YEAR 4

Yr 4

Assessment BookletYear 4

Reigate Parish Church Primary School: A trusting, respectful and caring place for children to reach their full potential, with the

Christian faith and Christian values at our heart.

TickChild’s Name Tick

JAGUARGORILLA

For Reading, Writing and Maths

We aim to recognise, nurture and harness the strengths and talents of all children.

To provide a broad, balanced and creative learning environment through excellence in teaching.

To promote social, cultural, moral and spiritual development, supporting pupils and staff to become confident and responsible members of society.

To establish an atmosphere in which each child has a positive self-image and where individual achievements are valued by all.

To build self-confidence, self-esteem and independence in order to achieve success.

To value curiosity, encourage a questioning attitude and promote a love of life-long learning.

To grow from being an outstanding infant school into an outstanding primary school whilst maintaining our caring ethos, culture and atmosphere.

And, working in partnership with parents, to support their child’s learning and development.

2017-2018

YEAR 4 / 2017 - 2018

Reading Targets

I can recognise and understand an even greater variety of suffixes and prefixes.

I can use dictionaries to check the meaning of words that have been read.

I can read on sight all the words from the Year 4 spelling list.

I check that the text makes sense to me because I discuss my understanding and I can explain the meaning of words in their context.

I can recognise where words are an exception to the rule.

I can locate information using skimming, scanning and the structure of non-fiction texts.

I can locate features of fiction genres i.e. poetry, plays and a wide range of fiction (fairy stories, myths and legends).

I can retrieve and record in my own words key information from a non-fiction text.

I can compare, contrast and evaluate different non-fiction texts such as reference book.

Reading Attitudes

Comprehender Targets

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Reading Detective Targets

Language Lover Targets

I ask questions to help my understanding of the text.

I can discuss words and phrases that capture my interest and imagination.

I can pull together clues from action, dialogue and description to infer meaning.

I choose to read for a range of purposes.

I can make predictions with evidence from the texts and in using my knowledge of my wider reading.

I know how suspense is built up in a story including the development of a plot.

I can identify and justify, with evidence, some inferences of the character’s feelings, thoughts and motives from their actions.

I can recognise and use the effect of patterned language in a text.

I can find and comment on examples of how authors express different moods, feelings and attitudes.

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Reading Targets

Responder Targets

Big Reader Targets

I can identify main ideas from more than one paragraph and can summarise these.

I can read and perform plays and poems out loud showing an understanding of intonation, tone, volume and action.

I can identify themes and conventions in a wide range of texts.

I can recognise some different forms of poetry (free verse, narrative).

I understand how the author wants the reader to respond.

I can make simple comments on how the writer’s setting is different to the reader’s social, cultural and historical understanding.

I understand why non-fiction texts are structured in different ways.

I can make connections between books by the same author.

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5

YEAR 4 / 2017 - 2018

I apply a growing knowledge of root words, prefixes and suffixes (etymology and morphology) both to read aloud and to understand the meaning of new words.

I can select my own reading material according to interest, purpose and level of difficulty. I can widen my reading choices based on the recommendations of others.

I can independently select from a range wide, including myths and legends and re-tell stories from this range adding my own embellishments and detail for effect.

I can recognise and name an increasing range of poetry and can begin to describe their features.

In guided reading I read books accurately, fluently and with understanding of the text which is a an appropriate level of difficulty.

I can ask myself questions of an age- appropriate text when reading independently.

I can draw inferences based on evidence from various points in a text eg interpreting a character’s motives from actions at different points in a narrative.

I empathise with different characters’ feelings, thoughts and actions – and justify inferences with evidence.

I can use a dictionary automatically and accurately when meeting an unknown word.

I skim and scan for information, take notes, produce pictures and diagrams to summarise information.

I use clues from action, dialogue and description to interpret motives and meaning.

I discuss and evaluate how structures in narrative can be used to affect the reader. (e.g. chapter breaks, description/ dialogue, use of illustration within longer text)

I compare, contrast and evaluate the characteristics of different non-fiction texts.(e.g. chronological and

non-chronological)

I can identify expressive, descriptive and figurative language and link it to character or setting. I understand that paragraphs help to support the organisation of texts and development of ideas.

I analyse and evaluate texts by combining an understanding of significant ideas, themes, events and characters.

I use knowledge of the language features and structures of a range of non-fiction texts to support understanding.

I comment on the success of language choices in creating mood and atmosphere.

I justify my opinions by retrieval of information / quotations from the text.

I can justify my predictions using evidence from the text.

I can engage in group discussions and show I have understood what has been said by developing my ideas in light of responses from others.

I consider how the writer’s experiences influence themes within the text.

