Your booklet to check your progress in writing in Year 4
Name…………………………………..
By the end of the year we want you to be able to:
- Write interesting stories and poems
- Write information texts that are informative.
- Create great writing that is appropriate for the purpose.
- Well written paragraphs that are joined to the next paragraph.
- Write a side of writing accurately with well punctuated sentences.
- Great and interesting choice of words in your writing.
Handwriting: / My Assessment / My teacher’s assessment
I can se the diagonal and horizontal strokes that are needed to join letters
I can understand which letters, when adjacent to one another, are best left unjoined.
I can use joined handwriting consistently in my writing
I can use equal letters that are parallel.
I make sure that the lines of writing are well spaced so that the tall letters and letters that go underneath the line do not touch.
Punctuation: / My Assessment / My teacher’s assessment
I can use speech marks accurately with a comma after the reporting clause: The conductor shouted, “Sit down!”
I can use exclamation marks appropriately.
I can use question marks accurately.
I can use commas in lists
I can use commas after fronted adverbials and to mark clauses
I can use colons for instructions
I can use apostrophes for contraction and possession, for example, the girl’s name, the girls’ names.
I can proof-read to check for errors in punctuation
Grammar / My Assessment / My teacher’s assessment
I can use the appropriate pronoun / noun and I do not use repetition.
I can use noun phrases like, The strict maths teacher with curly hair.
I can use sophisticated connectives, for example: when, if, because, although, however, nevertheless, despite, contrary
I can use appropriate adverbs and adjectives in my writing.
I can use the correct tense, for example:
We were going to the shops. I was going to the shops.
He has gone out to play He went out to play.
I can use fronted adverbials, for example: Later that day, I heard the bad news.
I can use prepositions, for example: before, after, in, Next to by the side of In front of during through throughout because of
I know the grammatical difference between plural and possessive –s
I can use conditionals - could, should, would
I can use comparative and superlative adjectives small…smaller…smallest good…better…best
Word Choices / My Assessment / My teacher’s assessment
I can use powerful verbs, like: stare, tremble, slither
I can use boastful language e.g. magnificent, unbelievable, exciting!
I can use more specific / technical vocabulary to add detail e.g.
A few dragons of this variety can breathe on any creature and turn it to stone immediately.
Drops of rain pounded on the corrugated, tin roof.
I can use adventurous vocabulary for a purpose, some words are particularly well chosen.
I can use adverb starters to add detail e.g.
Carefully, she crawled along the floor of the cave….
Amazingly, small insects can….
Composition / My Assessment / My teacher’s assessment
I can compose sentences using a wider range of structures.
- Short sentences for impact/effect/ to move events on quickly
- Secure use of simple sentences
- Long sentences to enhance description or information
Like a wailing cat, the ambulance screamed down the road.
- Sentences that open in a varied way: -‘ed’ clauses as starters e.g.
- I can use compound sentences using conjunctions:
- I am beginning to develop complex sentences: e.g. Jane, laughing at the teacher, fell off her chair.
- I can use a sentence of 3 for action e.g.
- I can use dialogue - verb + adverb - “Hello,” she whispered, shyly.
I can write a narrative with a clear structure, setting, characters and plot.
- Introduction, create settings, characters and plot. Plan opening around character(s), setting, time of day and type of weather.
- Build-up
- Problem / Dilemma
- Resolution
- Ending - Clear distinction between resolution and ending.
I can writein at least four non-fiction genres with reasonable accuracy and with an awareness of the audience and can adapt form and style for purpose,formal/ informal:
- instructions,
- non-chronological reports
- recount
- explanations
- persuasion
- Formal and informal letters
- abbreviated sentences in notes and diaries.
I can use paragraphs
- Organising paragraphs around a theme
- Organise each part of story
- Logical organisation
- Link information within paragraphs with a range of connectives
- Use sub headings to introduce sections / paragraphs
I use a range of sentences with more than one clause by using a range of conjunctions.
I can make additions, revisions and corrections to my own writing by:
evaluating my writing with my teacher and other pupils,
re-reading to check that their writing makes sense and
is appropriate to the purpose
Spelling / My Assessment / My teacher’s assessment
I can spell all the Barlow Hall high frequency words
I can place the possessive apostrophe accurately in words with regular plurals and in words with irregular plurals
girls’, boys’, babies’,
children’s, men’s, mice’s
I can use the first two or three letters of a word to check its spelling in a dictionary
I can add suffixes beginning with vowel letters to words of more than one syllable
Forgetting, forgotten, beginning, beginner, prefer, preferred
Gardening, gardener, limiting, limited, limitation
I can spell the sound spelt ‘y’ elsewhere than at the end of words
Myth, gym, Egypt, pyramid, mystery
I can distinguish between homophones and near-homophones
accept/except, ball/bawl,
berry/bury, brake/break,
Fair/fare, grate/great,
groan/grown, here/hear,
heel/heal/he’ll, knot/not,
male/male, main/mane,
meat/meet, meddle/medal,
missed/mist peace/piece,
plain/plane, rain/rein/reign,
scene/seen, weather/whether
whose/who’s
I can spell words which contain the following suffixes
–ation –ly –ous
information, adoration, sensation, preparation, admiration
sadly, completely, usually, finally, comically
poisonous, dangerous, mountainous, famous, various
tremendous, enormous, jealous,
-our is changed to or before ous is added –
humorous, glamorous, vigorous
A final e of the root word must be kept if the ‘g’ sound is to be kept - courageous, outrageous
If there is an ‘i’ sound before the end it is usually seplt as i, - serious, obvious, curious,
but a few words have e - hideous, spontaneous, courteous
I can spell words with the following prefixes:
dis, mis, in, im, ir, re, sub, inter, super, anti, auto
disappoint, disagree, disobey,
misbehave, misspell,
inactive, incorrect,
immature, immortal, impossible, impatient, imperfect,
irregular, irrelevant, irresponsible,
redo, refresh, return, reappear, redecorate
subdivide, subheading, submarine, submerge
interact, intercity, international, interrelated
supermarket, superman, superstar
antiseptic, anti-clockwise, antisocial
autobiography, autograph
I can spell the sound spelt ‘ou’
young, touch, double, trouble, country
I can spell words with the ending -ure
measure, treasure, pleasure, enclosure,
creature, furniture
picture, nature, adventure
I can spell words with the endings
–sion, -tion, -cian, -ssion and –cian
division, invasion, confusion, decision, collision, television
invention, injection, action, hesitation, completion
expression, discussion, confession, permission, admission
expansion, extension, comprehension, tension
musician, electrician, magician, politician, mathematician
I can spell words with the sound spelt ‘ch’ in two different ways
scheme, chorus, chemist, echo, character
chef, chalet, machine, brochure
I can spell words ending with the sounds spelt –gue and –que
league, tongue,
antique, unique
I can spell words with the sound spelt ‘sc’
science, scene, discipline, fascinate, crescent
I can spell words with the sounds spelt ei, eigh, or ey
Vein, weigh, eight, neighbour, they, obey