iPRIMARY ENGLISH YEAR 4 14

YEAR 4
SPOKEN LANGUAGE

RECEPTIVE LANGUAGE
Reference Objective Guidance
The student is able to follow instructions such as ‘For homework tonight, draw three types
SL4.1A Follow detailed oral instructions on tasks close to their experience.
of food that come from different countries.’
Identify a main point after five to seven minutes of listening to teacher-talk After hearing information about animal conservation, for example, the student is able to tell
SL4.1B
supported by pictures. the teacher something that is being done to help an animal.

EXPRESSIVE LANGUAGE
Reference Objective Guidance
When led by teacher questioning, the student is able to give, for example, three facts about
SL4.2A With support, give a logically connected description.
a hobby that are relevant and interesting.
The student is able to use, for example, different words for speaking such as ‘said’, ‘asked’,
SL4.2B Use a wider range of more descriptive nouns and powerful verbs.
‘shouted’ or ‘whispered’.
The student is able to listen to other children discussing, for example, hobbies, to ask
SL4.2C Participate in discussions, building on contributions of previous speakers.
appropriate questions and to contribute appropriately about a hobby of their own.
The student is able to act out a short scene with other children, based on part of a story
SL4.2D Perform as a character in a short dramatic scene.
they have read or heard, taking their turn to speak.
The student is able to participate in a group presentation about, for example, different
SL4.2E Present information on a given subject, alone or in a group.
hobbies.

READING

READING: WORD READING and ACCURACY

Reference Objective Guidance
Read aloud an unfamiliar text of about 250 words, including complex sentences, The student is able to read text (including clauses joined by conjunctions such as
R4.1A
observing full stops and question marks. ‘because’, ‘when’ and ‘so’) with an error rate of less than 10%.
The student is able both to recognise learned words on sight and to blend longer words by
R4.1B Decode unfamiliar three- to four-syllable words, using a range of strategies.
segmenting them into syllables.
The student is able to recognise irregular past-tense verbs, for example, ‘wrote’, ‘bought’
R4.1C Recognise on sight common past-tense verbs, including irregular verbs.
and ‘found’, in a variety of contexts.

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READING: LITERAL COMPREHENSION

Reference Objective Guidance
Recall significant events and pieces of information from texts and explain why The student is able, for example, to explain how a character disobeyed his parents in a
R4.2A
they are important. fiction text or to identify the main idea in a paragraph from a non-fiction text.
Having read a text, the student is able to say, for example, that Cinderella was given chores
by her step-sisters, went to the ball and then married the prince or that lava came out of
R4.2B Retell three or more main events from a story or sequence in the correct order.
the volcano, rolled down its sides and then destroyed a city. Events or information from
instructions or other non-fiction texts may also be ordered.

READING: INFERENTIAL COMPREHENSION

Reference Objective Guidance
When a text says, for example, ‘The ice-cream was as hard as a rock’, the student is able
R4.3A Infer the meaning of similes using context.
to infer that the ice-cream was too hard to bite.
The student is able to infer, for example, that if one character has expressed a liking for
R4.3B Infer characters’ motives from information given in a text.
another, they are likely to try to assist them for that reason.
The student is able to interpret, for example, the sentence ‘They crept out of the room’ to
R4.3C With some guidance, make predictions based on clear evidence in a text.
predict that no one will notice that the characters have left the room.
The student is able to express a preference for, for example, a fairy tale rather than a
R4.3D Begin to form and explain preferences about types of stories.
­realistic story.

READING: TEXT STRUCTURE and PURPOSE

Reference Objective Guidance
When asked to find out, for example, the opinion of one character in a play script, the
R4.4A Use headings and other features to locate a relevant paragraph.
student is able to use the character names to locate words spoken by that character.
Understand the purpose of a wider range of textual features when directly asked The student is able, for example, to use headings to find specific information in a non-fiction
R4.4B
to do so. text or stage directions to guide movement during performance.
Read and follow explanations and newspaper reports, identifying key text features The student is able to read simple explanations and reports, navigating text, diagrams
R4.4C
and distinguish between fact and opinion with more ease. and captions.

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GRAMMAR for READING

Reference Objective Guidance
Recognise adverbials of time and the conjunctions ‘so’ and ‘or’ and talk about The student is able to identify, for example, the adverbials of time ‘first’ and ‘later’ and use
R4.5A
their impact. them to sequence sentences that describe events.
The student is able to locate the adverb in, for example, ‘He ran away quickly’ and talk
R4.5B Identify adverbs of manner and talk about their impact.
about what information it adds.
The student is able to read, for example, ‘They were at the market and they met their
R4.5C Recognise irregular past-tense verb forms, including the verb ‘to be’.
friends’ and know that the verbs are in the past tense.
Recognise that a possessive pronoun may have the same function as The student is able to understand, for example, that an author can use the phrasing ‘That
R4.5D
a possessive determiner. book is mine’ or ‘That is my book’ to achieve the same meaning.
Recognise that a demonstrative determiner may have the same function as The student is able to understand, for example, that an author can use the phrasing ‘That
R4.5E
a demonstrative pronoun. is my book’ or ‘That is my book’ to achieve the same meaning.

WRITING

WRITING: TRANSCRIPTION and PHONICS

Reference Objective Guidance
Make the correct choice from a wider range of letter patterns to represent vowels The student is able to spell a wider range of words using different spellings for the same
W4.1A
and consonants (see Appendix A). sound, for example, ‘table’, ‘pencil’ and ‘final’.
The student is able to spell a wider range of words with less-common letter patterns,
W4.1B Spell another 75 everyday words in the context of teacher-led dictation.
for example, ‘question’, ‘every’ and ‘many’.
The student is able to form, for example, the word ‘smiles’, ‘smiled’ and ‘smiling’ from the root
W4.1C Add suffixes to words ending in ‘e’.
word ‘smile’.
The student is able to select and write the correct word for purpose, for example, ‘brought’
W4.1D Distinguish between near-homophones.
or ‘bought’.

WRITING: VOCABULARY
Reference Objective Guidance
The student is able to use appropriate adverbs to create, for example, detailed descriptions
W4.2A Use a range of adverbs (around 20) to add to descriptions.
such as ‘I will definitely tidy my room tomorrow.’

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WRITING: COMPOSITION
Reference Objective Guidance
The student is able to write about, for example, a pet, grouping sentences that describe
W4.3A Organise writing so that ideas are sequenced or grouped.
firstly the pet’s appearance and then what they like to do.
Write short stories (of around 200 words) that include brief descriptions of The student is able to write, for example, a story about a party, describing what happened
W4.3B
characters or settings. and who was there.
W4.3C Write brief explanation texts of around 150 words. The student is able to write an explanation of, for example, how a rollerball pen works.
The student is able to improve work by, for example, correcting punctuation errors and
W4.3D Reread own writing, improving it at paragraph level.
making substitutions to strengthen vocabulary or improve the precision of writing.

WRITING: HANDWRITING and WORD PROCESSING

Reference Objective Guidance
The student is able to write a sequence of sentences unaided, joining the letters of more
W4.4A Write legibly, joining some letters.
­familiar words.
The student is able to type a sequence of sentences and after considering the sequence,
W4.4B Know how to move a word or phrase to improve the sense of a text.
for example, can cut and paste one sentence into a different position.

GRAMMAR for WRITING

Reference Objective Guidance
Say and then write compound and complex sentences using the conjunctions The student is able to choose an appropriate conjunction when joining two simple
W4.5A
‘and’, ‘but’, ‘or’, ‘so’ and ‘because’. sentences such as ‘The sun was out so/because we went for a walk’.
W4.5B Use possessive determiners accurately in writing. The student is able to use possessive determiners such as ‘my’, ‘his’ and ‘your’.
The student is able to choose and write, for example, ‘They are at the market and they
W4.5C Use present- and past-tense forms of irregular verbs in writing. meet their friends’ or ‘They were at the market and they met their friends’ and know which
sentence is in the past tense.
The student is able to use an adverb in a sentence (for example, ‘He ran away quickly’),
W4.5D Use adverbs of manner to add detail to verbs.
understanding what information it adds.
The student is able to write, for example, ‘That is my book’ or ‘Your cat is black’,
W4.5E Use possessive pronouns accurately in writing.
understanding the effects of the pronouns.
Write sentences showing grammatical agreement of irregular verbs (including the The student is able to write, for example, ‘I am running’, ‘You are running’, ‘The man is
W4.5F
verb ‘to be’) with singular and plural nouns/pronouns. running’, ‘We are running’, ‘All of you are running’ and ‘The students are running’.

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PUNCTUATION
Reference Objective Guidance
Use upper-case and end punctuation correctly when writing dictated sentences The student is able to write, from unexplained dictation, for example, ‘Oh no! How can we
W4.6A
unaided. go out if it is raining?’
W4.6B Use apostrophes to show singular possession. The student is able to write, for example, ‘the girl’s book’.
Use inverted commas in sentences where the speaker is identified at the end of
W4.6C The student is able to write, for example, ‘ “Yes,” said Nazir’.
the sentence.
The student is able to write, for example, ‘She picked up a ball, ran out of the house and got
W4.6D Use commas to separate a list of actions.
into the car.’
The student is able to write, for example, ‘Dad grew: beans, cabbages, carrots and
W4.6E Use a colon to introduce a list.
potatoes.’

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