Year End Targets

Year 4 Reading
I can use my understanding of root words, prefixes (including re- , sub-, inter-, super-, anti-, auto-) and suffixes (including -ation, -ous) to help me understand the meaning of new words. (Word Reading)
I can read and decode further exception words accurately including words that do not follow spelling patterns. (Word Reading)
I can show that I enjoy reading by reading a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks. (Comprehension)
I can show that I enjoy reading by reading lots of different types of books and for different reasons. (Comprehension)
I can use a dictionary to check the meaning of words. (Comprehension)
I can read a wide range of books, fairy stories, myths and legends and retell some of them to others. (Comprehension)
I can discuss words and phrases in the books that I read that excite me. (Comprehension)
I can discuss different types of poetry e.g. free verse and narrative poetry. (Comprehension)
I can identify themes and conventions in a wide range of books. (Comprehension)
I can check what I have read and that I have understood it by telling someone else what has happened. (Comprehension)
I can ask questions about what I have read to help me understand a complicated text. (Comprehension)
I can tell from what I have read how a character is feeling and thinking and why they take an action. I can show you the parts of the text that tell me this. (Comprehension)
I can predict what will happen in a text using details I have already read to help me. (Comprehension)
I can summarise what has happened in a text using themes from paragraphs to help me. (Comprehension)
I can understand how the use of words in a text, how it is set out and its presentation add to its meaning. (Comprehension)
I can find and record information from non-fiction texts over a wide range of subjects. (Comprehension)
I can join in a clear reasoned discussion about the books and poems that I have read taking turns and listening to others. (Comprehension)

Year 4 Writing
I can use the prefixes in-, im-, il-, ir-, sub-, inter-, super-, anti-, auto-. (Spelling)
I can understand and add the suffixes -ation, -ous. (Spelling)
I can add endings which sound like ‘shun’ spelt -tion, -sion, -ssion, -cian e.g. invention, discussion, tension, magician. (Spelling)
I can spell words ending with the ‘g’ sound spelt ‘gue’ and the ‘k’ sound spelt -que e.g. rogue, tongue, antique, unique. (Spelling)
I can spell words which sound the same but have different meanings: accept/except, affect/effect, ball/bawl, berry/bury, knot/not, medal/meddle, missed/mist, rain/rein/reign, scene/seen, weather/whether, whose/who’s. (Spelling)
I can spell more complex words that are often misspelt e.g. caught, occasionally, interest. (Spelling)
I can spell words with the ‘s’ sounds spelt ‘sc’ e.g. science, scene. (Spelling)
I can use the possessive apostrophe correctly in words with regular plurals e.g. girls’, boys’ and in words with irregular plurals e.g. children’s. (Spelling)
I can use the first three or four letters of a word to check its spelling in a dictionary. (Spelling)
I can write accurately sentences from memory, dictated by the teacher, that include words and punctuation taught so far. (Spelling)
I can use some of the diagonal and horizontal strokes I need to join letters and know which letters, when they are next to one another, are best left unjoined. (Handwriting)
I can write so that my letters are easy to read, all the same way up and the same size; my writing is spaced properly so that my letters don’t overlap. (Handwriting)
I can plan and improve my writing by discussing examples from other writers that I like and looking at their use of sentence structure, use of words and grammar. (Composition)
I can plan my writing by talking about the important parts to have in a story, poem, an explanation or non-fiction piece and I can redraft this work a number of times. (Composition)
I can rewrite my work making improvements by saying the work out loud, using the best words I know and the best sentence structures I can. (Composition)
I can use paragraphs to organise my writing so that blocks of text flow and ideas are grouped together. (Composition)
I can draft and rewrite work that creates settings, characters and plots that excite the reader by using my best vocabulary and I can adapt my work depending on the audience. (Composition)
I can organise my non narrative writing so that it has headings and sub headings. (Composition)
I can assess my work and that of others and suggest improvements. (Composition)
I can edit my work by changing the grammar to improve the way my work reads. (Composition)
I can proof read my writing for spelling and use of punctuation. (Composition)
I can read my work out to a group with confidence and make sure it sounds interesting, controlling the tone and volume so that its meaning is clear. (Composition)
I can explain the difference between the plural and possessive -s. (Vocabulary, Grammar and Punctuation)
I can use the correct form of the verb inflection e.g. we were instead of we was. (Vocabulary, Grammar and Punctuation)
I can make my writing interesting by using adjectives and other descriptive methods. (Vocabulary, Grammar and Punctuation)
I can use an adverbial phrase at the start of a sentence e.g. Later that day, I heard the bad news. (Vocabulary, Grammar and Punctuation)
I can use paragraphs to organise ideas around a theme. (Vocabulary, Grammar and Punctuation)
I can use a mixture of pronouns and nouns in my writing to aid continuity and avoid words being repeated. (Vocabulary, Grammar and Punctuation)
I can use inverted commas and other punctuation to indicate direct speech. (Vocabulary, Grammar and Punctuation)
I can use apostrophes to mark plural possession e.g. the girl’s name, the girls’ names. (Vocabulary, Grammar and Punctuation)
I can use commas after adverbials at the beginning of a sentence e.g. Later that day, we heard the good news. (Vocabulary, Grammar and Punctuation)
I can understand and use the following terms: determiner; pronoun, possessive pronoun; and adverbial. (Vocabulary, Grammar and Punctuation)

