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Catholic Primary School

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English

What to expect in Year 4 for writing

 

In Year 4, we will cover a range of different writing genres such as narrative writing including setting and character descriptions, newspaper articles, diary entries. non-chronological reports, information booklets, poetry and script writing. By covering such a wide range of writing, the children get to experience and are exposed to different styles of writing as well as expanding their vocabulary. Alongside their writing, the children will be taught a broad variety of spellings, punctuation and grammar in which they will be introduced to new grammatical terms which will be used to enhance their sentence structure.

 

By the end of Year 4, we would expect our pupils to:

  • plan their writing by:
    • discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
    • discussing and recording ideas
  • draft and write by:
    • composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures 
    • organising paragraphs around a theme
    • in narratives, creating settings, characters and plot
    • in non-narrative material, using simple organisational devices (for example, headings and sub-headings)
  • evaluate and edit by:
    • assessing the effectiveness of their own and others’ writing and suggesting improvements
    • proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences
  • proofread for spelling and punctuation errors
  • read their own writing aloud to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear

 Writing for Spring Term

 

 

In our Literacy lessons, we will be following the journey of a young girl named Asha who is about to embark on a dangerous but brave adventure.  Guided by a majestic bird which Asha believes to be the spirit of her grandmother, she and her best friend Jeevan, abandon their home to go on a quest to the city, across the Himalayas, to find her father and save Asha's home …

 

We will be using this text to help guide us through lots of genres of writing! The first genre we are embarking on is our own narrative, in which we will be concentrating on setting and character descriptions! Our writing will include some of our toughest and challenging SPaG that we have learnt this year, but we are more than ready to rise to the challenge!

 

Our new book has also helped to inspire us to be more bold in our writing.  We have written many types of genres this year - but we still have so much more to do! Next, we will be looking at planning, editing and writing our own Diary Entry but writing as a character from our book taking into account that characters thoughts, feelings and mood. 

 

We can't wait to see what amazing work we know the children will produce!

 

 

 

Reading in Year 4

 

Reading is such an invaluable skill that is needed to unlock so many other skills that it is vital that we are making sure that we are reading at least three times a week. That could be to a grown up or just by yourself. The more you read leads to a better understanding of unfamiliar vocabulary, better fluency and helps you gain a greater knowledge of a whole variety of subjects that you may have never heard of or understood before! To help you, we will listen to you read in school and record this on Go Read! Go Read is a wonderful tool, so make sure you are using it to record your reading at home too or using your Reading Record if you prefer. 

 

By the end of Year 4, we would expect our pupils to:

 

  • develop positive attitudes to reading, and an understanding of what they read, by:
    • listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
    • reading books that are structured in different ways and reading for a range of purposes
    • using dictionaries to check the meaning of words that they have read
    • increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
    • identifying themes and conventions in a wide range of books
    • preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
    • discussing words and phrases that capture the reader’s interest and imagination
    • recognising some different forms of poetry (for example, free verse, narrative poetry)
  • understand what they read, in books they can read independently, by:
    • checking that the text makes sense to them, discussing their understanding, and explaining the meaning of words in context
    • asking questions to improve their understanding of a text
    • drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
    • predicting what might happen from details stated and implied
    • identifying main ideas drawn from more than 1 paragraph and summarising these
    • identifying how language, structure, and presentation contribute to meaning
  • retrieve and record information from non-fiction
  • participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say

Year 3 and 4 Common Exception Words

 

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