How to learn 6º–9º anos: Languages

Base Nacional Comum Curricular (BNCC), Ensino Fundamental: Língua Portuguesa (Portuguese language), 6º–9º anos

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1. Languages

Purpose, audience, and context: Identify the purpose, audience, and context of a text and use this knowledge to support comprehension — recognising how writing aimed at different audiences (academic, popular, persuasive) uses different conventions, register, and tone
Main Topic & Key Details: Identify the main topic of a multi-paragraph informational text, determine the focus of specific paragraphs, and explain how key details support the main idea
Figurative Language and Literary Devices: Determine the meaning of figurative and connotative language in context, analyse the impact of specific word choices on meaning and tone, and identify literary devices such as metaphor, simile, personification, allusion, and irony
Summarising Spoken and Media Presentations: Summarise a written text read aloud or information presented in diverse media and formats including visually, quantitatively, and orally
Planning, Revising and Editing Writing: Plan, revise, and edit writing to improve coherence and effectiveness — considering how the writing reflects its intended audience and purpose, amending vocabulary, grammar, and structure, and proofreading for accurate spelling, punctuation, and grammar
Speaking Formally and Giving Presentations: Use Standard English confidently in formal and informal spoken contexts — give short speeches and presentations expressing own ideas clearly, keeping to the point, and adapting register and vocabulary to the audience
Formal Debates: Participate in formal debates and structured discussions — presenting a position with supporting evidence, responding to others’ points, summarising and building on what has been said, and following rules of discussion
Building on Others in Discussions: Pose and respond to specific questions in discussions, making comments that contribute to the discussion and elaborate on the remarks of others
Comparing Structure in Information Texts: Compare and contrast the overall structure of events, ideas, concepts, or information in two or more informational texts, identifying patterns such as chronology, comparison, cause/effect, or problem/solution
Verb Voice and Mood: Understand and use active and passive voice deliberately, and recognise verb moods (indicative, imperative, subjunctive, conditional) and their effects — choosing the appropriate voice and mood for purpose and audience
Cohesion within paragraphs: Use cohesive devices within a paragraph — including pronouns, adverbials (then, after that, firstly), and synonyms — to link sentences and build a coherent flow of ideas
Paragraph Cohesion: Link ideas across paragraphs using a wider range of cohesive devices including word repetition, grammatical connections such as adverbials, and ellipsis to create coherent extended texts
Grammar for Effect: Analyse the effectiveness and impact of grammatical features in texts read — understanding how authors make deliberate grammatical choices (sentence length, passive voice, fronted adverbials, listing) to create specific effects on the reader
Analysing Text Structure: Analyse how a text's structure — including its overall organisation, use of chapters, stanzas, scenes, paragraphs, or sections — contributes to its meaning, style, and development of ideas
Research & Note-Taking: Gather relevant information from print and digital sources, summarise or paraphrase information in notes and finished work, and provide a basic bibliography or list of sources
Interpreting visual information in texts: Interpret information presented visually, orally, or quantitatively in informational texts (e.g., charts, graphs, diagrams, timelines, animations) and explain how it contributes to understanding the text
Basic Informational Writing: Compose informative or explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section
Reporting & Recounting: Report on a topic or recount an experience with organised facts and descriptive details, speaking clearly at an understandable pace
Multimedia Presentations: Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes
Critical comparison across texts: Make critical comparisons across texts — comparing themes, characters, settings, styles, or arguments in two or more works, including texts from different periods, genres, or cultures
Poetic forms and conventions: Recognise and understand poetic conventions — including form (sonnet, ballad, free verse), metre, rhyme scheme, stanza structure, imagery, and sound devices (alliteration, assonance, onomatopoeia) — and analyse how poets use them for effect
Wide Independent Reading Across Genres: Read widely and independently across fiction and non-fiction — including whole novels, short stories, plays, poetry, and non-fiction from different genres, periods, and cultures — building stamina, breadth, and personal taste as a reader
Narrative Writing: Write narratives with developed settings, characters and plot, using dialogue and description to develop experiences and show character responses to situations
Performing Scripts & Poetry: Improvise, rehearse, and perform play scripts and poetry — using role, intonation, tone, volume, mood, silence, stillness, and action to generate language, explore meaning, and add impact to performance
Listening to Texts Read Aloud: Listen to and discuss poems, stories, and non-fiction at a level beyond independent reading; confirm understanding of texts read aloud by asking and answering questions about key details