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Chorlton C of E Primary School

“An Adventure for the Mind, and a Home for the Heart”

Parent Evenings Tuesday and Wednesday this week, please enter via Reception classroom for the Bookfair

Year 4

A YEAR 4 SPEAKER

  • I ask questions to clarify or develop my understanding.
  • I can sequence, develop and communicate ideas in an organised and logical way, always using complete sentences.
  • I show that I understand the main point and the details in a discussion.
  • I adapt what I am saying to the needs of the listener or audience (increasingly).
  • I show that I know that language choices vary in different contexts.
  • I can present to an audience using appropriate intonation; controlling the tone and volume so that the meaning is clear.
  • I can justify an answer by giving evidence.
  • I use Standard English when it is required.
  • I can perform poems or plays from memory, conveying ideas about characters and situations by adapting expression and tone.

 

A YEAR 4 READER

WORD READING

  • I can apply knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words.
  • I can read further exception words, noting the unusual correspondences between spelling and sound.
  • I attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words.

COMPREHENSION

  • I know which books to select for specific purposes, especially in relation to science, geography and history learning.
  • I can use a dictionary to check the meaning of unfamiliar words.
  • I can discuss and record words and phrases that writers use to engage and impact on the reader.
  • I can identify some of the literary conventions in different texts.
  • I can identify the (simple) themes in texts.
  • I can prepare poems to read aloud and to perform, showing understanding through intonation, tone, volume and action.
  • I can explain the meaning of words in context.
  • I can ask relevant questions to improve my understanding of a text.
  • I can infer meanings and begin to justify them with evidence from the text.
  • I can predict what might happen from details stated and from the information I have deduced.
  • I can identify where a writer has used precise word choices for effect to impact on the reader.
  • I can identify some text type organisational features, for example, narrative, explanation and persuasion.
  • I can retrieve information from non-fiction texts.
  • I can build on others’ ideas and opinions about a text in discussion.

 

A YEAR 4 WRITER

TRANSCRIPTION

SPELLING

  • I can spell words with prefixes and suffixes and can add them to root words.
  • I can recognise and spell homophones.
  • I can use the first two or three letters of a word to check a spelling in a dictionary.
  • I can spell the commonly mis-spelt words from the Y3/4 word list.

HANDWRITING

  • I can use the diagonal and horizontal strokes that are needed to join letters.
  • I understand which letters should be left unjoined.
  • My handwriting is legible and consistent; down strokes of letters are parallel and equidistant; lines of writing are spaced sufficiently so that ascenders and descenders of letters do not touch.

 

COMPOSITION

  • I can compose sentences using a range of sentence structures.
  • I can orally rehearse a sentence or a sequence of sentences.
  • I can write a narrative with a clear structure, setting and plot.
  • I can improve my writing by changing grammar and vocabulary to improve consistency.
  • I use a range of sentences which have more than one clause.
  • I can use appropriate nouns and pronouns within and across sentences to support cohesion and avoid repetition.
  • I can use direct speech in my writing and punctuate it correctly.

 

GRAMMAR AND PUNCTUATION

SENTENCE STRUCTURE

  • I can use noun phrases which are expanded by adding modifying adjectives, nouns and preposition phrases.
  • I can use fronted adverbials.

TEXT STRUCTURE

  • I can write in paragraphs.
  • I make an appropriate choice of pronoun and noun within and across sentences.

PUNCTUATION

  • I can use inverted commas and other punctuation to indicate direct speech.
  • I can use apostrophes to mark plural possession.
  • I use commas after fronted adverbials.

 

 

Chorlton C of E Primary School

“An Adventure for the Mind, and a Home for the Heart”

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