Discussing and Recording Ideas

Year 4: Writing Composition (Writing Transcription - Please refer to the NC and Appendix 1)
Assessment of writing takes place continually as pupils plan, draft, write and edit their work across a range of writing activities.
Writing Composition
Pupils should be taught to : / Meeting the standards for year 3 / Working towards the expected standard in year 4 / Working at the expected standard for year 4 / Working at greater depth within the expected standard for year 4
Plan by:
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.

/ Pupils can identify, sometimes with support, the key organisational features of a text. E.g. heading, subheading, paragraphs,
And some language features e.g. conjunctions,
They can identify the text type and purpose, although may need prompting to do so / Pupils can usually identify the key organisational and language features
E.g. heading, subheading, paragraphs, conjunctions, fronted adverbials They can identify the text type by naming it.
They can, with support, identify its purpose and say when they might use that text type. / Identify the purpose of the task – e.g. to inform, persuade, re-tell etc.
They can identify the text type by naming it and with prompt can describe a scenario for using it.
They can identify the key organisational and language features e.g. heading, subheading, paragraphs, conjunctions, fronted adverbials. / Pupils can confidently identify, name and describe the key organisational and language features of different texts. They can identify the text type by naming it, and can give a contextual use for it.

Discussing and recording ideas

/ Pupils can work independently with a partner or small group to plan writing and contribute own ideas. They are able to record them in note or picture form / Pupils can record ideas from discussions using notes and pictures for later use. / Pupils can independently select the most relevant information to include in plans for writing e.g. key vocabulary, suitable ideas. / When selecting ideas from discussions pupils select the most relevant information and develop/improve these further to help plan own writing.

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

( English Appendix 2) / When composing and rehearsing sentences orally, pupils use a varied and increasingly rich vocabulary.
There is variation in sentence structure (simple and compound sentences). / When composing and rehearsing sentences orally, pupils are increasing their vocabulary by including modifying adjectives and nouns.. There is variation in sentence structure e.g. simple and compound sentences and some attempt at complex sentences. / When composing and rehearsing sentences orally, pupils can use modifying adjectives, nouns and preposition phrases to expand their sentences. Pupils use fronted adverbials to indicate time, place or manner. Variation in sentence structure includes simple, compound and complex sentences. / When composing and rehearsing sentences orally, independently compose sentences using modifying adjectives, nouns and preposition phrases to expand their sentences. Deliberate choice of vocabulary is used to create impact. Variation in sentence structure includes simple, compound and complex sentences.

Organising paragraphs around a theme

/ Pupils demonstrate use of paragraphs in non-fiction texts through use of subheadings and writing a series of linked sentences. In narrative writing pupils can organise material into logical chunks, and can write a coherent series of linked sentences but these are not always demarcated with paragraphs / Pupils can organise writing into logical chunks and write a series of linked sentences. They are beginning to use conjunctions and adverbs to link these together.
Pupils know how demarcate paragraphs and usually remembers to do so. / Text is organised into paragraphs to distinguish between different information, events or processes.
Adverbs and conjunctions are used to establish cohesion within paragraphs. / Text is organised into paragraphs and there is evidence of some ideas being developed within and between paragraphs.

In narratives, creating settings, characters and plot

/ Pupils can create an appropriate setting, two or three characters and a coherent plot which draws on, but adapts elements of the modelled story / Pupils can create a convincing setting, characters and a simple plot which draws from the model and elements of their own experiences.
Descriptions may lack detail and plot may be over reliant on action or dialogue. / Pupils can use settings and characterisation to engage readers’ interest. They draw on experiences in their reading. Descriptions contain some detail.
Pupils use beginning, middle and end in narratives, where events are sequenced logically and the main conflict is resolved.. Vocabulary is chosen to add interest or clarity. Adverbs are used to add detail to action. / Pupils confidently create appropriate settings, two or three clearly distinguishable characters and a convincing plot. Description contains relevant detail and there is some meaningful interaction between characters.

In non-narrative material, using simple organisational devices (e.g. headings and sub-headings)

/ With support, pupils can organise their material into logical chunks and can suggest headings and subheadings / Pupils can cluster related information and write a heading for the text and a subheading for each paragraph / Pupils can use some organisational devices to structure their non-narrative writing e.g. engaging main heading and appropriate sub-heading for each paragraph. / Pupils consistently and confidently write engaging and appropriate main headings for their texts and a suitable subheading for each paragraph.

