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Y4 Assessment statements - What I need to achieve Exceeding statements - What I need to aspire to

Writing composition

Compose sentences using a wider range of structures, linked to grammar objectives
Orally rehearse structured sentences or sequences of sentences
Write a narrative with a clear structure, setting, characters and plot
Make improvements by proposing changes to grammar and vocabulary to improve consistency, e.g. the accurate use of pronouns in sentences
Use a range of sentences with more than one clause
Use appropriate nouns or pronouns within and across sentences to support cohesion and aviod repetition
Use fronted adverbials, for example, 'Later that day, I went shopping.'
Use expanded noun phrases with modifying adjectives and prepositional phrases, for example, 'The strict teacher with curly hair'
Use other punctuation in direct speech, including a comma after there porting clause; use apostrophes to mark plural possession; and use commas after fronted adverbials

Writing transcription

Spell words with additional prefixes and suffixes and understand how to add them to root words, for example - ation, ous, ion, ian
Recognise and spell additional homophones, for example -accept and except, whose and who's
Use the first two or three letters of a word to check its spelling in a dictionary
Spell identified commonly misspelt words from Year 3 and 4 wordlist
Use the diagonal and horizontal strokes that are needed to join letters
Understand which letters, when adjacent to one another, are best left unjoined
Increase the legibility, consistency and quality of their handwriting: down strokes of letters are parallel and equidistant; lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch
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 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 and ellipses in order to create greater clarity and effect in my writing
The scale E E+ E++ M M+ M++ X X+ X++
  25% 40% 55% 70% 85% 100% 25% 50% 100%
No. of statements 4 7 9 12 15 17 3 5 10