I can take an active part in oral performances of poetry and drama and demonstrate appropriate intonation, tone, volume and action.

I understand that paragraphs help to support the organisation of texts and development of ideas.

I recognise ways in which writer’s present issues and points of view in fiction and non-fiction.

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READING ATTITUDES

COMPREHENDER TARGETS

READING DETECTIVE TARGETS

LANGUAGE LOVER TARGETS

RESPONDER TARGETS

BIG READER TARGETS

Working at a greater depth in ReadingIN THE YEAR 4 CURRICULUM FOR READING / 2017 - 2018

Writing Targets

Super Speller Targets

OrganisedTargets

YEAR 4 / 2017 - 2018

I can spell most Year 4 homophones & near homophones correctly.

I show good stamina for writing, maintaining the standards expected in Year 4 through to the end of my writing.

I can sometimes place the possessive apostrophe accurately with plural words.

I can generate appropriate headings and subheadings to aid presentation and organise my writing.

I proof read for punctuation and spelling errors of words I am expected to know how to spell.

Within my paragraphs, I make some links between sentences e.g. pronouns and adverbials

I can spell most of the Year 4 common exception words correctly.

I can organise paragraphs around a theme.

I can use the first two/three letters in a word to check the spelling in a dictionary.

I can add Year 4 prefixes and suffixes to spell most words correctly e.g. il- im- ir- inter- anti- -ous.

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6

PurposefulTargets

Word WonderTargets

I can perform my own compositions using appropriate intonation, volume and movement so that meaning is clear.

I can use appropriate pronoun / noun to aid cohesion and void repetition.

I assess the effectiveness of my own and others’ writing and suggest improvements.

I use a varied and rich vocabulary.

I can plan, draft & redraft my work, choosing words and phrases to engage the reader & support the purpose, improving it as I go.

I can spell many of the Year 4 common exception words correctly.

I write for different purposes using the necessary structure.

I use fronted adverbials (adverbs, prepositional phrases and subordination) to introduce sentences and aid cohesion (e.g. Later that day, I heard the bad news).

I include details to interest, persuade, explain and instruct.

I use noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g. ‘the orphan’ expanded to ‘the unhappy orphan with curly hair).

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Writing Targets

GrammarGiants’ Targets

Handwriting HeroTargets

YEAR 4 / 2017 - 2018

I can identify and use appropriate determiners.

I consistently present my work so that it can be read clearly by someone else.

I listen and write simple sentences, dictated by the teacher that include words and punctuation taught so far.

I can join my handwriting up and am beginning to choose which letters to join for fluency.

I can use a wider range of conjunctions including if, while and although.

I can maintain neat, legible, joined handwriting.

I proof read for punctuation errors .! “”?,

I use conjunctions, adverbs and prepositions to express

time and cause.

I can use detailed speech punctuation in some of my writing (e.g comma after the reporting clause, end punctuation within inverted

commas: The conductor shouted, “Sit down!”)

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My use of apostrophes for omission and possession is mostly accurate.

I use standard English in most of my writing, using the correct tense.

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Working at a greater depth in WritingIN THE YEAR 4 CURRICULUM FOR WRITING / 2017 - 2018

I use some variety in length, subject or structure of sentences eg. use short sentences to speed up action and create drama.

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SUPER SPELLER

ORGANISATIONAL TARGETS

PURPOSEFUL TARGETS

WORD WONDER TARGETS

GRAMMAR GIANT’S TARGETS

I present a consistent point of view and link points coherently or persuasively.

I use paragraphs to construct logical development in non-fiction writing.

I spell common errors in prefixes and suffixes correctly

(e.g. disappear disappoint beginning business).

There is some sentence variation created

(e.g. direct speech; simple adverbials: we played after tea... it was scary in the tunnel, similes and metaphors).

I adapt my ideas

(e.g. inclusion of contextual information on a fictitious character or the use of quotes within a report).

I use paragraphs to clearly indicate change in narrative writing (e.g. action, setting, time).

I can spell words, mostly correctly, with endings which sound like zhun/

(e.g. division, invasion, confusion, decision, collision, television).

I am able to use a greater variety of subordinating conjunctions: because, if, which (e.g. because the rain can damage their skin…; which was strange…; if she could…).

I include description of narrator’s or character’s reaction to events.

The purpose and audience in my writing are clearly addressed through a choice of tense/verb form/layout/formality.

I use a variety of subordinate clauses

(e.g. When it stopped raining; Creeping quietly).

I sequence ideas or material logically and show events are clearly related.

I am beginning to use and experiment with a range of punctuation, although not always accurately

(e.g. brackets, commas, colons and dash).

Maths Targets

Number and Place Value

Addition and Subtraction

I can count in multiples of 6, 7, 9, 25 and 1000.

I can add numbers with up to 4 digits using formal written methods where appropriate.

I can find 1000 more or less that a given number.

I can subtract numbers with up to 4 digits using formal written methods where appropriate.

I can count backwards through zero to include negative numbers.

I can estimate to check answers to calculations.

I can recognise the place value of each digit in a 4-digit number. Th/H/T/Ones.

I can use inverses to check answers to calculations.

I can order and compare numbers beyond 1000.

I can solve addition 2-step problems, deciding methods to use and why.

I can identify, represent and estimate numbers using different representations.

I can solve subtraction 2-step problems, deciding methods to use and why.

I can round any number to the nearest 10, 100, or 1000.

I can solve number and practical problems using place value, using the skills above with increasingly large positive numbers.

I can read Roman numerals to 100 (I to C) and understand how the numeral system has changed to include 0 and place value.

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YEAR 4 / 2017 - 2018

I recognise and show, using diagrams, families of common equivalent fractions.

I can recall multiplication and division facts for multiplication tables up to 12x12.

I can count up and down in 100ths and recognise how 100ths arise when dividing an object by 100 and dividing.

I can use place value, known and derived facts to multiply mentally including x0 and x1.

I can solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number.

I can recognise and use factor pairs and commutativity in mental calculations.

I can add and subtract fractions with the same denominator.

I can multiply 2-digit numbers by a 1-digit number using formal written methods.

I can recognise and write decimal equivalents of any number of 10ths and 100ths.

I can multiply 3-digit numbers by a 1-digit number using formal written methods.

I can recognise and write decimal equivalents to ¼ ½ and 3/4.

I can solve problems involving multiplying & dividing including using the distributive law to multiply 2-digit numbers by 1-digit, integer scaling problems & harder correspondence problems such as n objects.

I can find the effect of dividing a 1 or 2 digit number by 10 and 100 and identify the value of the digits in the answer as ones, tenths or hundredths.

I can round decimals with 1 decimal place to the nearest whole number.

I can solve simple measure and money problems involving fractions & decimals up to 2 decimal places.

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Multiplication and Division

Fractions

Maths Targets

Measures StatisticsGeometry and Time

YEAR 4 / 2017 - 2018

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I can convert between different units of measure (e.g. km to m, hr to min, years to months).

I can compare & classify geometric shapes (including quadrilaterals & triangles) based on properties and sizes.

I can interpret and present discrete and continuous data using bar charts.

I can measure and calculate the perimeter of a rectilinear figure (including squares) in cm and m.

I can identify acute and obtuse angles.

I can interpret and present discrete and continuous data using time graphs.

I can find the area of rectilinear shapes by counting squares.

I can compare and order angles up to 2 right angles by size.

I can solve ‘comparison’ problems using information presented in bar charts, pictograms, tables and other graphs.

I can estimate, compare and calculate different measures (including money in £ and p).

I can identify lines of symmetry in 2D shapes in different orientations.

I can solve ‘sum’ problems using information presented in bar charts, pictograms, tables and other graphs.

I can read, write and convert time between analogue and digital clocks 12 and 24 hour clocks.

I can complete a simple symmetric figure with respect to a specific line of symmetry.

I can solve ‘difference’ problems using information presented in bar charts, pictograms, tables and other graph.

I can solve problems converting hours to minutes, minutes to seconds, years to months and weeks to days.

I can describe position on a 2D grid as co-ordinates in the first quadrant.

I can describe movements between positions as translations of a given unit to the left/right and up/down.

I can plot points & draw sides to complete a given polygon.

Working at a greater depth in MathsIN THE YEAR 4 CURRICULUM FOR READING / 2017 - 2018

I can explain why -4 is bigger than -5.

I can use place value, known and derived facts to divide mentally, including ÷1

I use a range of scales when interpreting and presenting data.

I can compare numbers with the same number of decimal places, up to 2 decimal places.

I can express perimeter algebraically as 2(a+b)

I can solve mental calculations with increasingly large numbers and explain my thinking.

e.g. 3012 – 2996

I can round numbers before carrying out a calculation in order to get a sense of the answer.

I can multiply three numbers together.

I can use appropriate graphical methods to present data (e.g. time charts, bar charts.)

I know that shapes an belong to more than one classification

e.g. a square is a rectangle, a parallelogram, a rhombus and a quadrilateral.

I can use equivalent calculations to make calculating easier

e.g 4x27 = 4x25 + 4x2 98x5 = 98x10 ÷2

3 I I am beginning to use formal written methods of short division, with remainders (TU ÷U)

I can solve number and practical problems that involve all of the above and with increasingly large positive numbers.

