Year 4 – Mrs Critchell

    Writing Targets for Year 4

    Working Towards

    • I use capital letters, full stops, commas, question marks and exlamation marks accurately most of the time
    • My handwriting is legible and consistent; down strokes of letters are parallel and equidistant.
    • I can write a narrative with a clear setting
    • I am starting to use fronted adverbials
    • I am starting to organise my work into paragraphs
    • I am starting to use inverted commas and other punctuation to indicate direct speech
    • I can spell most Year 1 & 2 words correctly
    • I can spell some Year 3 & 4 words correctly

    Working At Expected

    • 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.  
    • I can use the diagonal and horizontal strokes that are needed to join letters.
    • My handwriting is legible and consistent; down strokes of letters are parallel and equidistant.
    • 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.
    • I can use noun phrases which are expanded by adding modifying adjectives, nouns and preposition phrases.
    • I can use fronted adverbials.
    • I can write in paragraphs.
    • I make an appropriate choice of pronoun and noun within and across sentences.
    • 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.

    Working at Greater Depth

    • I am prepared to carry out some research to find words that are particular 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 can deliberately use short sentences to speed up action sequences.
    • I can use dialogue and reactions from other characters to make my character interesting.
    • I can recognise when a simile may generate more impact than a metaphor, and vice versa.
    • I can recognise when it is reasonable to allow direct speech to tell the reader more about an individual’s personality.
    • I can 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 that they create maximum effect.
    • I can vary my choice of pronouns correctly to refer to the first, second and third person, both singular and plural.
    • I can use commas or ellipses in order to create greater clarity and effect in my writing.