English Year 4
Year 3 and 4 programme of study
Reading – word reading |
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Statutory requirements |
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Pupils should be taught to:
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Reading – comprehension |
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Statutory requirements |
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Pupils should be taught to:
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Writing – transcription |
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Statutory requirements |
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Pupils should be taught to:
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Writing – handwriting |
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Statutory requirements |
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Pupils should be taught to:
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Writing – composition |
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Statutory requirements |
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Pupils should be taught to:
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Writing – vocabulary, grammar and punctuation |
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Statutory requirements |
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Pupils should be taught to:
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Spelling - work for Year 3 - 4 |
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Revision of work from years 1 and 2 |
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Pay special attention to the rules for adding suffixes.
New work for years 3 and 4 |
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Statutory requirements |
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Rules and guidance (non statutory) |
Example words (non statutory) |
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Adding suffixes beginning with vowel letters to words of more than one syllable |
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If the last syllable of a word is stressed and ends with one consonant letter which has just one vowel letter before it, the final consonant letter is doubled before any ending beginning with a vowel letter is added. The consonant letter is not doubled if the syllable is unstressed. |
forgetting, forgotten, beginning, beginner, prefer, preferred |
The /ɪ/ sound spelt y elsewhere than at the end of words |
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These words should be learnt as needed. |
myth, gym, Egypt, pyramid, mystery |
The /Ê/ sound spelt ou |
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These words should be learnt as needed. |
young, touch, double, trouble, country |
More prefixes |
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Most prefixes are added to the beginning of root words without any changes in spelling, but see in– below. |
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Like un–, the prefixes dis– and mis–have negative meanings. |
dis–: disappoint, disagree, disobey mis–: misbehave, mislead, misspell (mis + spell) |
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The prefix in– can mean both ‘not’ and ‘in’/‘into’. In the words given here it means ‘not’. |
in–: inactive, incorrect |
Statutory requirements |
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Rules and guidance (non statutory) |
Example words (non statutory) |
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Before a root word starting with l, in–becomes il. |
illegal, illegible |
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Before a root word starting with m or p, in– becomes im–. |
immature, immortal, impossible, impatient, imperfect |
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Before a root word starting with r, in–becomes ir–. |
irregular, irrelevant, irresponsible |
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re– means ‘again’ or ‘back’. |
re–: redo, refresh, return, reappear, redecorate |
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sub– means ‘under’. |
sub–: subdivide, subheading, submarine, submerge |
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inter– means ‘between’ or ‘among’. |
inter–: interact, intercity, international, interrelated (inter + related) |
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super– means ‘above’. |
super–: supermarket, superman, superstar |
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anti– means ‘against’. |
anti–: antiseptic, anti-clockwise, antisocial |
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auto– means ‘self’ or ‘own’. |
auto–: autobiography, autograph |
The suffix –ation |
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The suffix –ation is added to verbs to form nouns. The rules already learnt still apply. |
information, adoration, sensation, preparation, admiration |
The suffix –ly |
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The suffix –ly is added to an adjective to form an adverb. The rules already learnt still apply. The suffix –ly starts with a consonant letter, so it is added straight on to most root words. |
sadly, completely, usually (usual + ly), finally (final + ly), comically (comical + ly) |
Statutory requirements |
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Rules and guidance (non statutory) |
Example words (non statutory) |
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Exceptions: (1) If the root word ends in –y with a consonant letter before it, the y is changed to i, but only if the root word has more than one syllable. |
happily, angrily |
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(2) If the root word ends with –le, the –le is changed to –ly. |
gently, simply, humbly, nobly |
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(3) If the root word ends with –ic, |
basically, frantically, dramatically |
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(4) The words truly, duly, wholly. |
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Words with endings sounding like /ÊÉ/ or /tÊÉ/ |
