Writing: grammar, punctuation, spelling and vocabulary – ongoing reviewTeachers should select the areas below that they feel their pupils need to revise and consolidate based on their own assessments. Review work can be revisited at the same time as teaching the Year 4 Programme of Study during the refresh/review section of a lesson. It is very important that the content from Key Stage 1 be revisited in subsequent years to consolidate knowledge and build on pupils’ understanding.

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Learning objectives for review from from Key Stage 1

Grammar and punctuation • To identify and write the different types of nouns. Extend KS2 pupils to fully exploring and understanding

abstract, common, collective and proper nouns. • To identify and write noun phrases (e.g. bouncy ball).• To select and write verbs in the present and past tense (-ed and -ing) and write in the correct tense

throughout writing, using the past and present progressive verbs, e.g. I was swimming (past tense) or I am swimming (present tense).

• To use adverbs to describe ‘how’ things are done (e.g. slowly, quickly, quietly). • To use adjectives to describe things (e.g. beautiful butterfly). • To revise the use of apostrophes to mark where letters are missing (e.g. can’t) and singular possession (e.g.

the girl’s coat).• To recognise and write different types of sentences including statements, questions, commands and

exclamations.• To punctuate sentences accurately using full stops, capital letters, question marks, exclamation marks and

commas in a list. Extend KS2 pupils to fully understanding and embedding capital letters for: days of the week, festivals, people’s names, titles, names of shops, cinemas and theatres and titles of people. See proper nouns.

• To identify and use subordinating conjunctions (e.g. when, if, that, because).• To identify and use co-ordinating conjunctions (e.g. or, and, but).

Spelling and vocabulary• To understand the singular and plural form of nouns (dog/dogs) and third person singular of verbs (I wish/

she wishes). • To add -es for words ending in -s, -ss, -sh, -ch, -x and -z. They also make a hissing sound. • Extend KS2 pupils to irregular plurals (e.g. child/children, mouse/mice, tooth/teeth, person/people, foot/feet)

and words ending in -f and -fe (e.g. thief – thieves, wolf – wolves, life – lives). Add -es to words ending in ‘o’ (e.g. potatoes, tomatoes).

• To explore plurals for words ending in -us, e.g. cactus – cacti; focus – foci (or focuses); fungus – fungi; stimulus – stimuli).

• To revise the use of prefixes and suffixes (un-, -ment, -ness, -ful and -ly), e.g. unhappily, unloaded, unfairly, merriment, excitement, plentiful, happiness.

• To revise the rules for adding prefixes and suffixes to words, e.g. hike – hiked, hiking, hiker (drop the -e, add -ed, -ing, -er) or copy – copied, copier (change the ‘y’ to an ‘i’ and add -ed, -er).

• To revise words ending in -tion, e.g. station, fiction, motion, section.

Statutory terminology already taught: letter, capital letter, word, singular, plural, sentence, punctuation, full stop, question mark, exclamation mark, adverb, apostrophe, noun, noun phrase, verb, adjective, past and present tense, statement, question, command, exclamation, prefix, suffix, comma, preposition, conjunction, clause, subordinate clause, inverted comma, consonant, consonant letter, vowel, vowel letter.

Words in bold are in the glossary with teaching guidance.

New Primary English planning and teaching framework - Year 4

Sample from Year 4

Learning objectives for review from Year 3

Grammar and punctuation• To organise writing into paragraphs by grouping related material together. • To identify and use the present perfect form of a verb (e.g. she has gone out to play instead of she went out

to play). • To use headings and sub-headings to aid presentation. • To express time, place and cause using conjunctions (e.g. when, before, after, while, so, because) and use

these to write multi-clause sentences. Extend Year 4 pupils by embedding and exploring the difference between conjunctions and prepositions used in context, e.g. I was here before 8am this morning – preposition (change of time). I brush my hair before I have dinner – subordinating conjunction. The easiest way to explain this to pupils is that the preposition shows a change of time and the subordinating conjunction ‘introduces’ a subordinate clause or extra information.

• To use and understand the determiners a, an and the (e.g. an elephant, a plant). Extend Year 4 pupils to exploring the full range of determiners.

• To express time, place and cause using adverbs (e.g. then, next, soon, therefore) and prepositions (during, before, after, in, at).

Spelling and vocabulary• To understand words with the ‘ai’ sound (e.g. ‘ai’ as in rain) spelt ei, eigh, or ey. E.g. ei – vein, beige, reign*;

eigh – weigh, eight*, eighth*, neighbour, sleigh, weight*; ey – they, obey, grey. • To understand and use the suffix -ly (sadly, usually, completely). • To understand the ‘i’ sound, (e.g. ‘i’ in the word bin) spelt with a ‘y’, e.g. myth, symbol, syrup, gym, Egypt,

pyramid, mystery, crystal, typical, lyrics. • To understand the ‘u’ sound (e.g. ‘u’ in the word up) spelt as ‘ou’, e.g. young, enough, touch, double, trouble,

country, rough, cousin, encourage, tough.

Statutory terminology already taught: letter, capital letter, word, singular, plural, sentence, punctuation, full stop, question mark, exclamation mark, adverb, apostrophe, noun, noun phrase, verb, adjective, past and present tense, statement, question, command, exclamation, prefix, suffix, comma, preposition, conjunction, clause, subordinate clause, inverted comma, consonant, consonant letter, vowel, vowel letter, word family.

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Writing: grammar, punctuation, spelling and vocabulary – ongoing review

Words in bold are in the glossary with teaching guidance.

New Primary English planning and teaching framework - Year 4

Sample from Year 4

AUTUMNWriting: grammar, punctuation and vocabularyThe medium-term plans are designed to be flexible, and teachers can introduce content earlier or later in the term depending on their classes.

Learning objectives

• To review the use of the determiners a, an, the. • To identify determiners in reading and use a wider range of them in writing.• To use and understand the terminology ‘determiner• To identify and write the correct use and spelling of pronouns (e.g. he, she, we, it, something, someone,

nothing). • To identify and use possessive pronouns (e.g. his, hers, ours, yours, mine, theirs, my).• To identify and write adverbials of time and place in writing (e.g. ‘When I got home’ (time) and ‘in the

garden’ (place).• To use a comma after a fronted adverbial (e.g. Last night, I visited my family). • To be able to write simple sentences from memory, dictated by the teacher, which includes words and

punctuation already taught. • To use and apply the grammatical terminology when discussing writing and reading.

Words in bold are in the glossary with teaching guidance.

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New Primary English planning and teaching framework - Year 4

Ongoing areas for every unit of work and across a range of writing

• To use paragraphs to organise ideas around a theme, (e.g. use topic sentences to introduce a paragraph and add supporting details).

• To use an appropriate choice of pronoun and noun within and across sentences to aid cohesion and avoid repetition.

See example unit of work for how to teach this.

Sample from Year 4

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New Primary English planning and teaching framework - Year 4

Statutory word list for Years 3 and 4Grouped by possible teaching areas

Year groups in brackets are just suggestions for where these spelling rules can be covered. Schools have the flexibility to change and adapt this.

suffix -ly, -ally (Year 3)accidentally actually occasion(ally)probably

-tion and -sion words (Year 3)mentionoccasion positionpossess(ion)question

‘n’ spelt as ‘kn’ (Year 4)knowledge knowledgeable

‘or’ sound spelt ‘augh’ (Year 3)caughtnaughty

‘ei’, ‘ey’ and ‘eigh’ sounds (Year 3)eight/eighthreignweight

height (exception)

adverbials(Year 4)therefore

-ous words(Year 4)famousvarious

-ible words (Year 4)possible

-ough letter strings (Year 4)enoughthough/althoughthoughtthrough(currently taught in Years 5/6)

words from other countries(Years 3 and 4)bicycle

‘i’ sound spelt as ‘u’ (Year 3)busy/business

adding prefixes(Year 3)(dis)appear (dis)believe(re)build(re)position

unstressed vowels (Year 4)differentfavouriteFebruary interest libraryordinaryseparate

split digraph – long vowel sounds(Year 3)Two letters make one sound that are split (e.g. guide - ‘i-e’)arrivedecidedescribe extremeguidesurprise(review work from Year 1)

cross-curricular words(Years 3 and 4)eartheight/eighthfruithearthistoryincreaseminutenaturaloppositepositionquarterregularweight

‘s’ sound spelt as ‘c’ before ‘e’, ‘i’ and ‘y’ (Year 4)bicyclecentrecenturycertaincircleconsiderdecideexerciseexperiencemedicine noticerecent (review work from Year 2)

double consonants(Year 3)addressappeararrivedifferent difficultdisappeargrammaroccasionoppositepressuresuppose

other words (Years 3 and 4)answerbreathbreathebuildcalendarcomplete continue earlyearthexperimentgroupguard forward(s)fruitheardhearthistoryimagineimportantincreaseislandlearnlengthmaterialminutenaturaloftenparticularpeculiarperhapspopularpotatoespromisepurposequarterregularremembersentencespecial (-tial words)straightstrangestrengthsurprisewoman/women

Sample from Year 4

Do colours represent emotions?

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Year 4 – The Day the Crayons Quit – Drew Daywait

The Day the Crayons Quit by Drew Daywait

ANALYSIS

Curriculum links Ꮀ identifying main ideas drawn from more than one paragraph and summarising these,

Ꮀ identifying how language, structure and presentation contribute to meaning

Activities Ꮀ Revisit some of the questions from the COMPREHENSION section which pupils found difficult and address any misconceptions.

Ꮀ Write the word ‘purpose’ on the board and ask pupils what it means. Some pupils may benefit more from ‘the purpose of___’ as a prompt.

Ꮀ Display a range of purposes and ask pupils to provide suggestions of examples for these

Ꮀ Revisit ‘The Day The Crayons Quit’ and choose a letter to focus on. Provide pupils with a copy of the letter and ask them to identify what the purpose of the letter is. Explain that this is similar to identifying the theme or idea of the letter. What is the main message of the letter? What mood do you think the crayon was in? How do you know? Which word shows/proves this? Record pupils’ suggestions on a shared board and model the frame:

The purpose of _________ crayon’s letter is to ___________.

I know this because it says ‘ ________________________________________’ in the text.

This means/shows that ______ crayon is feeling ________.

Ꮀ Demonstrate how to choose an example from the text to support our answer. Model how to use inverted commas to reference the evidence from the text (evidence).

Ꮀ Ask pupils to work through other letters from the book and use the same frame to identify the purpose and explain how they know.

Purpose of texts:to persuade, to inform, to complain, to thank, to entertain, to apologise, to suggest, to request, to thank, to accuse, to agree, to disagree,

Do colours represent emotions?

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Year 4 – The Day the Crayons Quit – Drew Daywait

The Day the Crayons Quit by Drew Daywait

PLAN

Curriculum linksPlan their writing by:

Ꮀ discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar

Ꮀ discussing and recording ideas

Activities Ꮀ Choose two pupils to scribe in the session – one to record the range of letter openers (Hey Duncan, Dear Duncan, Hi Duncan, Duncan) and the other to record the different ways to end the letters (Your overworked friend, Your very neat friend, Your very stubby friend, Your friend, Your naked friend, Your friend) Read the book to the class and encourage the scribes to build up two word banks. Spend some time discussing the different examples – pupils could consider different shades of meaning and order the examples from most polite to least polite, explaining their reasons to a partner.

Ꮀ Choose a letter to analyse together and explain that identifying features from this letter will help to create success criteria for our own writing. Pupils could work together and highlight features and then share findings in a feedback session. This should generate a list of features for writing a letter from a crayon (a greeting, clear reason for writing, examples of why they are feeling like this, suggestions for Duncan, an ending which reflects their mood)

Ꮀ When planning their own writing pupils may need some colour wheels so that they can choose precise colours, for example royal blue, cherry red, hot pink, pitch black, jade green.

Ꮀ Emphasise the point that pupils will need to decide what mood they/their crayon is in as the choice of mood will influence the choice of language and style of their writing.

Ꮀ Some pupils may need prompts displayed – How is your crayon feeling? Why are they writing to Duncan? What is the purpose of the letter? What will your greeting be? How will you end your letter?

Ꮀ Some pupils may need a planning frame whereas others may be able to present their plan in their own way.