english curriculum year 4 - st leonards school...year 1 english curriculum year 4 year 4 objectives:...

Year 1

English Curriculum

Year 4

Year 4 Objectives: Spoken Language

Talk and listen confidently in a wide range of contexts.

Ask questions to clarify or develop understanding.

Give an answer and justify it with evidence.

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.

Show they have listened carefully through making relevant comments.

Increasingly able to adapt what they say to meet the needs of the audience/listener.

Vary the use and choice of vocabulary dependent on the audience and purpose.

Vary the amount of detail dependent on the purpose and audience.

Show understanding of how and why language choices vary in different contexts.

Use some features of Standard English.

Present writing to an audience, using appropriate intonation and controlling the tone and volume so that the

meaning is clear.

Perform poems or plays from memory, conveying ideas about characters and situations by adapting expression

and tone.

Understand when the context requires the use of Standard English.

Year 4 Objectives: Reading

WORD READING

Apply phonic knowledge and skills to read unfamiliar words.

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.

COMPREHENSION

Develop pleasure in reading, motivation to read, vocabulary and understanding.

Experience and discuss a range of fiction, poetry, plays, non-fiction and reference books or textbooks.

Understand and explain that narrative books are structured

in different ways. For example, historical stories and fantasy stories.

Know that non-fiction books are structured in different ways for different purposes and be able to use them effectively.

Know which books to select for specific purposes.

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 a wider range of stories, including fairy stories, traditional tales and myths .

Orally re-tell some of the above stories.

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.

Recognise some different forms of poetry – list poems, free verse, rhyming verse etc

Year 4 Objectives: Reading

COMPREHENSION

Understand what they read in books they can read independently

Check the text is meaningful.

Discuss responses to text.

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 and summarise main ideas of a text.

Identify overview of the theme of a text.

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.

Identify some text type language features. For

example, narrative, explanation, persuasion.

Retrieve and record information from non-fiction.

Discuss books, poems and other works that are read aloud and independently, taking turns and listening to others’ opinions.

Express a personal point of view about a text.

Raise queries about texts.

Make connections between other similar texts.

Make connections with prior knowledge and experience.

Listen to others’ ideas and opinions about a text.

Begin to build on others’ ideas and opinions about a text in discussion.

Explain and discuss understanding of books,

poems and other material, both those read aloud and those read independently.

Explain why text types are organised in a certain way.

Explain ideas and opinions, giving reasons.

Year 4 Objectives: Writing

Apply spelling rules and strategies

Identify the root in longer words.

Use syllables to divide words.

Make analogies from a word already known to apply to an unfamiliar word.

Write from memory simple sentences dictated by the teacher that include words and punctuation taught so far.

TRANSCRIPTION

Know how to 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.

Handwriting

Practise and develop fluency of joined script

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


COMPOSITION

Plan writing.

Look at and discuss models of writing of the text type, purpose and audience to be written, noting - Structure - Grammatical features - Use of vocabulary

Discuss and record ideas for writing.

Choose a planning format appropriate for the text type.

Annotate plan with key language and words and phrases.

Draft and write

Compose sentences using a wider range of structures. Linked to the grammar objectives.

Make careful choices about vocabulary used.

Orally rehearse structured sentences or sequences of sentences.

Organise writing in paragraphs with clear themes.

Begin to open paragraphs with topic sentences.

Write a narrative with a clear structure, setting, characters and plot.

Write a non-narrative using organisational devices appropriate to the text type.

Evaluate and edit

Self-assess the effectiveness of writing.

Assess writing with peers.

Suggest improvements to writing.

Make improvements by proposing changes to grammar and vocabulary to improve consistency,

e.g. the accurate use of pronouns in sentences.

Proof-read to check for errors in spelling and punctuation errors.

Read writing to a group or the whole class, using appropriate intonation and

controlling the tone and volume so that

the meaning is clear.


VOCABULARY, PUNCTUATION AND GRAMMAR

Develop understanding of grammatical features

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. (Later that day, I went shopping.)

Use expanded noun phrases with modifying adjectives and prepositional phrases. (The strict teacher with curly hair)

Indicate grammatical features with punctuation

Use inverted commas to punctuate direct speech.

Use other punctuation in direct speech, including a comma after the reporting clause.

Use apostrophes to mark plural possession.

Use commas after fronted adverbials.

Use the terminology:

Pronoun, possessive pronoun, adverbial, determiner.

Understand the terminology.

Use the terminology to talk about own writing.

Year 4

Word Structure Sentence Structure Text Structure Punctuation Terminology

The grammatical

difference between

plural and possessive -s

Standard English forms

for verb inflections

instead of local spoken

forms (e.g. we were

instead of we was, or I

did instead of I done)

Noun phrases expanded

by the addition of

modifying adjectives,

nouns and preposition

phrases (e.g. the

teacher expanded to:

the strict maths teacher

with curly hair)

Fronted adverbials (For

example, Later that day,

I heard the bad news)

Use of paragraphs to

organise ideas around a

theme

Appropriate choice of

pronoun or noun within

and across

sentences to aid

cohesion and avoid

repetition.

Use of inverted commas

and other punctuation to

indicate direct speech

(For example, a comma

after the reporting

clause; end punctuation

with inverted commas:

The conductor shouted,

“Sit down!”)

Apostrophes to mark

plural possession (e.g.

the girls’ names, the

boys’ boots)

Use of commas after

fronted adverbials (e.g.

Later that day, I heard

the bad news.)

pronoun, possessive

pronoun, adverbial,

determiner

Year 4 Objectives Grammar

Year 4 Consolidate Year 3 and…

Words/Vocabulary Sentence Structure Text Structure Punctuation

Use adverbs in dialogue:

“Come in,” he suggested

hesitantly.

Use of modal verbs:

I might join you for dinner.

I could have won if I had tried

harder.

Vary sentence starters:

ed:

Terrified, Harry slunk into the inky

shadows.

Develop ing starters:

Hobbling painfully, the old man

entered the open door.

Barking furiously, the dog

chased the flying frogs through

the dark town.

Simile:

Like a torpedo, the whale swam

through the ocean.

As tall as a skyscraper, the

giant faced the townspeople.

Power of three to persuade:

Work. Rest. Play.

Power of three to show action

and pace:

Fox raced across the plain,

entered the forest and headed

for the safety of the cave.

Vary sentence length.

Use short sentences to speed up

events:

The hour struck.

Narrative

Well-organised in paragraphs

which indicate a change in time

or place.

Use grammatical techniques to

create suspense in the build-up

to introduce the problem.

Non-narrative

Information linked within

paragraphs using connecting

adverbs and other cohesive

links.

Secure comma in complex

sentences and with fronted

adverbials.

Comma between direct speech

and reporting clause :

“The door is open,” called

Grandma.

Year 4 Objectives Grammar – Additional Challenge

Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases. Examples: the penguin (expanded to) the black and white penguin (expanded to) the black and white penguin in the zoo (expanded to) The black and white penguin in the zoo was eating a fish. in the zoo – preposition phrase Expanded further with description or preposition phrases. The black and white penguin with silky feathers was eating a fish. (adjectival phrase) Fronted adverbials (tell us where/when/how/how often) Examples: Later that day, I heard the bad news. (when) At school, I heard the bad news. (where) With butterflies in my stomach, I heard the bad news. (how) Every week, I hear the bad news. (how often) Rarely, I hear bad news. (how often) Alan Peat Sentences Emotion word first sentence. Examples: Desperate, she screamed for help. Short sentences for effect. Examples: Then it happened.

Year 4

Year 4 Objectives Spelling

Revision of work from Year 3.

Pay special attention to the rules for adding suffixes.

Statutory Requirements Example Words

Words with endings sounding like /ʒə/ measure, treasure, pleasure, enclosure

Words with endings sounding like /tʃə/

creature, furniture, picture, nature, adventure

Prefixes: il -, im -, ir -, inter - , anti - il - illegal, illegible

im - immortal, impossible, impatient, imperfect

ir - irregular, irrelevant, irresponsible

inter– interact, intercity, international, interrelated

anti – antiseptic, anti-clockwise, antisocial

Endings which sound like /ʒən/

division, invasion, confusion, decision, collision,

television

The suffix –ous

poisonous, dangerous, mountainous, famous,

various, tremendous, enormous, jealous

humorous, glamorous, vigorous, courageous,

outrageous, serious, obvious, curious, hideous

Endings which sound like /ʃən/, spelt –tion, –sion, –

ssion, –cian

invention, injection, action, hesitation, completion

expression, discussion, confession, permission,

admission

expansion, extension, comprehension, tension

musician, electrician, magician, politician,

mathematician

Adding suffixes beginning with vowel letters to words

of more than one syllable

forgetting, forgotten, beginning, beginner, prefer,

preferred

gardening, gardener, limiting, limited, limitation

Words with the /s/ sound spelt sc (Latin in origin science, scene, discipline, fascinate, crescent

