Grenoside Community Primary School

Grenoside Community Primary School Grenoside Community Primary School

Communication • Co-operation • Self-esteem • Creativity • Independence • Reflection

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Expectations of a Year 4 Pupil

 

This page provides information for parents and carers about the end of year expectations for children in our school. These expectations have been identified as being the minimum requirements your child must meet in order to ensure continued progress throughout the following year.

All the objectives will be worked on throughout the year and will be the focus of direct teaching. Any extra support you can provide in helping your child to achieve these is greatly valued.

If you have any queries regarding the content of this page or want support in knowing how best to help your child, please talk to your child's teacher.

Reading

  • apply their growing knowledge of root words, prefixes and suffixes both to read aloud and to understand the meaning of new words they meet
  • read exception words, noting the unusual correspondences between spelling and sound.
  • develop positive attitudes to reading and understanding of what they read by:
  • listening to and discussing a wide range of fiction, poetry, plays, non-fiction and textbooks
  • reading books that are structured in different ways and reading for a range of purposes
  • using dictionaries to check the meaning of words that they have read
  • increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
  • identifying themes and conventions in a wide range of books
  • preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
  • discussing words and phrases that capture the reader’s interest and imagination
  • recognising some different forms of poetry
  • understand what they read, in books they can read independently, by:
  • checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
  • asking questions to improve their understanding of a text
  • drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
  • predicting what might happen from details stated and implied
  • identifying main ideas drawn from more than one paragraph and summarising these
  • identifying how language, structure, and presentation contribute to meaning
  • retrieve and record information from non-fiction
  • participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.

 

Speaking and Listening

  • listen and respond appropriately to adults and their peers
  • ask relevant questions to extend their understanding and knowledge
  • use relevant strategies to build their vocabulary
  • articulate and justify answers, arguments and opinions
  • give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
  • maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
  • use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
  • speak audibly and fluently with an increasing command of Standard English
  • participate in discussions, presentations, performances, role play, improvisations and debates
  • gain, maintain and monitor the interest of the listener(s)
  • consider and evaluate different viewpoints, attending to and building on the contributions of others
  • select and use appropriate registers for effective communication.

 

Writing

  • use further prefixes and suffixes and understand how to add them
  • spell further homophones
  • spell words that are often misspelt
  • place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s]
  • use the first two or three letters of a word to check its spelling in a dictionary
  • write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.
  • use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
  • increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].
  • plan their writing by:
  • discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
  • discussing and recording ideas
  • draft and write by:
  • composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures organising paragraphs around a theme
  • in narratives, creating settings, characters and plot
  • in non-narrative material, using simple organisational devices [for example, headings and sub-headings]
  • evaluate and edit by:
  • assessing the effectiveness of their own and others’ writing and suggesting improvements
  • proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences
  • proof-read for spelling and punctuation errors
  • read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.

 

 

Punctuation and Grammar

  • extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although
  • using the present perfect form of verbs in contrast to the past tense
  • choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition
  • using conjunctions, adverbs and prepositions to express time and cause
  • using fronted adverbials
  • indicate grammatical and other features by:
  • using commas after fronted adverbials
  • indicating possession by using the possessive apostrophe with plural nouns
  • using and punctuating direct speech
  • use and understand the grammatical terminology.

 

 

Year 4 spelling rules

Adding suffixes

 -ing, =er E.g. forgetting, forgotten, beginning, beginner, prefer, preferred gardening, gardener, limiting, limited, limitation

–ation -. E.g. information, adoration, sensation, preparation, admiration.

 –ly - E.g. sadly, completely, usually comically happily, angrily gently, simply, humbly, nobly, basically, frantically, dramatically.

–ous -. E.g. poisonous, dangerous, mountainous, famous, various, tremendous, enormous, jealous.   

Prefixes

 dis–: disappoint, disagree, disobey  mis–: misbehave, mislead, misspell  in–: inactive, incorrect. il. E.g. illegal, illegible. im–. E.g. immature, immortal, impossible, impatient, imperfect. ir– E.g. irregular, irrelevant, irresponsible. re : redo, refresh, return, reappear, redecorate. sub–: subdivide, subheading, submarine, submerge. inter–: interact, intercity, international, interrelated super–: supermarket, superman, superstar. anti–: antiseptic, anti-clockwise, antisocial. auto–: autobiography, autograph.

Words with endings sounding like or /ʒə/

e.g. teacher, catcher, richer, stretcher. E.g. measure, treasure, pleasure, enclosure, creature, furniture, picture, nature, adventure.

Endings which sound like /ʒən/. E.g. division, invasion, confusion, decision, collision, television.

