, ay

          • RV.LO1.1.d.4 initial consonant blends e.g., sw, sn, sk, bl, br, ch, cl, cr, dr, fl, gl, ph, pl, pr, sh, sl, sm, sp, st, th, tr, tw, wh, qu

          • RV.LO1.1.d.5 final consonant blends e.g., nd, nk, nt, mp

          • RV.LO1.1.d.6 initial consonant blends e.g., thr, str, scr

          • RV.LO1.1.d.7 double consonants e.g., tt, pp, rr, gg, nn, ss, ll, ck

          • RV.LO1.1.d.8 word endings e.g., ple, ble, dle, tle, ng, tch

          • RV.LO1.1.d.9 r-controlled vowel e.g., ar, ir, ur, or

          • RV.LO1.1.d.10 diphthongs e.g., ou, ow, oi, oy

          • RV.LO1.1.d.11 inflectional suffix e.g., s, es, ing, ed

          • RV.LO1.1.d.12 syllables (common rules e.g., Vowel-Consonant/ Consonant-Vowel/ Vowel- Consonant-Vowel)

          • RV.LO1.1.d.13 silent letters:

            • RV.LO1.1.d.13.1 e (e.g., cake, kite, home)

            • RV.LO1.1.d.13.2 b (e.g., comb, plumb, thumb, climb, plumber, limb)

            • RV.LO1.1.d.13.3 k (e.g., knock, knot, knit, knew, knee, knife)

            • RV.LO1.1.d.13.4 gh (e.g., high, sigh, fight, might, right, flight)

            • RV.LO1.1.d.13.5 w (e.g., wrap, wreck, wreath, wren, wrist, sword, write, wrote)

            • RV.LO1.1.d.13.6 t (e.g., often, bristle, castle, soften, bustle, fasten)

            • RV.LO1.1.d.13.7 l (e.g., walk, chalk, half, talk, calf, calm)

            • RV.LO1.1.d.13.8 g (e.g., gnaw, gnarl, gnat, gnash, gnome)

        • RV.LO1.1.e Recognise and read words accurately and fluently (from high frequency words to common, regular, monosyllabic and multi-syllabic real words)

        • RV.LO1.1.f Use word parts (e.g., root words, prefixes, suffixes, compound words) in word study

        • RV.LO1.1.g Read aloud with accuracy and fluency (from multiple discrete sentences to short connected texts)

        • RV.LO1.1.h Apply information-locating skills to access and select information from print and non-print texts, e.g.,

          • RV.LO1.1.h.1 use table of contents

    • RV.LO2 Process and comprehend reading-age-/ year-level-appropriate texts at literal, inferential and evaluative levels

      • RV.LO2.1 Close Reading and Viewing

      • RV.LO2.2 Critical Reading and Viewing

        • RV.LO2.2.a Make connections between a text and personal experiences, real life

        • RV.LO2.2.b Respond to the text read (e.g., with reasons, simple judgement, simple arguments)

        • RV.LO2.2.c Identify the purpose and audience for a given text

        • RV.LO2.2.d Draw simple conclusions (e.g., from examples, evidence and reasons from the text)

  • Reading and Viewing of Different Types of Rich Texts

    • RV.LO3 Apply close and critical reading to and viewing of a variety of literary selections and informational/ functional texts, from print and non-print sources, for learning in the literary/ content areas and to understand how lexical and grammatical items are used in context

      • RV.LO3.1 Reading and Viewing Simple Literary Texts

        • RV.LO3.1.a Types of Texts

          • RV.LO3.1.a.1 Personal recounts

          • RV.LO3.1.a.2 Short, simple narratives

          • RV.LO3.1.a.3 Selections of poetry (e.g., haikus, rhymes)

        • RV.LO3.1.b Text Response

          • RV.LO3.1.b.1 Identify main events of the plot

          • RV.LO3.1.b.2 Make and check predictions (e.g., based on details from the story)

          • RV.LO3.1.b.3 Relate sequence of events

          • RV.LO3.1.b.4 Identify and study characters and their actions

          • RV.LO3.1.b.5 Identify the setting

          • RV.LO3.1.b.6 Identify and compare themes as big ideas in a story

          • RV.LO3.1.b.7 Recognise rhyme, rhythm, repetition and sensory images in poetry

      • RV.LO3.2 Reading and Viewing Informational/ Functional Texts

        • RV.LO3.2.a Types of Texts

          • RV.LO3.2.a.1 Instructions/ procedures (e.g., forms, labels, manuals)

          • RV.LO3.2.a.2 Short functional texts (e.g., notices, email)

        • RV.LO3.2.b Layout

        • RV.LO3.2.c Text Response

          • RV.LO3.2.c.1 Make predictions about the content of a text by, e.g.,

            • RV.LO3.2.c.1.1 skimming for the gist/ main idea from typographical and visual features

            • RV.LO3.2.c.1.2 scanning for details from text and page design features

            • RV.LO3.2.c.1.3 using prior knowledge to anticipate content

  • Extensive Reading and Viewing

    • RV.LO4 Read and view widely for pleasure, personal development and to demonstrate independent reading and learning in the literary/ content areas

      • RV.LO4.1 Reading and Viewing Widely

        • RV.LO4.1.a Text Variety

          • RV.LO4.1.a.1 Read and view a variety of simple, reading-age-appropriate and high-interest selections/ books from print and non-print sources:

            • RV.LO4.1.a.1.1 Poetry (e.g., rhymes, haikus)

            • RV.LO4.1.a.1.2 Personal recounts (e.g., diary entries, biographies)

            • RV.LO4.1.a.1.3 Narratives (e.g., fables)

            • RV.LO4.1.a.1.4 Procedures (e.g., recipes, directions, instruction manuals)

            • RV.LO4.1.a.1.5 Explanations (e.g., how something works)

            • RV.LO4.1.a.1.6 Information reports (e.g., project reports, fact sheets)

        • RV.LO4.1.b Text Response

          • RV.LO4.1.b.1 Respond to the texts read and viewed to, e.g.,

            • RV.LO4.1.b.1.1 share an opinion

            • RV.LO4.1.b.1.2 recommend a title