PARENT INFORMATION BOOKLET
CORE LEARNING IN LITERACY - YEAR 4
Most children learn to:
Offer reasons and evidence for their views, considering alternative opinions.
Respond appropriately to the contributions of others in the light of differing viewpoints.
Tell stories effectively and convey detailed information coherently for listeners.
Use and reflect on some ground rules for sustaining talk and interactions.
2. Listening and responding
Listen to a speaker, make notes on the talk and use notes to develop a role-play.
Compare the different contributions of music, words and images in short extracts from TV
Identify how talk varies with age, familiarity, gender and purpose.
3. Group discussion and interaction
Take different roles in groups and use the language appropriate to them, including the roles of
leader, reporter, scribe and mentor.
Use time, resources and group members efficiently by distributing tasks, checking progress and
making back-up plans.
Identify the main points of each speaker, compare their arguments and how they are presented.
Create roles showing how behaviour can be interpreted from different viewpoints.
Develop scripts based on improvisation.
Comment constructively on plays and performances, discussing effects and how they are
5. Word structure and spelling
Use knowledge of phonics, morphology and etymology to spell new and unfamiliar words.
Distinguish the spelling and meaning of common homophones.
Know and apply common spelling rules.
Develop a range of personal strategies for learning new and irregular words.
6. Understanding and interpreting texts
Identify and summarise evidence from a text to support a hypothesis.
Deduce characters’ reasons for behaviour from their actions and explain how ideas are developed
in non-fiction texts.
Use knowledge of different organisational features of texts to find information effectively.
Use knowledge of word structures and origins to develop their understanding of word meanings.
Explain how writers use figurative and expressive language to create images and atmosphere.
7. Engaging with and responding to texts
Read extensively favourite authors or genres and experiment with other types of text.
Interrogate texts to deepen and clarify understanding and response.
Explore why and how writers write, including through face-to-face and online contact with authors.
8. Creating and shaping texts
Develop and refine ideas in writing using planning and problem-solving strategies.
Use settings and characterisation to engage readers’ interest.
Summarise and shape material and ideas from different sources to write convincing and
informative non-narrative texts.
Show imagination through the language used to create emphasis, humour, atmosphere or
Choose and combine words, images and other features for particular effects.
9. Text structure and organisation
Organise text into paragraphs to distinguish between different information, events or processes.
Use adverbs and conjunctions to establish cohesion within paragraphs.
10. Sentence structure and punctuation
Clarify meaning and point of view by using varied sentence structure (phrases, clauses and
Use commas to mark clauses, and use the apostrophe for possession.
Write consistently with neat, legible and joined handwriting.
Use word processing packages to present written work and continue to increase speed and
accuracy in typing.
The need to read is obvious; it arises every day and almost all day in every subject. It is necessary
to develop in children a desire to read for pleasure and to expand their knowledge of books both
fiction and non fiction.
Continue to enjoy sharing books with your children of all ages. Read the new, the familiar,
fiction and non-fiction, poetry and prose, contemporary and classic.
Encourage your child to enjoy reading quietly.
Talk about the meaning of a text to check that your child is reading for meaning and not just
Encourage your child to have opinions and understand that not all books will be finished.
Help by reading alternate chapters/pages.
Discuss reading choices and introduce new topics and authors.
Discuss books informally and ask open ended questions.
Sometimes stop reading and talk about what might happen next.
Encourage non-fiction books and texts (e.g. CD Roms) including newspapers, letters,
articles, timetables, instructions and recipes.
Help with making notes from more complex non-fiction texts and skimming and scanning to
pick out key words or sections of information.
Play skimming games. You have half a minute to...
Draw on your child's interests: sport, music, ballet etc.
Evaluate advertisements for their impact, appeal, honesty.
Be a role model
Give you your child (almost) anything that will keep up reading. At this stage, quantity is as
important as quality. A varied reading diet helps to build up speed.
Parents reading to children at bedtime is probably the greatest help towards literacy.
If you are choosing books, please use books that provide SUCCESS and make reading
Many boys prefer non-fiction but these days this is often highly illustrated with very little text.
Three Ps for Parents ...PAUSE...PROMPT...PRAISE
- maintain the flow of reading
- learn to wait
- don't leap in and say "no"
- encourage the use of strategies
- gently say the word.
Those who can't read very well
Those who find reading uninspiring
Identify any problems.
Good readers use all the strategies at their command:
consistently uses a variety of cues e.g. reading on, guessing from the context, the
grammatical sense of the sentence
notices words within words
re-reads sections of print to clarify meaning
reads with an awareness of punctuation.
Poor readers rely on and over rely on one or two.
Observe your child
Does your child read silently and with sustained concentration?
Approach unfamiliar texts with confidence?
Self-correct without prompting?
Identify with characters in fiction?
Compare books by the same author?
Discuss books with adults and other children?
Have a preference for certain genres/authors?
Talk about information gathered through non-fiction texts?
Reject irrelevant information?
There is more to reading than being able to read
It is impossible to separate the complicated inter-weaving of the strands involved, but parents and
teachers need to know whether children have become readers or are purely able to read.
MASSES OF READING PRACTICE IS THE KEY
At least half an hour of silent, independent reading a day is the best way of building up reading
skills and stamina. (Research shows that children today are reading more slowly than their peers
of ten years ago and that many have problems coping with the amount of reading they are
expected to do)