Year 4 Reading

Assessing Reading – Year 4 Expectations

Word Reading

• Apply knowledge of root words, prefixes and suffixes, to read aloud and to understand the meaning of unfamiliar words
• Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word
• Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words

Reading Comprehension

• Know which books to select for specific purposes, especially in relation to science, history and geography learning
• Use dictionaries to check the meaning of unfamiliar words
• Discuss and record words and phrases that writers use to engage and impact on the reader
• Know and recognise some of the literary conventions in text types covered
• Begin to understand simple themes in books
• Prepare poems to read aloud and to perform, showing understanding through intonation, tone, volume and action
• Explain the meaning of words in context
• Ask questions to improve understanding of a text
• Infer meanings and begin to justify them with evidence from the text
• Predict what might happen from details stated and deduced information
• Identify how the writer has used precise word choices for effect to impact on the reader
• Identify some text type organisational features, for example, narrative, explanation, persuasion
• Retrieve and record information from non-fiction
• Make connections with prior knowledge and experience
• Begin to build on others’ ideas and opinions about a text in discussion
• Explain why text types are organised in a certain way

Assessing Reading – Year 4 Mastery

Reading-Exceeding Statements

• Locate and use information from a range of sources, both fiction and non-fiction
• Compare fictional accounts in historical novels with the factual account
• Appreciate the bias in persuasive writing, including articles and advertisements
• Talk widely about different authors, giving some information about their backgrounds and the type of literature they produce
• Use inference and deduction to work out the characteristics of different people from a story
• Compare the language in older texts with modern Standard English (spelling, punctuation and vocabulary);
• Skim, scan and organise non- fiction information under different headings
• Refer to the text to support predictions and opinions
• Recognise complex sentences
• 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-Exceeding Statements

• Prepared to carry out a little research to find words that are specific to the event being written about
• Check to see if there are any sentences that can be re-organised so as to give my writing a greater impact
• Consciously use short sentences to speed up action sequences
• Use dialogue and reactions from other characters to make my character interesting
• Recognise when a simile may generate more impact than a metaphor, and vice versa
• Recognise when it is reasonable to allow direct speech to tell the reader more about an individual’s personality
• Recognise that a combination of good adjectives, similes and metaphors may help create a powerful image of the characters I am writing about
• Know how to re-order sentences so that they create maximum effect
• Vary choice of pronouns correctly to refer to the first, second and third person, both singular and plural
• Use commas or ellipses in order to create greater clarity and effect in my writing

 

Use the links below to help you to support your child on their Year 4 reading journey: