Year 4 Expectations

Reading Targets

A Year 4 Reader

Word Reading
I can apply my knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words.
I can read further exception words, noting the unusual correspondences between spelling and sound.
I attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words.
 
Comprehension
I know which books to select for specific purposes, especially in relation to science, geography and history learning.
I can use a dictionary to check the meaning of unfamiliar words.
I can discuss and record words and phrases that writers use to engage and impact on the reader.
I can identify some of the literary conventions in different texts.
I can identify the (simple) themes in texts.
I can prepare poems to read aloud and to perform, showing understanding through intonation, tone, volume and action.
I can explain the meaning of words in context.
I can ask relevant questions to improve my understanding of a text.
I can infer meanings and begin to justify them with evidence from the text.
I can predict what might happen from details stated and from the information I have deduced.
I can identify where a writer has used precise word choices for effect to impact on the reader.
I can identify some text type organisational features, for example, narrative, explanation and persuasion.
I can retrieve information from non-fiction texts.
I can build on others’ ideas and opinions about a text in discussion.

Reading Targets

Exceeding Year 4 Expectations

I talk widely about different authors, giving some information about their backgrounds and the type of literature they produce.
I can talk about why I prefer certain authors and get ‘immersed’ in my reading.
I locate and use information from a range of sources, both fiction and non-fiction.
I can compare fictional accounts in historical novels with the factual account.
I can appreciate the bias in persuasive writing, including articles and advertisements.
I use inference and deduction to work out the characteristics of different people from a story.
I can skim, scan and organise non-fiction information under different headings.
I refer to the text to support my predictions and opinions.
When reading aloud, I show awareness of the listener through the use of pauses, giving emphasis and keeping an appropriate pace so as to entertain and maintain interest.
 

Writing Targets - A Year 4 Writer

Transcription
Spelling
I can spell words with prefixes and suffixes and can add them to root words.
I can recognise and spell homophones.
I can use the first two or three letters of a word to check a spelling in a dictionary.
I can spell the commonly mis-spelt words from the Y3/4 word list.
Handwriting
I can use the diagonal and horizontal strokes that are needed to join letters.
I understand which letters should be left unjoined.
My handwriting is legible and consistent; down strokes of letters are parallel and equidistant; lines of writing are spaced sufficiently so that ascenders and descenders of letters do not touch.
Composition
I can compose sentences using a range of sentence structures.
I can orally rehearse a sentence or a sequence of sentences.
I can write a narrative with a clear structure, setting and plot.
I can improve my writing by changing grammar and vocabulary to improve consistency.
I use a range of sentences which have more than one clause.
I can use appropriate nouns and pronouns within and across sentences to support cohesion and avoid repetition.
I can use direct speech in my writing and punctuate it correctly.
Grammar and punctuation
Sentence structure
I can use noun phrases which are expanded by adding modifying adjectives, nouns and preposition phrases.
I can use fronted adverbials.
Text structure
I can write in paragraphs.
I make an appropriate choice of pronoun and noun within and across sentences.
Punctuation
I can use inverted commas and other punctuation to indicate direct speech.
I can use apostrophes to mark plural possession.
I can use commas after fronted adverbials.

Writing Targets

Year 4: Writing at Greater Depth

I am prepared to carry out some research to find words that are specific to the event being written about.
I can check to see if there are any sentences that can be re-organised so as to give my writing a greater impact.
I consciously use short sentences to speed up my action sequences.
I use dialogue and reactions from other characters to make my character interesting.
I recognise when a simile may generate more impact than a metaphor, and vice versa, in my writing.
I recognise when it is reasonable to allow direct speech to tell the reader more about an individual’s personality.
I recognise that a combination of good adjectives, similes and metaphors may help create a powerful image of the characters I am writing about.
I know how to re-order sentences so they create maximum effect.
I vary my choice of pronouns correctly to refer to the first, second and third person, both singular and plural.
I use commas or ellipses in order to create greater clarity and effect in my writing.
I make clear links with reading, using models from my reading to construct my own sentences and paragraphs.

Targets in Spoken Language

A Year 4 Speaker

I ask questions to clarify or develop my understanding.
I can sequence, develop and communicate ideas in an organised and logical way, always using complete sentences.
I show that I understand the main point and the details in a discussion.
I adapt what I am saying to the needs of the listener or audience (increasingly).
I show that I know that language choices vary in different contexts.
I can present to an audience using appropriate intonation; controlling the tone and volume so that the meaning is clear.
I can justify an answer by giving evidence.
I use Standard English when it is required.
I can perform poems or plays from memory, conveying ideas about characters and situations by adapting expression and tone.

Targets in Spoken Language

Exceeding Year 4 Expectations

I can prepare and deliver a talk to the class on an aspect of learning in science, history or geography.
I can present a strong argument in a formal debate on an issue, using the language and procedures of debating.
I can propose and discuss possible explanations and questions (e.g.  re phenomena in science, history or geography) as a basis for planning an investigation with roles, activities and resources.
I can develop a group presentation that reports recent learning to the class, with vocabulary and grammar appropriate to the subject.
I can listen to a debate with an open mind, recall the main arguments and decide, for clear reasons, which one was most convincing.
I can comment on the language used in the arguments presented in a debate.
I can take roles to argue opposing views on an issue, and then discuss ways of dealing constructively with disagreement.
I can reflect on and evaluate my dramatic presentations and those of  others.
I can explain the advantages and disadvantages of the formal rules of debating.
I show a good understanding of what has been said and can introduce new ideas that are valid.

Mathematics Targets - A Year 4 Mathematician

Number
I can recall all multiplication facts to 12 x 12.
I can round any number to the nearest 10, 100 or 1000 and decimals with one decimal place to the nearest whole number.
I can count backwards through zero to include negative numbers.
I can compare numbers with the same number of decimal places up to 2-decimal places.
I can recognise and write decimal equivalents of any number of tenths or hundredths.
I can add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction.
I can divide a 1 or 2-digit number by 10 or 100 identifying the value of the digits in the answer as units, tenths and hundredths.
I can multiply 2-digit and 3-digit numbers by a 1-digit number using formal written layout.
I can solve two step addition and subtraction problems in context.
I can solve problems involving multiplication.
 
Measurement and geometry
I can compare and classify geometrical shapes, including quadrilaterals and triangles, based on their properties and sizes.
I know that angles are measured in degrees and can identify acute and obtuse angles.
I can compare and order angles up to two right angles by size.
I can measure and calculate the perimeter of a rectilinear figure in cm and m.
I can read, write and convert between analogue and digital 12 and 24 hour times.
I can interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs.

Mathematics Targets

Year 4: Mathematics at Greater Depth

I can solve multi-step problems related to on-going learning in science, history and geography.
I can rapidly recall answers when multiplying and dividing a whole or decimal number by 10.
I deal very confidently and rapidly with any addition or subtraction operations involving up to four digits.
I deal effectively with any reasoning problems related to the Year 4 expectations in number and measures.
I show a good level of resilience when it comes to tackling difficult problems which may require deep thinking.
I can explain my reasoning to a peer and at the same time deepen my own understanding.
I show a growing confidence when applying any multiplication facts to on-going learning in other subjects.
I am able to work out which number or measurement operation is most appropriate to a given problem.
I can return to any area of mathematical learning after a break and pick up quickly without needing to be re-taught.
I can collect my own data on a given project and present information in graphical formats of my choosing.

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