The suffix –ation

information, adoration, sensation, preparation,

admiration

Statutory Requirements Example Words

Revise and review homophones

Possessive apostrophe with plural words

girls’, boys’, babies’, children’s, men’s, mice’s

Year 3/4 Word List-Words across the Curriculum

English Maths Science Geography History Learning

Related

address

although

answer

describe

library

possession

question

sentence

therefore

though

calendar

circle

centre

eight/h

group

height

increase

length

minute

opposite

quarter

regular

weight

breath/e

experiment

heart

material

medicine

natural

pressure

separate

earth

island

century

famous

history

reign

recent

woman/women

complete

consider

continue

decide

describe

difficult

imagine

knowledge

learn

purpose

remember

thought

Hypothetical

Language

Time Related Unstressed

Vowels

Rare GPCs

perhaps

possible

probably

suppose

early

occasionally

often

business

February

interest

ordinary

guard

guide

accident(ally)

actual(ly)

appear

arrive

believe

bicycle

build

busy/business

caught

certain

different

disappear

notice

particular

peculiar

popular

position

potatoes

promise

special

straight

strange

strength

surprise

enough

exercise

experience

extreme

Favourite

February

forward(s)

fruit

heard

important

mention

naughty

through

various

Year 3/4 Word List-No Curriculum Links

Planning with Quality

Texts

Year 4 Menus

Focus on English

Assessment

Year 4

Assessment: Meeting Year 4 Expectations

© Focus Education UK Ltd. 2014 19

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


Assessing Spoken Language: Meeting Year 4 Expectations

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


Assessing Reading: Meeting Year 4 Expectations

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

• 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

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


Assessing Writing: Meeting Year 4 Expectations

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


Assessing Spoken Language: Exceeding Year 4 Expectations

Year 4 Exceeding Expectations: Spoken Language

• Prepare and deliver talk to the class on an aspect of learning in science, history or geography

• Present a strong argument in a formal debate on an issue, using the language and procedures of debating

• Propose and discuss possible explanations and questions (eg. re phenomena in science, history or geography) as a basis for planning an investigation with roles, activities and

resources

• Develop a group presentation that reports recent learning to the class, with vocabulary and grammar appropriate to the subject

• Listen to a debate with an open mind, recall the main arguments and decide, for clear reasons, which one was most convincing

• Comment on the language used in the arguments presented in the debate

• Take roles to argue opposing views on an issue, and then discuss ways of dealing constructively with disagreement

• Reflect on and evaluate dramatic presentations and those of others

• Explain the advantages and disadvantages of the formal rules of debating

• Show good understanding of what has been said and introduce new ideas that are valid


Assessing Reading: Exceeding Year 4 Expectations

Year 4 Exceeding Expectations: Reading

• Identify how a writer uses language and punctuation to convey character

• Find and talk about how a writer uses vocabulary and grammatical features to create effects

• Compare fictional accounts in historical novels with the factual account

• Understand the bias in persuasive writing, including articles and advertisements

• Talk widely about different writers, giving some information about their backgrounds and the type of literature they produce

• Use inference and deduction to work out the characteristics of different people from a story

• Make relevant points to compare and contrast characters, finding evidence in the text

• Give an opinion, find evidence in the text to justify it. Point, evidence and attempt at explanation. (PEE)

• Compare the language in older texts with modern Standard English

• Use scanning and text marking to find and identify key information

• Identify formal and informal language

• Recognise how the meaning of sentences is created by word order and punctuation

• Show awareness of the listener through the use of pauses, giving emphasis and keeping an appropriate pace so as to entertain and maintain interest


Assessing Writing: Exceeding Year 4 Expectations

Year 4 Exceeding Expectations: Writing

• Try different sentence lengths and types to create particular effects

• Choose word order in sentences for interest or clarity

• Check to see if there are any sentences that can be re-organised so as to give my writing a greater impact

• Use short sentences to show pace in the action

• Use the power of three to show action and pace. For example – Charlie lifted his bag, opened the gate and set off down the overgrown path

• Choose and find precise and effective vocabulary according to the purpose, audience and desired effect

• Develop character through description and dialogue

• Develop interaction between characters through action and dialogue

• Recognise when a simile may generate more impact than a metaphor, and vice versa

• Try different ways of starting sentences. For example – ed, ing, simile

• Re-order sentences when editing to create specific effects

• Vary choice of pronouns correctly to refer to the first, second and third person, both singular and plural

• Use commas correctly in complex sentences and with fronted adverbials

Year 5

Focus on English

english curriculum year 4 - st leonards school...year 1 english curriculum year 4 year 4 objectives:...

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