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Year 4 Expectations: Spoken Language

  • Ask questions to clarify or develop understanding
  • Sequence, develop and communicate ideas in an organised, logical way in complete sentences as required
  • Show understanding of the main points and significant details  in a discussion
  • Increasingly adapt what is said to meet the needs of the audience/listener
  • Vary the use and choice of vocabulary dependent on the audience and purpose
  • Show understanding of how and why language choices vary in different contexts
  • Present writing to an audience, using appropriate intonation and controlling the tone and volume so that the meaning is clear
  • Justify answers with evidence
  • Understand when the context requires the use of  Standard English
  • Perform poems or plays from memory, conveying ideas about characters and situations by adapting expression and tone

 

Year 4 Expectations: Word Reading

  • Apply knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of  unfamiliar words
  • Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word
  • Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words

 

Year 4 Expectations: Comprehension

  • Know which books to select for specific purposes, especially in relation to science, history and geography learning
  • Use dictionaries to check the meaning of unfamiliar words
  • Discuss and record words and phrases that writers use to engage and impact on the reader
  • Know and recognise some of the literary conventions in text types covered
  • Begin to understand simple themes in books
  • Prepare poems to read aloud and to perform, showing understanding through intonation, tone, volume and action
  • Explain the meaning of words in context
  • Ask questions to improve understanding of a text
  • Infer meanings and begin to justify them with evidence from the text
  • Predict what might happen from details stated and deduced information
  • Identify how  writer has used precise word choices for effect to impact on the reader
  • Identify some text type organisational features, for example, narrative,  explanation, persuasion
  • Retrieve and record information from non-fiction
  • Make connections with prior knowledge and experience
  • Begin to build on others’ ideas and opinions about a text in discussion
  • Explain why text types are organised in a certain way

 

Writing

Year 4 Expectations: Transcription

  • Spell words with additional prefixes and suffixes and understand how to add them to root words. For example – ation, ous, ion, ian
  • Recognise and spell additional homophones, for example – accept and except, whose and who’s
  • Use the first two or three letters of a word to check its spelling in a dictionary
  • Spell identified commonly misspelt words from Year 3 and 4 word list
  • Use the diagonal and horizontal strokes that are needed to join letters
  • Understand which letters, when adjacent to one another, are best left unjoined
  • Increase the legibility, consistency and quality of their handwriting: down strokes of letters are parallel and equidistant;  lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch

 

Year 4 Expectations: Composition

  • Compose sentences using a wider range of structures, linked to the grammar objectives
  • Orally rehearse structured sentences or sequences of sentences
  • Begin to open paragraphs with topic sentences
  • Write a narrative with  a clear structure, setting, characters and plot
  • Make improvements by proposing changes to grammar and vocabulary to improve consistency, e.g. the accurate use of pronouns in sentences
  • Use a range of sentences with more than one clause
  • Use appropriate nouns or pronouns within and across sentences to support cohesion and avoid repetition
  • Use fronted adverbials, for example, ‘Later that day, I went shopping.’
  • Use expanded noun phrases with modifying adjectives and prepositional phrases, eg, ‘The strict teacher with curly hair’
  • Use other punctuation in direct speech, including a comma after the reporting clause; use apostrophes to mark plural possession; and use commas after fronted adverbials