Singapore

RV Develop reading and viewing skills, strategies, attitudes and behaviour and text type-specific comprehension skills and strategies, strengthened by exposure to wide reading and viewing.

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

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

    • RV.LO2.1 Close Reading and Viewing

      • RV.LO2.1.a Use prior knowledge (e.g., knowledge of the topic, familiar concepts or sociocultural knowledge)

      • RV.LO2.1.b Use contextual clues:

        • RV.LO2.1.b.1 topic sentences

        • RV.LO2.1.b.2 knowledge of vocabulary

          • Words with pre- (S1-O.1)
          • Words with re- (S1-O.2)
          • Words with sub- (S1-O.3)
          • Words with mis- (S1-O.4)
          • Words with un-, dis-, in-, im- and non- (S1-O.5)
          • Words with -ful (S1-O.6)
          • Words with -less (S1-O.7)
          • Words with -able and -ible (S1-O.8)
          • Use Greek and Latin roots as clues to the meanings of words (S1-P.1)
          • Use words as clues to the meanings of Greek and Latin roots (S1-P.2)
          • Determine the meanings of Greek and Latin roots (S1-P.3)
          • Determine the meanings of words with Greek and Latin roots (S1-P.4)
          • Determine the meaning of words using synonyms in context (S1-U.2)
          • Determine the meaning of words using antonyms in context (S1-U.3)
          • Use context to identify the meaning of a word (S1-U.4)

        • RV.LO2.1.b.3 cohesive devices

          • Transitions with conjunctive adverbs (S1-J.3)
          • Use the correct pair of correlative conjunctions (S1-II.1)

        • RV.LO2.1.b.4 typographical and visual features

        • RV.LO2.1.b.5 text features

      • RV.LO2.1.c Make predictions based on, e.g.,

        • RV.LO2.1.c.1 contextual clues (e.g., headings, key words)

        • RV.LO2.1.c.2 patterns and relationship of ideas (e.g., cause-effect, points of view)

      • RV.LO2.1.d Skim for the gist/ main idea

      • RV.LO2.1.e Scan for details

      • RV.LO2.1.f Sequence more complex details (in chronological or spatial order) Distinguish cause from effect, fact from opinion (e.g., by noting outcomes, personal comments)

      • RV.LO2.1.g Categorise and classify given details

      • RV.LO2.1.h Compare and contrast ideas

      • RV.LO2.1.i Analyse organisational patterns in a text:

        • RV.LO2.1.i.1 list/ sequence of ideas/ events

        • RV.LO2.1.i.2 comparison-contrast

        • RV.LO2.1.i.3 cause-effect

        • RV.LO2.1.i.4 problem-solution

        • RV.LO2.1.i.5 reasons/ assumptions-conclusion

      • RV.LO2.1.j Make inferences to draw conclusions from, e.g.,

        • RV.LO2.1.j.1 contextual information

        • RV.LO2.1.j.2 writer's viewpoints

        • RV.LO2.1.j.3 implied information

          • Interpret the meaning of an allusion from its source (S1-E.1)
          • Interpret figures of speech (S1-E.3)
          • Describe the difference between related words (S1-S.1)
          • Positive and negative connotation (S1-S.2)

      • RV.LO2.1.k Identify different points of view (e.g., first person, third person)

      • RV.LO2.1.l Interpret and integrate information from a variety of sources (e.g., maps, graphs, diagrams)

      • RV.LO2.1.m Ask a variety of questions at different levels (e.g., clarifying, open-ended questions) about the texts read or viewed

      • RV.LO2.1.n Formulate questions to guide research

      • RV.LO2.1.o Gather information independently from a range of print and non-print sources (e.g., using search engines, keywords, databases)

      • RV.LO2.1.p Select and evaluate relevant information from various sources for defined information needs

  • RV.LO3 Apply critical reading and viewing by focusing on implied meaning, higher-order thinking, judgement and evaluation

    • RV.LO3.1 Critical Reading, Viewing and Appreciation

      • RV.LO3.1.a Evaluative Response

        • RV.LO3.1.a.1 Read or view a text closely and offer interpretations of it

          • Which sentence is more formal? (S1-C.2)
          • Interpret the meaning of an allusion from its source (S1-E.1)
          • Interpret figures of speech (S1-E.3)

        • RV.LO3.1.a.2 Solve problems imaginatively and creatively by:

          • RV.LO3.1.a.2.1 posing critical questions based on what is read or viewed

          • RV.LO3.1.a.2.2 identifying causes and generating possible solutions

          • RV.LO3.1.a.2.3 choosing the best option

        • RV.LO3.1.a.3 Recognise writers' intentions (e.g., through their use of words, literary language)

          • Which sentence is more formal? (S1-C.2)
          • Interpret the meaning of an allusion from its source (S1-E.1)
          • Interpret figures of speech (S1-E.3)
          • Positive and negative connotation (S1-S.2)

        • RV.LO3.1.a.4 Make generalisations at a critical level from, e.g.,

          • RV.LO3.1.a.4.1 connections within/ across texts (such as conflicting information on the same topic)

          • RV.LO3.1.a.4.2 transference of understanding to new contexts

        • RV.LO3.1.a.5 Provide and interpret evidence to support understanding

      • RV.LO3.1.b Elements of Style in a Variety of Texts

        • RV.LO3.1.b.1 Demonstrate understanding of how a writer's style can impact the readers'/ viewers' interpretation of a text (e.g., in terms of its purpose, audience, context and culture) through, e.g.,

          • RV.LO3.1.b.1.1 choice of words (e.g., use of emotive words in commercials or advertisements)

            • Which sentence is more formal? (S1-C.2)
            • Describe the difference between related words (S1-S.1)
            • Positive and negative connotation (S1-S.2)

          • RV.LO3.1.b.1.2 writing techniques (e.g., use of quotes, cynicism, wit)

          • RV.LO3.1.b.1.3 use of literary language (e.g., ambiguity, antithesis)

            • Interpret the meaning of an allusion from its source (S1-E.1)
            • Recall the source of an allusion (S1-E.2)
            • Interpret figures of speech (S1-E.3)
            • Classify figures of speech (S1-E.4)

          • RV.LO3.1.b.1.4 use of sentences (e.g., short or long, simple or complex) and paragraphs

            • Which sentence is more formal? (S1-C.2)
            • Is the sentence simple, compound, complex or compound-complex? (S1-Y.4)

• Reading and Viewing of Different Types of Rich Texts

  • RV.LO4 Apply close and critical reading and viewing to 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.LO4.1 Reading and Viewing literary Texts

      • RV.LO4.1.a Theme

        • RV.LO4.1.a.1 Identify similar themes in stories/ texts and apply this knowledge to interpret the texts

      • RV.LO4.1.b Genres

        • RV.LO4.1.b.1 Identify and compare specific characteristics among different genres of literature and link them to their purposes

      • RV.LO4.1.c Text Response (including prose/ poetry/ drama)

        • RV.LO4.1.c.1 Recognise plot structure (i.e., initiating events, complications, climax, resolution), where applicable

        • RV.LO4.1.c.2 Relate the setting (e.g., place, time) to the meaning, mood and tone of the text

        • RV.LO4.1.c.3 Identify the sequence of events (e.g., chronological, historical sequence to determine, for e.g., their influence on future actions)

        • RV.LO4.1.c.4 Make predictions (e.g., based on contextual evidence)

        • RV.LO4.1.c.5 Analyse how characterisation is achieved through, e.g.,

          • RV.LO4.1.c.5.1 qualities/ traits (e.g., positive, negative)

          • RV.LO4.1.c.5.2 facial expression and body language

          • RV.LO4.1.c.5.3 impact (e.g., on other characters, plot development, final resolution

        • RV.LO4.1.c.6 Interpret various points of view, e.g.,

          • RV.LO4.1.c.6.1 writer's/ poet's

          • RV.LO4.1.c.6.2 characters'

        • RV.LO4.1.c.7 Identify the speaker of a poem/ story

        • RV.LO4.1.c.8 Show awareness of how the writer's use of language (e.g., simile, metaphor, personification, irony) varies according to the purpose and audience for the writing to achieve impact

          • Which sentence is more formal? (S1-C.2)
          • Interpret the meaning of an allusion from its source (S1-E.1)
          • Recall the source of an allusion (S1-E.2)
          • Interpret figures of speech (S1-E.3)
          • Classify figures of speech (S1-E.4)
          • Use personification (S1-L.1)

        • RV.LO4.1.c.9 Appreciate the rhyme and rhythm, repetition, similes, and sensory images in poems

          • Interpret figures of speech (S1-E.3)
          • Classify figures of speech (S1-E.4)

        • RV.LO4.1.c.10 Identify the common conventions in drama (e.g., soliloquy, aside, dramatic irony)

    • RV.LO4.2 Reading and Viewing Informational/ Functional Texts

      • RV.LO4.2.a Layout

        • RV.LO4.2.a.1 Identify typographical and visual features (e.g., captions, font types/ sizes, text layout, illustrations)

        • RV.LO4.2.a.2 Identify text features (e.g., titles/ headlines, main and sub-headings, captions/ labels for visuals)

        • RV.LO4.2.a.3 Recognise the organisational patterns in a text (e.g., comparison-contrast, problem-solution)

      • RV.LO4.2.b Text Response

        • RV.LO4.2.b.1 Make predictions about the content of a text using, e.g.,

          • RV.LO4.2.b.1.1 prior knowledge

          • RV.LO4.2.b.1.2 typographical and visual features

          • RV.LO4.2.b.1.3 text features

          • RV.LO4.2.b.1.4 organisational patterns

          • RV.LO4.2.b.1.5 organisational structure (e.g., in an exposition, thesis statement – justification – restatement of thesis)

        • RV.LO4.2.b.2 Explain whether predictions about the content of a text are acceptable or should be modified and why

        • RV.LO4.2.b.3 Restate the gist/ main idea and key details

        • RV.LO4.2.b.4 Examine the arguments for or against an issue, including the quality of the arguments

        • RV.LO4.2.b.5 Identify and interpret the evidence in arguments, e.g.,

          • RV.LO4.2.b.5.1 facts

          • RV.LO4.2.b.5.2 reasons

          • RV.LO4.2.b.5.3 appeal to an authority

          • RV.LO4.2.b.5.4 use of logic (e.g., to achieve unity and coherence in arguments)

        • RV.LO4.2.b.6 Recognise how the writer's use of persuasive language (e.g., choice of words to appeal to authority, novelty or emotions, rhetorical question) varies according to the purpose and audience for the writing to achieve impact

          • Which sentence is more formal? (S1-C.2)
          • Positive and negative connotation (S1-S.2)

• Extensive Reading and Viewing

  • RV.LO5b Sustain reading and viewing widely for pleasure, personal development and learning in the literary/ content areas

    • RV.LO5b.1 Reading and Viewing Widely

      • RV.LO5b.1.a Types of Texts

        • RV.LO5b.1.a.1 Read and view, demonstrating the ability to discriminate among a variety of reading-age-appropriate and more thought-provoking books and texts of different genres, from print and non-print sources, as an integral part of daily life, e.g.,

          • RV.LO5b.1.a.1.1 Poetry (e.g., narrative poems, limericks)

          • RV.LO5b.1.a.1.2 Personal recounts (e.g.,diary entries, biographies, memoirs)

          • RV.LO5b.1.a.1.3 Narratives (e.g., science fiction, contemporary realistic fiction)

          • RV.LO5b.1.a.1.4 Procedures (e.g., directions, instructional materials, experiments)

          • RV.LO5b.1.a.1.5 Factual recounts (e.g., travelogues, news bulletins, notes of meeting)

          • RV.LO5b.1.a.1.6 Information reports (e.g., project reports, news reports)

          • RV.LO5b.1.a.1.7 Explanations (e.g., a phenomenon)

          • RV.LO5b.1.a.1.8 Expositions (e.g., proposals, arguments)

          • RV.LO5b.1.a.1.9 A mixture of types and forms (e.g., a personal recount in an exposition)

      • RV.LO5b.1.b Text Response

        • RV.LO5b.1.b.1 Re-read and review parts of a text/ book

        • RV.LO5b.1.b.2 Present a critical response, e.g.,

          • RV.LO5b.1.b.2.1 put together a portfolio of response notes and quote extracts which reflect the social context of the writing

          • RV.LO5b.1.b.2.2 present a critical commentary based on a set of criteria