How to learn Tercer ciclo (5.º–6.º): Languages

Real Decreto 157/2022, enseñanzas mínimas de la Educación Primaria: Lengua Castellana y Literatura (Spanish Language and Literature), saberes básicos, Tercer ciclo (5.º–6.º)

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1. B. Comunicación · 2. Géneros discursivos

1. Types of Sentences: Choose among and construct simple, compound, complex, and compound-complex sentences to signal different relationships among ideas, varying sentence patterns deliberately for meaning, interest, and style
2. Cohesion and Transitions Across Writing: Use varied transitions, cohesive devices, and paragraph-linking strategies to create coherence across a whole piece of writing — including temporal transitions, causal connectives, and techniques for signalling shifts in argument, time, or setting

2. B. Comunicación · 3. Procesos

1. Listening and responding: Listen and respond appropriately to adults and peers; follow agreed-upon rules for discussion such as listening to others and taking turns speaking
2. Group discussions: Participate actively in collaborative conversations staying on topic; continue a conversation through multiple exchanges; maintain attention in discussions
3. Evaluating a Speaker's Argument: Summarise the points a speaker makes and explain how each claim is supported by reasons and evidence, evaluating the logic and relevance of the support
4. Developed Informational and Explanatory Writing: Write informative and explanatory texts that examine a topic and convey ideas clearly — organising information logically with headings and formatting, developing the topic with relevant facts, definitions, details, and quotations, and using precise vocabulary
5. Reading between the lines: Ask and answer questions about key details in literary and informational texts; make simple inferences based on what characters say and do
6. 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
7. Using Multiple Sources: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or solve a problem efficiently

3. C. Educación literaria

1. 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
2. Tracing Theme Across a Text: Determine and analyse the theme or central idea of a text, trace how it develops across the text through key details and events, and provide an objective summary distinct from personal opinion
3. Literary Evidence in Writing: Draw evidence from literary texts to support analysis, reflection, and research in writing, applying grade-level reading standards to literature
4. Text & Media Connections: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions from the text
5. 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

4. D. Reflexión sobre la lengua y sus usos en el marco de propuestas de producción y comprensión de textos orales, escritos o multimodales

1. Reflecting on Your Language Use: Reflect on yourself as a language user — how your reading, writing, and speaking shift across audiences, purposes, and contexts, and where you want to develop further
2. Literary and Language Terminology: Discuss reading, writing, and spoken language with precise and confident use of linguistic and literary terminology — including terms for word classes, sentence types, clause types, literary devices, and text-level features
3. Academic Vocabulary: Acquire and use accurately a broad range of general academic vocabulary and domain-specific words — drawing new vocabulary from reading and listening and deploying it consciously in writing and speech to achieve particular effects
4. Consistent verb tense: Recognise and correct inappropriate shifts in verb tense within and across sentences and paragraphs, maintaining consistency unless a shift is required by meaning
5. Bullet Point Punctuation: Punctuate bullet points consistently to list information clearly, applying conventions for capitalisation, end punctuation, and parallel structure across items