Moorside Primary School Year Four English Writing Overview
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Moorside Primary School Year Four English Writing Overview Spelling Handwriting Punctuation Can competently spell the words from yr. 3 / 4 spelling lists Place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s] Use the first two or three letters of a word to check its spelling in a dictionary Write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far. Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined Has different handwriting styles for neat and drafting Increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch]. Doesn’t add ‘ for plurals Beginning to understand and use regular and irregular plural possession ‘ mostly used correctly Sometimes uses commas after fronted adverbials Uses inverted commas for speech and the use of commas Sentence structure / organisation Vocabulary and grammar Editing and redrafting Range of simple, complex and compound sentences. Beginning to use complex sentences Uses conjunctions, adverbs and prepositions for when/how/where/ how much Regular use of fronted adverbials and commas after them Some use of conjunctions to start sentences Use paragraphs to organise ideas around a theme When using dialogue, can use split dialogue. Can put a new speaker on a new line Moving sentences around – placing clauses in different places Conjunctions using- when, if, because, although, Can move between past and present tense Use of some causal conjunctions – because, therefore , so that Knows what a co-ordinating clause is Knows what a subordinating clause is Uses nouns and pronouns for clarity and cohesion To expand noun phrases by adding modifying adjectives, nouns and prepositions. Proof read for spelling and punctuation errors Can propose changes to grammar and vocab including pronouns Evaluates and edits by assessing the effectiveness of their own and others writing and suggests improvements Makes improvements before teacher marking Draft ad write by composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence in narratives, creating settings, characters and plot in non-narrative material, using simple organisational devices [for example, headings and sub-headings] Sentence types Genres Poetry – performance and reading The more, the more The first more is an emotive word, the second is a related action 3ED adjectives Separated by commas Adjective, same adjective Some; others 4 A sentences 2A use of preposition and then further 2A Stories Recount Instructions Letters Non chronological reports Persuasive writing/ adverts Myths Arguments News reports Explanations Playscripts Diaries Biographies and autobiographies To perform poems exploring intonation, volume and action Participate in reading and discussing poems Prepare poems to read describe poem’s impact and explain own interpretation by referring to the poem; comment on the use of similes and expressive language to create images, sound effects and atmosphere; discuss the poem’s form and suggest the effect on the reader vary volume, pace and use appropriate expression when performing use actions, sound effects, musical patterns and images to enhance a poem’s meaning
Transcript of Moorside Primary School Year Four English Writing Overview
Moorside Primary School Year Four English Writing Overview
Spelling Handwriting Punctuation
Can competently spell the words from yr. 3 / 4 spelling lists Place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s] Use the first two or three letters of a word to check its spelling in a dictionary Write from memory simple sentences, dictated by the teacher, that
include words and punctuation taught so far.
Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined Has different handwriting styles for neat and drafting Increase the legibility, consistency and quality of their handwriting [for
example, by ensuring that the downstrokes of letters are parallel and
equidistant; that lines of writing are spaced sufficiently so that the
ascenders and descenders of letters do not touch].
Doesn’t add ‘ for plurals Beginning to understand and use regular and irregular plural possession ‘ mostly used correctly Sometimes uses commas after fronted adverbials Uses inverted commas for speech and the use of commas
Sentence structure / organisation Vocabulary and grammar Editing and redrafting
Range of simple, complex and compound sentences. Beginning to use complex sentences Uses conjunctions, adverbs and prepositions for when/how/where/ how much Regular use of fronted adverbials and commas after them Some use of conjunctions to start sentences Use paragraphs to organise ideas around a theme When using dialogue, can use split dialogue. Can put a new speaker on a new line Moving sentences around – placing clauses in different places
Conjunctions using- when, if, because, although, Can move between past and present tense Use of some causal conjunctions – because, therefore , so that Knows what a co-ordinating clause is Knows what a subordinating clause is Uses nouns and pronouns for clarity and cohesion To expand noun phrases by adding modifying adjectives, nouns and
prepositions.
Proof read for spelling and punctuation errors Can propose changes to grammar and vocab including pronouns Evaluates and edits by assessing the effectiveness of their own and others writing and suggests improvements Makes improvements before teacher marking Draft ad write by composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence in narratives, creating settings, characters and plot in non-narrative material, using simple organisational devices [for
example, headings and sub-headings]
Sentence types Genres Poetry – performance and reading
The more, the more The first more is an emotive word, the second is a related action 3ED adjectives Separated by commas Adjective, same adjective Some; others 4 A sentences 2A use of preposition and then further 2A
Stories Recount Instructions Letters Non chronological reports Persuasive writing/ adverts Myths Arguments News reports Explanations Playscripts Diaries Biographies and autobiographies
To perform poems exploring intonation, volume and action Participate in reading and discussing poems Prepare poems to read describe poem’s impact and explain own interpretation by referring to the poem; comment on the use of similes and expressive language to create images, sound effects and atmosphere; discuss the poem’s form and suggest the effect on the reader vary volume, pace and use appropriate expression when performing use actions, sound effects, musical patterns and images to enhance a poem’s meaning
Moorside Primary School Year Four English Writing Overview
Poetry – writing Poetry - classics Parody and fairy tale
use language playfully to exaggerate or pretend; use similes to build images and identify clichés in own writing; write free verse; use a repeating pattern; experiment with simple forms Narrative poems Free verse poetry Limericks Special effects- similes and personification - Alliteration poems
Lucy Grey – Wordsworth Macavity the Cat – Elliot The Piper of HamelinTown- Browning
Red Riding Hood – parodies
Moorside Primary School Year Four English Writing Overview
Year 4 Genre Checklist
Sto
rie
s
Moorside Primary School Year Four English Writing Overview
Inst
ruct
ion
s
Moorside Primary School Year Four English Writing Overview
Re
cou
nts
/d
iari
es
Moorside Primary School Year Four English Writing Overview
Lett
ers
Moorside Primary School Year Four English Writing Overview
No
n c
hro
no
logi
cal r
ep
ort
s
Moorside Primary School Year Four English Writing Overview
Pe
rsu
asiv
e w
riti
ng/
ad
vert
s
Moorside Primary School Year Four English Writing Overview
New
s R
ep
ort
s
Moorside Primary School Year Four English Writing Overview
Exp
lan
atio
ns
Text structure sentence Useful vocab Word classes punctuation
Clear intro
Main task in points
creating a paragraph
Concluding statement
Subordinate clause
‘whilst’
Use of 2A in opening
Therefore
As a result
Conjunctions- time
and causal
Noun phrases
Commas after time
adverbs
Use of ! for end
statement
Use of ? for the
opening question/
title
Pla
yscr
ipts
Text structure Sentence Useful vocab Word classes Punctuation
Stage directions given in
present tense
To move away from relying on
narrator to tell story
Absence of speech marks and
omission of word ‘said’
Begin to develop use of
conjunctions to extend
sentences
Some colloquial terms for
informal language appropriate
to characters
Adverbial and adjective
phrases to give more
information
Brackets to give stage
directions or other
instructions
Ellipses to show
characterisation or
character thoughts
Moorside Primary School Year Four English Writing Overview
Name of character on left
hand side
Each new speech on new line
Stage direction in brackets
Use of scene to open script
Colons used after scene and
character names
Moorside Primary School Year Four English Writing Overview
Arg
um
en
t t
ext
s
Moorside Primary School Year Four English Writing Overview
Bio
grap
hie
s an
d a
uto
bio
grap
hy