Evaluate and Edit by

Assessing the effectiveness of their own and others’ writing and suggesting improvements

/ Pupils can read back their own writing, and may need support to do this. They can identify aspects linked to the learning goal/success criteria for improvement. / Pupils can read back their own writing as they write to check the meaning is clear. They can read back completed writing of others. They can identify and make suggestions for alterations / Pupils can discuss in pairs or groups whether the writing goals have been achieved in a piece of writing. They can suggest and appropriate make improvements / Pupils can assess the effectiveness of their own and others’ writing. They can identify and make suggestions for alterations and improvements

Proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences

/ Pupils can, with support, identify possible improvements in grammar and vocabulary to their own and others writing e.g. I need to change this to ‘He’
Because I’ve used ‘Jason’ a lot. / With support pupils can proof read and amend their own writing checking for accurate use of vocabulary and where the text can be improved through the use of pronouns (to avoid repetition). / Pupils can identify
(with a peer) where vocabulary is repetitive or does not provide the required effect. / Pupils can consistently and confidently proof read and amend their own writing to demonstrate effective use of pronouns throughout.

Proof-read for spelling, grammar and punctuation errors and applying the following to discuss their writing
determiner
pronoun, possessive pronoun
adverbial

/ With support, pupils can spot some of their own and others spelling and punctuation errors, but does not always notice errors in the most recently taught items/patterns. / Pupils can spot some of their own and others spelling and punctuation errors, but may need support to identify those in the most recently taught items/patterns. / Pupils can spot most of their own and others’ spelling and punctuation errors and is able to correct them, including errors with recently taught spelling patterns.
Pupils punctuate direct speech. / Pupils demonstrate that they can spot almost all of their own and others spelling and punctuation errors, and can draw on further knowledge from personal reading to correct errors in spelling patterns and punctuation items which have not yet been taught.
Performing Writing
Read aloud their own writing to a group or the whole class, using appropriate intonation and controlling the tone and Volume so that the meaning is clear / Pupils can read loudly and clearly enough to be heard by all, although this may not be sustained for the whole piece. There is some expression and pausing at the end of sentences. / Pupils can read loudly and clearly enough to be heard by all. There is some expression and pausing at the end of sentences. / Pupils can read loudly and clearly enough to be heard by all. They take account of punctuation by using pauses and intonation. / Read loudly and clearly enough to be heard by all. Pause for punctuation and interpret punctuation using intonation. There is some variety in pace and emphasis and some use of different voices for audience enjoyment.
Vocabulary, grammar and punctuation Extending the range of sentences with more than one clause by using a wider range of conjunctions e.g. when, if, because, although / Pupils can, with increasing independence, write a wider range of sentences, which include more than one clause by using a wider range of conjunctions. / Pupils can write compound sentences by using a limited range of conjunctions / Pupils can extend their sentences by using a wider range of conjunctions.
Choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition / Pupils can extend the range of their sentences by using a range of subordinating conjunctions, both at the beginning and within sentences.
Using the perfect form of verbs to mark relationships of time and cause / Pupils can select the appropriate verb (present perfect or past tense) in their writing). / Pupils show, in their writing, their increasing knowledge of verb tense and with support, can use the perfect form. / Explain the concept of verb tense. Range of writing shows use of tense is consistent. Use the present perfect form e.g., I have read all of those books. / Pupils can consistently and confidently write in the appropriate tense for the task. They can use the present perfect when appropriate.
Choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition / Pupils choose appropriate nouns or pronouns in order to achieve clarity and cohesion to their writing and to avoid repetition. / Pupils can choose nouns or pronouns appropriately and independently to achieve
clarity and cohesion in their writing and to avoid repetition. / Pupils can choose nouns or pronouns appropriately
to achieve clarity and cohesion to their writing and to avoid repetition across a range of writing / Pupils can consistently choose appropriate nouns or pronouns
to achieve clarity and cohesion in their writing and to avoid repetition across a range of writing
Using conjunctions, adverbs and prepositions to express time and cause / Pupils are using an increasing variety of conjunctions, adverbs and prepositions in their writing. / Pupils can accurately and appropriately, use conjunctions, adverbs & prepositions to express time and cause / Pupils can use a wide range of conjunctions, adverbs & prepositions to express time and cause / Pupils can consistently use a wide range of conjunctions, adverbs & prepositions to express time and cause across a range of their writing.
Using fronted adverbials
Grammar -column 1 of Y 3 & 4 in App 2 / Not applicable / Beginning to use fronted adverbials in their writing. – Appendix. 2 Year 4 list / Pupils use fronted adverbials in their writing ‘Later that morning, they went.. / Pupils use a wider range of fronted adverbials in their writing.