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It specifies what children should be able to do, including spelling exception words, applying spelling rules in extended writing, planning and rehearsing sentences, organising paragraphs by theme, evaluating and improving writing, and proofreading. Handwriting requirements emphasize legibility, consistency, quality, and controlled letter formation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/year-4-writing-assessment-and-target-setting-grid-autumn-spring-summer/493027/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/year-4-writing-assessment-and-target-setting-grid-autumn-spring-summer/493027.png","ImageObject",300,407,{"name":92,"@type":93},"MrHarris58","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How is evidence level shown on the Year 4 assessment grid?","Question",{"text":112,"@type":113},"Use the colour code provided: full highlighting indicates sufficient evidence children are secure in the objective, while highlighting over the bullet point indicates some evidence of understanding.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What spelling objectives are included for Summer?",{"text":117,"@type":113},"Children are expected to spell common exception words, apply rules for prefixes and suffixes, spell ei/eigh/ey patterns, use homophones correctly, and use apostrophes and plural possession, alongside further spelling rules in extended writing and dictated sentences.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the handwriting evidence expectations?",{"text":121,"@type":113},"Children should increase the legibility, consistency, and quality of handwriting, including ensuring downstrokes are parallel and equidistant and that spacing prevents ascenders and descenders from touching.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},493027,1791715768,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":8,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":81,"preview_page_count":4},687212988360,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Year 4 Writing Assessment and Target Setting Grid  \nPlease colour code as follows:  \n􀁸 Autumn  \n􀁸 Spring  \nFull highlighting indicates there is sufficient evidence that children are secure in this objective Highlighting over the bullet point indicates some evidence of understanding of this objective.  \n\n| \u003Cbr>􀁸 Summer |  |  | Spelling See National Curriculum Appendix 1)\u003Cbr>There is sufficient evidence that children can:\u003Cbr>􀁸 Spell most common exception words from Year 1 and 2:\u003Cbr>􀁸 Spell some words with prefixes e.g. dis-mis-, in-, super-, anti- . auto, un\u003Cbr>􀁸 Spell some words with the suffixes: -ation, -ly, -sure, -tion, -sion and-ssion ily\u003Cbr>􀁸 Write words spelt ei, eigh or .ey e.g. vein, weight, obey.\u003Cbr>􀁸 Spell a range of common homophones from the YR 3-4 spelling appendix e.g. berry, bury; break, brake; here, hear; grow n,groan ; where, we’re, wear.\u003Cbr>􀁸 Use apostrophe for a range of contractions and for singular nouns.\u003Cbr>􀁸 Start to use plural possession e.g. boys’ coats, girls’ sweets.\u003Cbr>􀁸 Know some irregular plurals e.g. children’s, men’s\u003Cbr>􀁸 Spell some words from the YR 3-4 statutory word lists\u003Cbr>􀁸 Use a dictionary to find words where the first 3 letters can be [clearly sounded.eg](clearly sounded.eg)[ ](clearly sounded.eg)strength, castle, river, as opposed to reasonable, thesaurus, Christmas\u003Cbr>􀁸 Spell plural words ending in ‘y’ (change ‘y’ to ‘i’ and add ‘es’) e.g. sky skies, fly, flies, cry, cries.\u003Cbr>In addition, correctly apply spelling rules in extended writing and dictated sentences from SpellZoo overview of objectives. |\n| --- | --- | --- | --- |\n| Composition Structure and Purpose\u003Cbr>There is sufficient evidence that children can:\u003Cbr>􀁸 plan their writing by discussing model texts in order to understand and learn from their structure\u003Cbr>􀁸 plan for writing by discussing and recording ideas\u003Cbr>􀁸 Compose and rehearse sentences orally.\u003Cbr>􀁸 Use varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2)\u003Cbr>􀁸 appropriately organise paragraphs around a theme, including fiction and non-fiction\u003Cbr>􀁸 in narratives, create and describe settings, characters and plot by adding small details\u003Cbr>􀁸 in non-narrative material, appropriately use simple organisational devices [for example, headings and sub-headings]\u003Cbr>􀁸 Use paragraphs organised around a theme\u003Cbr>􀁸 assess the effectiveness of their own and others’ writing and suggesting improvements\u003Cbr>􀁸 propose changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences\u003Cbr>􀁸 proof-read for spelling and punctuation errors\u003Cbr>􀁸 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. |  |  |  |\n|  |  |  |  |\n| Vocabulary, grammar and punctuation (see National Curriculum Appendix 2)\u003Cbr>There is sufficient evidence that children can:\u003Cbr>􀁸 Use a range of sentences with more than one clause by using a wider range of subordinate conjunctions, including when, if, because, although\u003Cbr>􀁸 use the present perfect form of verbs in contrast to the past tense e.g. I walked/I had walked\u003Cbr>􀁸 choose nouns or pronouns consistently and appropriately\u003Cbr>􀁸 use a range of conjunctions, adverbs and prepositions to express time and cause\u003Cbr>􀁸 use expanded noun phrases including use of prepositional phrases\u003Cbr>􀁸 When appropriate, use stylistic devises such as interesting similes and figurative language to create a powerful image in the reader’s mind\u003Cbr>􀁸 use fronted adverbials, with accurate use of a comma\u003Cbr>􀁸 use commas after fronted adverbials\u003Cbr>􀁸 use the possessive apostrophe for plural nouns\u003Cbr>􀁸 begin to use a range of punctuation from the KS2 list\u003Cbr>􀁸 accurately use and punctuate direct speech\u003Cbr>􀁸 Use standard English forms for verb inflections instead of local spoken forms e.g we were\u003Cbr>􀁸 write in a consistent tense |  |  | Greater depth writers will demonstrate:\u003Cbr>• Write effectively for a range of purp","cbCaibtJFfmDXcM9","https://ap.wps.com/l/cbCaibtJFfmDXcM9","pdf",516278,"English","# Year 4 Writing Assessment and Target Setting Grid\n## Spelling\n## Composition Structure and Purpose\n## Vocabulary, grammar and punctuation\n## Handwriting","[{\"question\":\"How is evidence level shown on the Year 4 assessment grid?\",\"answer\":\"Use the colour code provided: full highlighting indicates sufficient evidence children are secure in the objective, while highlighting over the bullet point indicates some evidence of understanding.\"},{\"question\":\"What spelling objectives are included for Summer?\",\"answer\":\"Children are expected to spell common exception words, apply rules for prefixes and suffixes, spell ei/eigh/ey patterns, use homophones correctly, and use apostrophes and plural possession, alongside further spelling rules in extended writing and dictated sentences.\"},{\"question\":\"What are the handwriting evidence expectations?\",\"answer\":\"Children should increase the legibility, consistency, and quality of handwriting, including ensuring downstrokes are parallel and equidistant and that spacing prevents ascenders and descenders from touching.\"}]","Year 4 Writing Assessment and Target Setting Grid - Autumn, Spring, Summer | PDF",1790873996]