Year 4 Maths
I can count in multiples of 6, 7, 9, 25 and 1000. (Number and Place Value)
I can find 1000 more or less than a given number. (Number and Place Value)
I can count backwards through 0 to include negative numbers. (Number and Place Value)
I can recognise the place value of each digit of a 4 digit number (thousands, hundreds, tens and units). (Number and Place Value)
I can order and compare numbers beyond 1000. (Number and Place Value)
I can identify, represent and estimate numbers using different representations including measures. (Number and Place Value)
I can round numbers to the nearest 10, 100 or 1000. (Number and Place Value)
I can solve number and practical problems that involve large positive numbers. (Number and Place Value)
I can read Roman numerals to 100 and know that the number system has changed to include 0 and place value. (Number and Place Value)
I can add numbers with up to four digits using formal column methods. (Addition and Subtraction)
I can use estimating and inverse operations to check my answers. (Addition and Subtraction)
I can subtract numbers with up to four digits using formal column methods. (Addition and Subtraction)
I can solve two step addition and subtraction problems using different methods and explain why I used them. (Addition and Subtraction)
I can recall times tables facts up to 12×12. (Multiplication and Division)
I can use place value and number facts to multiply and divide mentally, including multiplying by 1 and 0; dividing by 1; and multiplying together 3 numbers. (Multiplication and Division)
I can use factor pairs in mental calculations. (Multiplication and Division)
I can multiply two digit and three digit numbers by a one digit number using a formal written method. (Multiplication and Division)
I can solve problems involving multiplication and addition, including the distributive law such as 3x(12+14) = 3×12+3×14. (Multiplication and Division)
I can recognise and show, using diagrams, families of common equivalent fractions. (Fractions)
I can count up and down in hundredths and know that dividing an object by 100 creates hundredths and by 10 creates tenths. (Fractions)
I can solve problems involving fractions to calculate quantities and fractions to divide quantities. (Fractions)
I can add and subtract fractions with the same denominator. (Fractions)
I can find and write decimal equivalents using tenths and hundredths. (Fractions)
I can find and write decimal equivalents to 1/4, 1/2 and 3/4. (Fractions)
I can divide one and two digit numbers by 10 and 100 and can explain the effect this has on place value. (Fractions)
I can round decimals using tenths to the nearest whole number. (Fractions)
I can compare numbers with the same number of decimal places up to two decimal places. (Fractions)
I can solve simple money and measure problems involving fractions and decimals to two decimal places. (Fractions)
I can convert different units of measurement. e.g. I can convert kilometres into metres or hours into minutes. (Measurement)
I can measure and calculate the perimeter of a rectilinear figure ( Including squares) in centimetres and metres. (Measurement)
I can find the area of rectilinear shapes by counting squares. (Measurement)
I can estimate, compare and calculate different measures, including money in pounds and pence. (Measurement)
I can read, write and compare time between analogue and digital 12-hour and 24-hour clocks. (Measurement)
I can solve problems where I need to convert units of time such as hours to minutes, minutes to seconds, years to months or weeks to days. (Measurement)
I can compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes. (Properties of Shape)
I can identify acute and obtuse angles. I can compare and order angles up to two right angles by size. (Properties of Shape)
I can identify lines of symmetry in 2-D shapes presented in different orientations. (Properties of Shape)
I can complete a simple symmetric figure with respect to a specific line of symmetry. (Properties of Shape)
I can plot positions on a 2-D grid as positive number coordinates. (Position and Direction)
I can describe movements between positions as translations of a given unit to the left/right and up/down. (Position and Direction)
I can plot points I am given and draw sides to complete a given polygon. (Position and Direction)
I can interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time charts. (Statistics)
I can solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs. (Statistics)

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