–ous. E.g. humorous, glamorous, vigorous,  courageous, outrageous, serious, obvious, curious hideous, spontaneous, courteous.

Endings which sound like spelt –tion, –sion, –ssion, –cian /ʃən/

E.g. invention, injection, action, hesitation, completion. 

expression, discussion, confession, permission, admission.

expansion, extension, comprehension, tension

musician, electrician, magician, politician, mathematician.

Words with the /k/ sound spelt ch – E.g. scheme, chorus, chemist, echo, character.

Words with the /ʃ/ sound spelt ch  E.g. chef, chalet, machine, brochure.

Words ending with the /g/ sound spelt –gue and the /k/ sound spelt –E.g. league, tongue, antique, unique.

Words with the /s/ sound spelt sc - E.g. science, scene, discipline, fascinate, crescent.

Words with the /eɪ/ sound spelt ei, eigh, or ey – E.g. vein, weigh, eight.

Possessive apostrophe with plural words - E.g. girls’, boys’, babies’, children’s, men’s, mice’s.

Homophones and near-homophones – E.g. accept/except, affect/effect, ball/bawl, berry/bury, brake/break, fair/fare, grate/great, groan/grown, here/hear, heel/heal/he’ll, knot/not, mail/male, main/mane, meat/meet, medal/meddle, missed/mist, peace/piece, plain/plane, rain/rein/reign, scene/seen, weather/whether, whose/who’s.

The /ɪ/ sound spelt y -  E.g. myth, gym, Egypt, pyramid, mystery

The /ʌ/ sound spelt ou - young, touch, double, trouble, country

 

 

Year 3 and 4 spelling list

 

These are words and spelling patterns which Y3s and 4s are expected to be able to spell -  how many can your child spell?

accident

caught

eighth

heart

naughty

probably

surprise

accidentally

centre

enough

height

notice

promise

therefore

actual

century

exercise

history

occasion

purpose

though

actually

certain

experience

imagine

occasionally

quarter

although

address

circle

experiment

increase

often

question

thought

answer

complete

extreme

important

opposite

recent

through

appear

consider

famous

interest

ordinary

regular

various

arrive

continue

favourite

island

particular

reign

weight

believe

decide

February

knowledge

peculiar

remember

woman

bicycle

describe

forward/s

length

perhaps

sentence

women

breath

different

fruit

library

popular

separate

 

breathe

difficult

grammar

material

possess

special

 

build

disappear

group

medicine

possession

straight

 

busy

early

guard

mention

possible

strange

 

business

earth

guide

minute

potatoes

strength

 

calendar

eight

heard

natural

pressure

suppose

 

 

Expectations of a Y4 pupil in mathematics

 

  • count in multiples of 6, 7, 9, 25 and 1000
  • find 1000 more or less than a given number
  • count backwards through zero to include negative numbers
  • recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones)
  • order and compare numbers beyond 1000
  • identify, represent and estimate numbers using different representations
  • round any number to the nearest 10, 100 or 1000
  • solve number and practical problems that involve all of the above and with increasingly large positive numbers
  • read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value.
  • add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate
  • estimate and use inverse operations to check answers to a calculation
  • solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why.
  • recall multiplication and division facts for multiplication tables up to 12 × 12
  • use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers
  • recognise and use factor pairs and commutativity in mental calculations
  • multiply two-digit and three-digit numbers by a one-digit number using formal written layout
  • solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects.
  • recognise and show, using diagrams, families of common equivalent fractions
  • count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten.
  • 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
  • add and subtract fractions with the same denominator
  • recognise and write decimal equivalents of any number of tenths or hundredths
  • recognise and write decimal equivalents to ¼, ½, ¾.
  • find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths
  • round decimals with one decimal place to the nearest whole number
  • compare numbers with the same number of decimal places up to two decimal places
  • solve simple measure and money problems involving fractions and decimals to two decimal places.
  • Convert between different units of measure [for example, kilometre to metre; hour to minute]
  • measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres
  • find the area of rectilinear shapes by counting squares
  • estimate, compare and calculate different measures, including money in pounds and pence
  • read, write and convert time between analogue and digital 12- and 24-hour clocks
  • solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days
  • compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes
  • identify acute and obtuse angles and compare and order angles up to two right angles by size
  • identify lines of symmetry in 2-D shapes presented in different orientations
  • complete a simple symmetric figure with respect to a specific line of symmetry.
  • describe positions on a 2-D grid as coordinates in the first quadrant
  • describe movements between positions as translations of a given unit to the left/right and up/down
  • plot specified points and draw sides to complete a given polygon.
  • interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs.
  • solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs.