Milestone 2 Objectives Milestone indicators Text Types Reading

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1 Literacy: Year 4 Milestone 2 Objectives Milestone indicators Text Types Reading To read words accurately Apply a growing knowledge of root words, prefixes and suffixes (etymology and morphology). Read further exception words, noting the spellings. To understand texts Draw inferences from reading. Predict from details stated and implied. Recall and summarise main ideas. Discuss words and phrases that capture the imagination. Retrieve and record information from non-fiction, using titles, headings, sub-headings and indexes. Prepare poems and plays to read aloud with expression, volume, tone and intonation. Identify recurring themes and elements of different stories (e.g. good triumphing over evil).

2 Recognise some different forms of poetry. Explain and discuss understanding of reading, maintaining focus on the topic. Draw inferences such as inferring characters feelings, thoughts and motives from their actions, and justifying inferences with evidence. Predict what might happen from details stated and implied. Identify main ideas drawn from more than one paragraph and summarise these. Identify how language, structure and presentation contribute to meaning. Ask questions to improve understanding of a text. Use the main features of a type of writing (identified in reading). Composition To write with purpose Use techniques used by authors to create characters and settings. Fiction Write stories set in places pupils have been. Write stories that contain mythical, legendary or historical characters or events. Write stories of adventure.

3 To use imaginative description To organise writing appropriately To use paragraphs Create characters, settings and plots. Use alliteration effectively. Use similes effectively. Use a range of descriptive phrases including some collective nouns. Use organisational devices such as headings and subheadings. Use the perfect form of verbs to mark relationships of time and cause. For example: - present perfect: she has arrived. - past perfect: By the time we arrived at the party, it had ended. - future perfect: By the time we arrive the party will have ended. Use connectives that signal time, shift attention, inject suspense and shift the setting. Organise paragraphs around a theme. Sequence paragraphs. Write stories of mystery and suspense. Write letters. Write plays. Write stories, letters, scripts and fictional biographies inspired by reading across the curriculum. Non-Fiction Write instructions. Write recounts. Write persuasively. Write explanations. Write non-chronological reports. Write biographies. Write in a journalistic style. Write arguments. Write formally. Poetry Learn by heart and perform a significant poem. Write haiku. Write cinquain. Write poems that convey an image (simile, word play, rhyme & metaphor).

4 To use sentences Appropriately Use a mixture of simple, compound and complex sentences. Write sentences that include: - conjunctions - adverbs - direct speech, punctuated correctly - clauses - adverbial phrases. Transcription To present neatly Join letters, deciding which letters are best left un-joined. Make handwriting legible by ensuring downstrokes of letters are parallel and letters are spaced appropriately. To spell correctly To punctuate accurately Use prefixes and suffixes, and understand how to add them. Spell homophones correctly. Spell correctly often misspelled words. Place the possessive apostrophe in words with regular and irregular plurals. Use commas after fronted adverbials. Use and punctuate direct speech.

5 Communication To listen carefully and understand Engage in discussions, making relevant points. Ask for specific additional information to clarify. Understand the meaning of some phrases beyond the literal interpretation. To develop a wide and interesting vocabulary Use time, size and other measurements to quantify. Use interesting adjectives, adverbial phrases and extended noun phrases in discussion. Use vocabulary that is appropriate to the topic being discussed or the audience that is listening. To speak with clarity Use verbs with irregular endings. Use a mixture of sentence lengths to add interest to discussions and explanations. Use intonation to emphasise grammar and punctuation when reading aloud.

6 To tell stories with structure Bring stories to life with expression and intonation. To hold conversations and debates Read the audience to know when to add detail and when to leave it out. Make relevant comments or ask questions in a discussion or a debate. Seek clarification by actively seeking to understand others points of view. Respectfully challenge opinions or points, offering an alternative.

7 Spelling Term 1 Term 2 Term 3 Revisit and Review: Revisit and Review: Revisit and Review: Revise /eɪ/ sound spelt ei, eigh, or ey, words with the /ʃ/ sound spelt ch, Teaching rarer GPCs: From Y3/4 word list guard, guide. The /ʌ/ sound spelt ou (all Word endings: Teaching rarer GPCs: from Y3) Word endings: Words with endings sounding like /ʒə/ or /tʃə/ e.g. measure Prefixes and Suffixes: Prefixes in-, il-, im- Suffixes: Adding suffixes beginning with vowel letters to words of more than one syllable ing, -en, -er, -ed. Homophones:, peace/piece, main/mane, affect/effect. Apostrophe: Possessive apostrophe with plural words e.g. girls, boys, babies. Words with endings sounding like /ʒə/ or /tʃə/ e.g. creature, furniture. Endings which sound like /ʃən/, spelt tion, sion, ssion, cian e.g. invention, comprehension, expression, magician. Prefixes and Suffixes: Prefixes: ir-, inter-, anti-. Suffixes: The suffix ation e.g. sensation, preparation. Homophones: scene/seen, male/mail, bawl/ball. Apostrophe: Possessive apostrophe with singular proper nouns e.g. Cyprus s population. Revise prefixes from Y3: undis-, mis-, re-, pre-, sub-, tele-, super-, auto Words with the /s/ sound spelt sc (Latin in origin) e.g. science Word endings: Endings which sound like /ʒən/ -sion e.g. division, confusion. Prefixes and Suffixes: Suffixes: The suffix ly. Teach the exceptions e.g. y changed to i, le ending changed to ly, ic ending changed to ally. The suffix ous e.g. poisonous, outrageous. Homophones: whether/weather, fair/fare, medal/meddle. Apostrophe: Revise contractions from Y2 and plural apostrophe rules.

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