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NUMBER AND PLACE VALUE

MEASURES AND SHAPE

ADDITION AND SUBTRACTION

MULTIPLICATION AND DIVISION

FRACTIONS STATISTICS

YEAR 4 BOOKLET

Dont’t give up Try new things

Work hardUnderstand others

Concentrate Improve

Imagine Push yourself

YEAR 4 BOOKLET

The Secrets of SuccessBronze Silver Gold

To try new things

• Try new things with the help of others.• Talk about some things of personal

interest.• Join in with familiar activities.• Concentrate on things of interest.

• Try new things when encouraged.• Enjoy new experiences.• Join clubs or groups.• Talk about new experiences with others.

• Enjoy new things and take opportunities wherever possible.

• Find things to do that give energy.• Become fully involved in clubs or

groups. • Meet up with others who share interests

in a safe environment.

To work hard

• Work hard with the help of others. • Talk about some things of personal

interest.• Join in with familiar activities.• Concentrate on things of interest.

• Enjoy working hard in a range of activities.

• Reflect on how effort leads to success.• Begin to encourage others to work

hard.

• Have fun working hard.• Understand the benefits of effort

and commitment. • Continue to practise even when

accomplished.• Encouraged others by pointing out how

their efforts gain results.

To concentrate

• Give attention to areas of interest.• Begin to ‘tune out’ distractions.• Begin to show signs of concentration. • Begin to seek help when needed.

• Focus on activities.• ‘Tune out’ some distractions. • Search for methods to help with

concentration.• Develop areas of deep interest.

• Give full concentration.• ‘Tune out’ most distractions.• Understand techniques and methods

that aid concentration. • Develop expertise and deep interest in

some things.

To push yourself

• Express doubts and fears.• Explain feelings in uncomfortable

situations. • Begin to push past fears

(with encouragement).• Listen to people who try to help. • Begin to try to do something more than

once.

• Begin to understand why some activities feel uncomfortable.

• Show a willingness to overcome fears.• Push past fears and reflect upon the

emotions felt afterwards. • Begin to take encouragement and

advice from others. • Keep trying after a first attempt.

• Find ways to push past doubts, fears, or a drop in motivation even in challenging circumstances.

• Push oneself in areas that are not so enjoyable.

• Listen to others who encourage and help, thanking them for their advice.

• Reflect upon how pushing past doubts, fears or a drop in motivation leads to a different outlook.

To imagine

• With help, develop ideas.• Respond to the ideas of others’.• Respond to questions about ideas.• Act on some ideas.

• Begin to enjoy having new ideas.• Show some enthusiasm for the ideas of

others.• Ask some questions in order to develop

ideas.• Show enjoyment in trying out

some ideas.

• Generate lots of ideas.• Show a willingness to be wrong. • Know which ideas are useful and

have value.• Act on ideas.• Ask lots of questions.

To improve

• Share with others likes about own efforts.• Choose one thing to improve (with

help).• Make a small improvement (with help).

• Share with others a number of positive features of own efforts.

• Identify a few areas for improvement. • Attempt to make improvements.

• Clearly identify own strengths.• Indentify areas for improvement.• Seek the opinion of others to help

identify improvements.• Show efforts and commitment in refining

and adjusting work.

To understand

others

• Show an awareness of someone who is talking.

• Show an understanding that ones own behaviour affects other people.

• Listen to other people’s point of view.

• Listen to others, showing attention.• Think of the effect of behaviour on

others before acting. • Describe the points of view of others.

• Listen first to others before trying to be understood.

• Change behaviours to suit different situations.

• Describe and understand others’ points of view.

To not give up

• Try again with the help of others.• Try to carry on even if a failure

causes upset.• Keep going in activities of interest.• Try to think of oneself as lucky.

• Find alternative ways if the first attempt does not work.

• Bounce back after a disappointment or failure.

• Show the ability to stick at an activity (or a club or interest).

• See oneself as lucky.

• Show a determination to keep going, despite failures or set backs.

• Reflect upon the reasons for failures and find ways to bounce back.

• Stick at an activity even in the most challenging of circumstances.

• See possibilities and opportunities even after a disappointment.

• Consider oneself to be lucky and understand the need to look for luck.

© Copyright and acknowledgement of artwork and table of secrets of success has been used with permission from author Chris Quigley.

Reigate Parish Church Primary School, Blackborough Road, Reigate, Surrey, RH2 7DB01737 244 476 www.reigate-parish.org.uk info@reigate-parish.surrey.sch.ukHeadteacher - Mrs Frances Davis

Year 4 Common Exception Words