National Curriculum Assessment Grid
English: Reading
Year 4 – Expected = 24 points
Name/Group:
Attitudes and dispositions
Reads widely and across a range of genre
and text types e.g. fiction fairy stories, myths,
traditional tales etc, poetry, plays, non-fiction,
reference books
Independently selects texts of quality
Can confidently justify choices and explain
why others should/should not read the text
Is confident at contributing in literacy circles
and book group contexts, using debate and
discussion skills
Prepares poems and play scripts to perform,
showing an understanding through intonation,
tone, volume and action
Understands the relevance and importance
of reading texts beyond which they may be
able to access
Class:
Year Group:
Understanding, analysis, and reasoning
Uses language appropriately to respond to ideas of others and may elaborate or extend
Can identify key points and summarise in response to a question or to an audience
Can identify and explain structural choices e.g. e.g. „he describes the accident first and then goes back to tell you why the
child was in the road‟
Comments make inferences based on the text and identify how language structure and presentation contributes
Comments to support a view point are rooted securely in the text and elaboration is beginning to develop
Retrieval and recording
Comments are supported by some generally
relevant textual reference or quotation
Is able to use direct quotation in written
response to text
Can identify and contextualise words and
phrases that capture readers‟ interests and
imagination
Can use clues from action, dialogue and description to establish meaning
Is confident in identifying impact of features
and word choice
Can make simple comments that show awareness of writer‟s viewpoint e.g. „he only tells you good things about the farm
and makes the shop sound boring‟
Is able to recognise some different forms of
poetry e.g. free verse, narrative poetry
Can elaborate on how clues affect understanding and viewpoint
Can use inference to identify author‟s viewpoint
Can identify and explain the effect of basic organisational features of texts e.g. bullets, paragraphs etc. e.g. „the writer uses
bullet points for the main reasons‟
Can identify the features of writer‟s use of language and is able to make simple comments on writer‟s choices e.g.
„“disgraceful” is a good word to use to show he is upset‟
Is confident in identifying impact of features and word choice
Can use a dictionary to check the meaning of unfamiliar words
Can identify common features to different texts or versions of the same text with simple comments e.g. characters,
settings, presentational features
Can identify themes and conventions in a wide range of books
Can make simple comments on the effect that the reader‟s or writer‟s context has on the meaning of texts e.g. historical
Reading Year 4
1
context, place, social relationships
Can comment on and critique performances of plays and poems e.g. How did the performance inform
your understanding?
Is confident in identifying impact of punctuation devices
Identifies how punctuation can convey character
Can identify the main purpose of a text e.g. „it‟s all about why going to the dentist is important and how you should look
after your teeth‟
Can make simple comments that show awareness of the effect of text on the reader e.g. „the way she describes him as
“ratlike” and “shifty” makes you think he‟s disgusting‟