Year 4 WRITING ASSESMENT CRITERIA The targets in column A are the MET requirements for the programme of study
C
B
A
I can increase the legibility, consistency
and quality of my handwriting.
I can write using a fluent, cursive script. I am beginning to
type with accuracy.
I can plan what I want to write through
discussion of similar writing and learn
from its structure/vocabulary and
grammar
I can use paragraphs in my writing,
although the may not always elaborate
the main idea.
I can plan what I want to write through discussion of
similar writing.
I can justify my selection of language features
across a range of genres.
I can use paragraphs to help me organise the content of
my writing (the main idea is usually supported or
elaborated by the sentences that follow). I can use a
wider range of devices to build cohesion across and
between paragraphs to help the reader.
I can create detailed settings, characters and plot in my
narrative writing.
I can use detailed description and strong word choices to
add detail and create atmosphere. Effective use of
paragraphing adds cohesion and aides the reader
HANDWRITING
I can use the diagonal and horizontal strokes that
are needed to join letters and understand which
letters, when next to each other, are best left
unjoined.
COMPOSITION
I can plan what I want to write through discussion
of similar writing.
I can begin to organise connected ideas in
sections or paragraphs.
I can create settings, characters and plot in my
narrative writing.
I can add some description to my setting,
character and plot to engage the reader.
I can use headings and sub-headings in my
non-narrative writing.
I can use a wider range of
organisational and presentational
devices in non-narrative.
I can organise non-narrative material into sections using
appropriate headings. I can use an increasing range of
organisational and presentational devices to guide the
reader.
I can organise my non-narrative in a logical way,
ensuring cohesion across the piece.
I can discuss and record ideas
I can compose and rehearse sentences orally
I can compose and rehearse sentences
orally (including dialogue). I can use an
I can compose and rehearse sentences orally (including
dialogue), using an increasing and varied range of
increasing range of sentence structures
vocabulary. I can use an increasing range of sentence
structures for effect orally. I can identify and discuss my
audience and purpose of my ideas.
I can assess the effectiveness of my own
and others’ writing. I can sugest
appropriate improvementsto improve the
effectiveness of mine/others writing
I can improve changes to grammar and
punctuation, including accurate use of
pronouns in sentences
I can assess the effectiveness of my own and others’
writing, suggesting in detail how the work can be
improved. I can maintain a viewpoint with some
contrasting attitudes and opinion.
I can improve changes to grammar and punctuation,
including accurate use of pronouns in sentences
I can choose appropriate grammar and vocabulary for
effect
I can use the correct tense consistently
I can maintain an appropriate form and cohesion
throughout my writing.
I can proofread my work for spelling and
punctuation errors.
I can proofread my work for spelling and
punctuation errors.
I can read my work aloud to a group using
appropriate intonation.
I can use appropriate volume when
reading aloud.
I can proof read my work for spelling and grammar,
checking it makes sense, including the accurate use of
pronouns. I can use a thesaurus to improve my
vocabulary choices.
I can read my work aloud to a group using appropriate
intonation and controlling the tone and volume so that
the meaning is clear.
I can say what I am ‘tickled pink’ with and what
my ‘green for growth’ will be and discuss ways to
improve my work.
I can proof-read my work against my checklist,
correcting any errors.
VOCABULARY, GRAMMAR AND
PUNCTUATION
Yr 3 Revision: I know the meaning of an adverb,
preposition conjunction, prefix, clause,
subordinate clause, direct speech, consonant,
vowel and inverted commas (speech marks)
I can use commas to separate two adjectives
that are interchangeable - She was a strong,
healthy woman.
I use apostrophes correctly for contracted forms,
or to show singular possession.
I know what a determiner and pronoun
and possessive pronoun are. I know the
meaning of an adverbial
I know what a determiner, pronoun, possessive pronoun
and adverbial are. I can identify them confidently in my
writing and sentence structure.
I can omit commas when the adjectives
are not interchangeable – We stayed at
an expensive summer resort.
I can use commas after fronted adverbials – e.g. Later
that day, I heard the bad news.