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The ending sounding like /ÊÉ/ is always spelt –sure. The ending sounding like /tÊÉ/ is often spelt –ture, but check that the word is not a root word ending in (t)ch with an er ending – e.g. teacher, catcher, richer, stretcher. |
measure, treasure, pleasure, enclosure creature, furniture, picture, nature, adventure |
Endings which sound like /ÊÉn/ |
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If the ending sounds like /ÊÉn/, it is spelt as –sion. |
division, invasion, confusion, decision, collision, television |
The suffix –ous |
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Sometimes the root word is obvious and the usual rules apply for adding suffixes beginning with vowel letters. Sometimes there is no obvious root word. –our is changed to –or before –ous is added. A final ‘e’ of the root word must be kept if the /dÊ/ sound of ‘g’ is to be kept. If there is an /i:/ sound before the |
poisonous, dangerous, mountainous, famous, various tremendous, enormous, jealous humorous, glamorous, vigorous courageous, outrageous serious, obvious, curious |
Statutory requirements |
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Rules and guidance (non statutory) |
Example words (non statutory) |
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Endings which sound like /ÊÉn/, spelt –tion, –sion, –ssion, –cian |
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Strictly speaking, the suffixes are –ionand –ian. Clues about whether to put t, s, ss or c before these suffixes often come from the last letter or letters of the root word. –tion is the most common spelling. It is used if the root word ends in t or te. –ssion is used if the root word ends in ss or –mit. –sion is used if the root word ends in dor se. –cian is used if the root word ends in cor cs. |
invention, injection, action, hesitation, completion expression, discussion, confession, permission, admission expansion, extension, comprehension, tension musician, electrician, magician, politician, mathematician |
Words with the /k/ sound spelt ch (Greek in origin) |
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scheme, chorus, chemist, echo, character |
Words with the /Ê/ sound spelt ch (mostly French in origin) |
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chef, chalet, machine, brochure |
Words ending with the /g/ sound spelt –gue and the /k/ sound spelt –que (French in origin) |
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league, tongue, antique, unique |
Words with the /s/ sound spelt sc (Latin in origin) |
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In the Latin words from which these words come, the Romans probably pronounced the c and the k as two sounds rather than one – /s/ /k/. |
science, scene, discipline, fascinate, crescent |
Words with the /eɪ/ sound spelt ei, eigh, or ey |
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vein, weigh, eight, neighbour, they, obey |
Statutory requirements |
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Rules and guidance (non statutory) |
Example words (non statutory) |
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Possessive apostrophe with plural words |
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The apostrophe is placed after the plural form of the word; –s is not added if the plural already ends in |
girls’, boys’, babies’, children’s, men’s, mice’s (Note: singular proper nouns ending in an s use the ’s suffix e.g. Cyprus’s population) |
Homophones and near-homophones |
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accept/except, affect/effect, ball/bawl, berry/bury, brake/break, fair/fare, grate/great, groan/grown, here/hear, heel/heal/he’ll, knot/not, mail/male, main/mane, meat/meet, medal/meddle, missed/mist, peace/piece, plain/plane, rain/rein/reign, scene/seen, weather/whether, whose/who’s |
Word list - Years 3 - 4 |
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accident(ally)
actual(ly)
address
answer
appear
arrive
believe
bicycle
breath
breathe
build
busy/business
calendar
caught
centre
century
certain
circle
complete
consider
continue
decide
describe
different
difficult
disappear
early
earth
eight/eighth
enough
exercise
experience
experiment
extreme
famous
favourite
February
forward(s)
fruit
grammar
group
guard
guide
heard
heart
height
history
imagine
increase
important
interest
island
knowledge
learn
length
library
material
medicine
mention
minute
natural
naughty
notice
occasion(ally)
often
opposite
ordinary
particular
peculiar
perhaps
popular
position
possess(ion)
possible
potatoes
pressure
probably
promise
purpose
quarter
question
recent
regular
reign
remember
sentence
separate
special
straight
strange
strength
suppose
surprise
therefore
though/although
thought
through
various
weight
woman/women
Year 3: Detail of content to be introduced (statutory requirement) |
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Word |
Formation of nouns using a range of prefixes[for example super–, anti–, auto–] Use of the forms a or an according to whether the next word begins with a consonant or a vowel [for example, a rock, an open box] Word families based on common words, showing how words are related in form and meaning [for example, solve, solution, solver, dissolve, insoluble] |
Sentence |
Expressing time, place and cause using conjunctions [for example, when, before, after,while, so, because], adverbs [for example, then,next, soon, therefore], or prepositions [for example, before, after, during, in, because of] |
Text |
Introduction to paragraphs as a way to group related material Headings and sub-headings to aid presentation Use of the present perfect form of verbsinstead of the simple past [for example, He has gone out to play contrasted with He went out to play] |
Punctuation |
Introduction to inverted commas to punctuatedirect speech |
Terminology for pupils |
adverb, preposition conjunction word family, prefix clause, subordinate clause direct speech consonant, consonant letter vowel, vowel letter inverted commas (or ‘speech marks’) |