Year 4 Book report GTMJ
Name:
Purpose: To inform a widening range of audiences about Rowan of Rin, demonstrating increasing control over text structures and language features.
Language – text structure
Language – phonics and word
knowledge, expressing ideas
Literature – Responding, Examining
Literacy - Creating texts
Writes using the typical stages of the simple
text type, including paragraphs, present tense
and third person. Uses a range of linking
devices. Experiments with the use of quotation
marks.
Writes a large core of high frequency words
including homophones. Applies
generalisations to add affixes (e.g. –ing).
Writes using simple, compound and some
complex sentences with accurate sentence
punctuation. Includes word groups and
precise words to add detail.
All my simple and most of my high
frequency words are correct, as well as
some difficult words. I correctly add endings
to words. I write using punctuated and
varied simple, compound and complex
sentences, and add detail and meaning
using noun/verb phrases and a variety of
precise words.
Uses metalanguage to describe the effect of
ideas, text structures and language features.
Discusses how authors make stories more
exciting and hold reader’s interest by using
techniques. Identifies pivotal point in the plot
and how author makes us care about a
character and their choice.
Plans, drafts and publishes texts containing
key information and supporting details. Rereads and edits for meaning. Writes using
clearly-formed joined letters with some fluency
and accuracy.
I write about how the author describes a
character during the story, including at a
pivotal point, and how and why this makes
the story more interesting and I write about
how the author uses the plot to make the
story interesting. I I give examples from the
story (noun/noun groups; verbs/verb groups)
My plan contains key information and supporting
details, and my draft expands on my plan. I edit
my work myself by fixing spelling and
adding/deleting or changing words. I ask for
more feedback after I have edited my work and
make more changes to my draft that improve my
work. I write neatly and fluently, with clearlyformed joined letters.
I elaborate by adding detail. All my details
are related to my topic sentence. Within
my paragraphs, my sentences flow. I use
cohesive devices such as repeated or
related words. I sometimes link paragraphs
together with linking sentences. I use
quotation marks accurately.
I include some details in each section of
my book report. I maintain present tense
throughout my report. I mostly consistently
group my ideas into paragraphs.
My book report follows the provided
structure and I include some paragraphs
with a topic sentence and supporting
information. I consistently write in the
present tense, using the third person’s
voice. I use pronouns and linking words to
make my text flow. I mostly use quotation
marks to show words I have used as
evidence from the story.
My book report mostly follows the typical
stages, but may be short. I use at least
one text connective and group my ideas
together. I experiment with paragraphs. I
mostly write in the present tense.
With assistance, I write a short report
some elements of the provided text
structure.
I spell some difficult words correctly. Most
of my common homophones are correct. I
correctly add common endings to words. I
use some noun/verb groups to add
information.
My simple and high frequency are correct
and I use my phonic knowledge to attempt
to spell difficult or longer words correctly. I
add common endings to familiar words. I
write simple, compound and some complex
sentences. All my simple and compound
sentences have capital letters and full
stops. I use a small range of precise words
and some noun, verb or prepositional
phrases.
I accurately spell all simple/most high
frequency words and spell longer words by
listening for sounds. I add common
endings to base words correctly. I write
mostly correct and punctuated simple and
compound sentences using a range of
connectives. I use two or three precise
words and some word groups.
I spell all simple/some high frequency
words correctly. I choose the correct
spelling choice for beginning sounds. I
write mostly correctly punctuated short
simple/compound sentences using
FANBOYS and simple words.
I write about how the author describes a
character during the story and/or I identify
a pivotal point in the story and how a
character acted. I give examples from the
story (noun/noun groups; verbs/verb
groups)
I identify how the plot is used to make
the story interesting. I write about a
decision a character makes and how the
author makes us care about this, giving
examples from the story.
I identify some words the author uses to
describe a character. I identify an important
part of the story and what a character
does.
I describe a character from the story. I write
about an important point in the plot where a
character has to make a choice.
My plan includes details, and my draft
matches my plan. I edit my work myself by
fixing some sentences that don’t make
sense.
I plan key information and my draft includes
most of my plan. I edit my work myself by
fixing spelling, putting in missing full stops
and capital letters and fixing places where it
doesn’t make sense. I act on teacher
feedback and made changes that make my
report better. I write using clearly-formed
joined letters.
I plan key information or I plan too much
information, but my draft doesn’t match my
plan. I reread my draft and find places to fix
spelling or punctuation. I fix some of these. I
change some parts of my draft after
feedback. My handwriting may be messy or I
may print my letters.
My plan is sketchy or I don’t have one. I
reread my draft. I notice some places that
don’t make sense or are spelled incorrectly. I
don’t change anything after receiving teacher
feedback. My work is hard to read, I have
some letter reversals or incorrectly formed
letters.
A
B
C
D
E