I can use possessive apostrophes
correctly when the word ends in ‘s’ – Mr.
Adams’ pencil.
I can use commas accurately in complex sentences.
I can use apostrophes to indicate singular and plural
possession – e.g. The girl’s name, the girls’ names.
I can use expanded noun phrases to describe
and specify, adding information before and after
the noun – The spooky house on the hill.
I know that a preposition must always
have an object – e.g. The boy stood up
and ran down the street.
I can express time, place and cause using
conjunctions (when, before, after), adverbs
(then, next, soon), prepositions (before, after,
during, in)
I can express time, place and cause
using conjunctions (when, before,
after), adverbs (then, next, soon),
prepositions (before, after, during, in)
I can organise my writing by showing some links
between sentences through use of pronouns –
e.g. Lucy ran for the bus. She then signalled for it
to stop.
I can use adverbs to modify how something was
done – He swam rapidly. She watched carefully.
I can use different words that mean the
same thing to avoid repetition.
I can begin to use inverted commas to
punctuate direct speech.
I can use an exclamation mark (!) or
question mark (?) when punctuating
direct speech – Where are you going? I
can’t believe you said that!
I know that I can use an adverb to at the
beginning of a sentence to describe a verb within
that sentence.
I know that fronted adverbials are at
the start of a sentence and describe
where, when and how.
SPELLING
I can spell further homophones
I can spell further homophones
I can use prefixes and suffixes and understand
how to add them
I can use prefixes and suffixes and
understand how to add them
I can use adverbs to modify when or
where – I always arrive early. Why don’t
you play outside?
I can expand noun phrases, modifying adjectives,
nouns and prepositional phrases – e.g. The teacher 
The strict maths teacher with curly hair. I can explain my
choice of appropriate noun or pronoun to create cohesion.
I can extend the range of sentences with more than one
clause using a wider range of conjunctions - although,
if, therefore, while, adverbs and prepositions. I can use
relative clauses beginning with who, which, where and
when.
I can choose nouns or pronouns appropriately for clarity
and cohesion and to avoid repetition. I can use an
appropriate range of ambitious and varied vocabulary.
I can use adverbs to modify how much or how often –
After the trip, I was totally exhausted. We go to the
cinema occasionally. I can use adverbs at the start of a
sentence for effect, experimenting with word order.
I can begin to use inverted commas with other
punctuation to indicate direct speech – e.g. The boy
shouted, “Where have you been?” I can accurately use
the above and explain punctuation rules.
I can use the perfect form of verbs to mark relationships
of time and clause – using have, had, has – e.g. He had
watched TV before dinner.
I can use fronted adverbials – e.g. Later that day..., As
soon as he could..., In the winter..., Outside my house...
I can confidently choose word and phrase choices,
including competent use of fronted adverbials, to bring my
writing to life.
I can spell further homophones. I can distinguish between
homophones and other words which are often misspelt.
I can use prefixes and suffixes and understand how to
add them. I can use further prefixes and explain the
spelling rules.
I can use the first 2 or 3 letters of a word to check
its spelling in a dictionary
I can use the first 2 or 3 letters of a word
to check its spelling in a dictionary
I can write from memory simple sentences that
include words and punctuation taught so far
I can write from memory simple
sentences that include words and
punctuation taught so far
I can place the possessive apostrophe accurately
in plurals.
I can use the apostrophe accurately for omission.
I can place the possessive apostrophe
accurately in plurals. I can use the
apostrophe accurately for omission.
I can use the first 2 or 3 letters of a word to check its
spelling in a dictionary. I can use the first 3 or 4 letters of
a word to check spelling, meaning or both in a dictionary.
I can write from memory simple sentences that include
words and punctuation taught so far.
I can accurately spell the majority of the words from the
spelling list for years 3 and 4.
My spelling is usually accurate demonstrating a deep
understanding of a wide range of spelling rules and word
families.
I can place the possessive apostrophe accurately in
plurals and in words with irregularly plurals. I can explain
how the possessive/omission apostrophe works
confidently.