Writing - Vocabulary, Grammar and Punctuation
KS2EN-Y4-D007
Understanding and applying grammatical concepts and punctuation conventions in writing. Grammar should be taught explicitly with terminology from English Appendix 2. Year 4 introduces: noun phrases expanded by modifying adjectives and preposition phrases, fronted adverbials with commas, direct speech punctuation with inverted commas, possessive apostrophe with plural nouns, and new terminology: determiner, pronoun, possessive pronoun, adverbial. Pupils begin to distinguish Standard English from non-Standard English.
National Curriculum context
Vocabulary, grammar and punctuation at Year 4 builds on the grammatical understanding of Year 3 to develop pupils' ability to write sentences of greater complexity and variety. Pupils learn to use fronted adverbials, expanded noun phrases, pronouns to avoid ambiguity, and the possessive apostrophe — including for plural nouns. The statutory curriculum requires pupils to use inverted commas and other punctuation to indicate direct speech accurately, and to understand the grammatical difference between standard and non-standard English forms. Pupils extend their grammatical vocabulary to include noun phrase, relative pronoun, subordinate clause, direct and indirect speech, and possessive apostrophe, using these terms to discuss the effects of grammatical choices in reading and their own writing.
12
Concepts
4
Clusters
14
Prerequisites
12
With difficulty levels
Lesson Clusters
Extend sentences with conjunctions, fronted adverbials and direct speech punctuation
introduction CuratedMulti-clause sentences, conjunctions/adverbs/prepositions for time and cause, fronted adverbials and direct speech punctuation are the clause-level and sentence-extending structures that Y4 consolidates from Y3; C052 co_teach_hints list C055 and C056.
Use pronouns, tense and verb forms accurately for grammatical cohesion
practice CuratedPresent perfect tense, pronoun choice for cohesion, plural vs possessive -s distinction, and Standard English verb inflections are the grammatical accuracy and cohesion concepts; C054 co_teach_hints list C053, C059 and C060.
Expand noun phrases and use figurative and academic vocabulary with precision
practice CuratedExpanded noun phrases and figurative language/academic vocabulary are taught together as the vocabulary-enrichment and sentence-level craft tools that extend descriptive and expressive range in Y4 writing.
Organise text using paragraphs, layout and grammatical terminology
practice CuratedParagraphs to organise ideas around a theme and Year 4 grammatical terminology are the organisational and metalinguistic knowledge concepts that complete the Y4 VGP domain; taught together across all writing contexts.
Prerequisites
Concepts from other domains that pupils should know before this domain.
Concepts (12)
Multi-clause sentences with conjunctions
skill AI DirectEN-Y4-C052
Pupils extend the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although, creating subordinate clauses for varied effect
Teaching guidance
Consolidate and extend multi-clause sentence writing. In Year 4, children should use a wider range of subordinating conjunctions (although, while, until, since, unless, wherever) alongside co-ordinating conjunctions (and, but, or, so, yet). Teach children to vary sentence length and structure deliberately: short sentences for impact, longer multi-clause sentences for explanation and description. Model parsing complex sentences to identify clauses. Use sentence-combining and sentence-expanding activities to develop flexibility.
Common misconceptions
Children may write multi-clause sentences that are grammatically tangled, losing track of the main clause among multiple subordinate clauses. They may use 'when' and 'because' as their default subordinating conjunctions without varying their repertoire. Some children write either all simple sentences or all complex sentences, lacking the ability to vary for effect.
Difficulty levels
Writing compound sentences using coordinating conjunctions (and, but, or, so).
Example task
Join these pairs of sentences using 'and', 'but', 'or' or 'so': 'It was raining. We stayed inside.' / 'She wanted chocolate. She chose vanilla.'
Model response: It was raining, so we stayed inside. She wanted chocolate, but she chose vanilla.
Writing complex sentences using common subordinating conjunctions (when, if, because, although).
Example task
Expand these sentences by adding a subordinate clause using the conjunction in brackets: 'The dog barked (when).' 'We went outside (although).'
Model response: The dog barked when the postman knocked on the door. We went outside although it was raining heavily.
Using a range of subordinating conjunctions to create multi-clause sentences with varied structure, placing subordinate clauses in different positions.
Example task
Write three sentences about a school trip using three different subordinating conjunctions. In at least one sentence, put the subordinate clause at the beginning.
Model response: Although the bus journey took two hours, nobody complained because the scenery was beautiful. While the guide explained the history of the castle, some children took notes in their sketchbooks. We ate our packed lunches before we explored the dungeons, since the teacher warned us it would be dark and damp.
Varying sentence length and structure deliberately for effect, choosing between simple, compound and complex sentences purposefully.
Example task
Write a short paragraph that uses a mix of simple, compound and complex sentences. Explain why you varied the sentence lengths.
Model response: 'The forest was silent. Although she had walked this path a hundred times before, something felt different today. The trees stood closer together, their branches tangling overhead like bony fingers, and the usual birdsong had stopped. She froze.' I used a short simple sentence first to set a calm scene, then a complex sentence to build unease, a long compound-complex sentence to create a sense of being overwhelmed, and a final two-word sentence for dramatic impact.
Delivery rationale
Grammar/punctuation concept — rule-based with objectively assessable outcomes.
Present perfect tense
knowledge AI DirectEN-Y4-C053
Pupils understand and use the present perfect form of verbs (have/has + past participle) in contrast to the simple past tense, understanding the difference in meaning and when each is appropriate
Teaching guidance
Consolidate the present perfect tense by providing regular practice in Year 4 writing. Teach children to choose between the simple past and present perfect with awareness of the difference in meaning: 'I ate lunch' (completed) vs 'I have eaten lunch' (relevant to now). Practise with irregular past participles that cause common errors: gone (not went), done (not did), seen (not saw), written (not wrote), taken (not took). Use dictation and editing activities to reinforce correct usage.
Common misconceptions
Children commonly use the simple past form instead of the past participle with 'has/have' (e.g., 'I have went' instead of 'I have gone', 'She has wrote' instead of 'She has written'). They may not understand when to use the present perfect versus the simple past. Some children avoid the present perfect entirely because they find it confusing.
Difficulty levels
Recognising the present perfect tense when it appears in sentences.
Example task
Which sentence uses the present perfect tense? A) 'I ate my lunch.' B) 'I have eaten my lunch.' C) 'I am eating my lunch.'
Model response: B) 'I have eaten my lunch.' It uses 'have' + past participle.
Forming the present perfect correctly using have/has + past participle, including common irregular forms.
Example task
Rewrite these in the present perfect: 'I go to France.' 'She writes a letter.' 'They see the film.'
Model response: I have gone to France. She has written a letter. They have seen the film.
Choosing appropriately between the present perfect and simple past based on meaning, understanding the difference.
Example task
Choose the correct form and explain why: 'I (lost / have lost) my keys.' — said when you still can't find them. 'I (lost / have lost) my keys.' — said when telling a story about last week.
Model response: 'I have lost my keys' — when you still can't find them, because the present perfect connects a past event to the present situation (the keys are still missing). 'I lost my keys' — when telling a story about last week, because the simple past describes a completed event in the past (you may have found them since).
Using the present perfect deliberately in writing for specific effects, and explaining when formal writing requires it.
Example task
Rewrite this informal text using the present perfect where appropriate: 'Scientists found a new species. They studied it for months. They published their results.'
Model response: 'Scientists have found a new species. They have studied it for months and have now published their results.' The present perfect is better here because this is a formal report about recent research that is still relevant. 'Have found' tells the reader this is new — the discovery connects to now. If I wrote 'found', it would sound like old news.
Delivery rationale
Grammar/punctuation concept — rule-based with objectively assessable outcomes.
Pronoun choice for cohesion
skill AI DirectEN-Y4-C054
Pupils choose nouns or pronouns appropriately for clarity and cohesion within and across sentences, avoiding repetition while ensuring pronoun references are clear
Teaching guidance
Develop pronoun use for cohesion in Year 4, focusing on clear and unambiguous pronoun reference. Teach children to check that every pronoun has a clear antecedent — the reader should always know who or what the pronoun refers to. Use editing activities where children identify unclear pronoun reference and revise for clarity. Teach possessive pronouns (his, her, its, their, our, your, my) and demonstrative pronouns (this, that, these, those) alongside personal pronouns. Model choosing between nouns and pronouns for variety and clarity during shared writing.
Common misconceptions
Children frequently use pronouns ambiguously, particularly in narratives with characters of the same gender (e.g., 'Tom told Harry that he was late' — who was late?). They may overuse pronouns, creating passages where the referent is unclear. Conversely, some children avoid pronouns and repeat nouns excessively, producing stilted writing.
Difficulty levels
Replacing a repeated noun with a pronoun to avoid repetition in a pair of sentences.
Example task
Improve these sentences by replacing the repeated name with a pronoun: 'Asha went to the shop. Asha bought some bread.'
Model response: Asha went to the shop. She bought some bread.
Choosing between nouns and pronouns to maintain clarity within a paragraph.
Example task
This paragraph is unclear because of too many pronouns: 'She told her that she would help her.' Rewrite it clearly.
Model response: Maya told Priya that she would help her with the project. [Now clear who is helping whom because the names replace the ambiguous pronouns.]
Using pronouns and nouns strategically for cohesion and clarity, checking that every pronoun has a clear referent.
Example task
Edit this paragraph to improve pronoun use: 'Tom and Marcus went to the park. He kicked the ball. He caught it. He threw it back to him.'
Model response: Tom and Marcus went to the park. Tom kicked the ball and Marcus caught it. He threw it back, and they continued their game. [First use of names establishes who is who, then pronouns are used where the referent is clear, and names are reintroduced when needed to avoid ambiguity.]
Analysing how published authors use pronouns and nouns for cohesion and deliberately applying these patterns in own writing.
Example task
Find an example in your reading book where the author uses a pronoun to create suspense or surprise. Explain how it works.
Model response: In Chapter 1, the author writes: 'Someone was watching from the shadows. They had been there all night.' The pronoun 'they' creates suspense because the reader doesn't know who is watching. If the author had written the character's name, the mystery would be spoilt. Later, when the character is revealed, the switch from 'they' to the name creates a moment of surprise. I used this technique in my own story — I referred to the villain as 'the figure' and 'they' for three paragraphs before revealing who it was.
Delivery rationale
Grammar/punctuation concept — rule-based with objectively assessable outcomes.
Conjunctions, adverbs and prepositions for time and cause
knowledge AI DirectEN-Y4-C055
Pupils use conjunctions (when, before, after, while, so, because), adverbs (then, next, soon, therefore) and prepositions (before, after, during, in, because of) to express time, place and cause in writing
Teaching guidance
Extend children's use of conjunctions, adverbs and prepositions to express time, cause and purpose. Year 4 additions include: purpose conjunctions (so that, in order to), concessive conjunctions (although, even though), and a wider range of adverbials (meanwhile, consequently, as a result, in contrast). Teach children to use these connectives to build logical relationships between ideas in both narrative and non-fiction writing. Display a connectives menu organised by function (time, cause, contrast, addition, purpose) for reference during writing.
Common misconceptions
Children may overuse one connective function (usually time: 'then... then... then...') without using causal, contrastive or purposive connectives. They may use connectives incorrectly, placing 'however' where 'because' is needed. Some children sprinkle connectives into their writing without understanding the logical relationship they signal.
Difficulty levels
Using basic conjunctions and adverbs to show time and cause: and, but, so, because, then, next.
Example task
Join these sentences using an appropriate conjunction: 'It was cold. We put on our coats.'
Model response: It was cold, so we put on our coats. OR: We put on our coats because it was cold.
Using a wider range of conjunctions, adverbs and prepositions to express time, place and cause.
Example task
Rewrite this passage replacing 'then' with more varied time connectives: 'Then we went to the beach. Then we built sandcastles. Then we had ice cream. Then we went home.'
Model response: First, we went to the beach. After finding a good spot, we built sandcastles. Later, we had ice cream by the pier. Eventually, when the sun began to set, we went home.
Using a range of connectives for different purposes: time (meanwhile, subsequently), cause (therefore, consequently), contrast (however, although) and purpose (so that, in order to).
Example task
Write four sentences about a school event, each using a different type of connective: one for time, one for cause, one for contrast, one for purpose.
Model response: Meanwhile, the Year 3 children were setting up their stalls in the hall. (time) Consequently, the playground was quieter than usual. (cause) However, the weather was too wet for the outdoor activities. (contrast) The teachers moved everything inside so that the event could continue. (purpose)
Selecting connectives to control the logical flow of an argument or explanation, understanding that the choice of connective shapes meaning.
Example task
The sentence 'The experiment failed' can be followed by different connectives. Write three continuations using 'because', 'however' and 'therefore'. How does the connective change the direction?
Model response: 'The experiment failed because the temperature was too high.' (explains the cause — looks backwards). 'The experiment failed; however, the data revealed something unexpected.' (introduces a contrast — changes direction). 'The experiment failed; therefore, we redesigned the method.' (shows a consequence — looks forwards). The connective completely changes what the reader expects next.
Delivery rationale
Grammar/punctuation concept — rule-based with objectively assessable outcomes.
Fronted adverbials
skill AI DirectEN-Y4-C056
Pupils understand and use fronted adverbials placed at the start of sentences for effect (e.g. Later that day, I heard the bad news.) and use commas after them
Teaching guidance
Consolidate the use of fronted adverbials in Year 4, extending the range of adverbial types. Teach time adverbials (Later that evening, After several attempts), place adverbials (Beyond the hedge, At the top of the hill), manner adverbials (Cautiously, With great care), and frequency adverbials (Often, Every morning). Ensure children always use a comma after a fronted adverbial. Model using fronted adverbials to improve the opening of sentences and to create variety in sentence structure. Avoid overuse — not every sentence should begin with a fronted adverbial.
Common misconceptions
Children commonly forget the comma after a fronted adverbial. They may overuse fronted adverbials, starting every sentence with one, creating a repetitive pattern. Some children confuse fronted adverbials with conjunctions and produce sentence fragments. Others use only single-word adverbials rather than adverbial phrases.
Difficulty levels
Recognising a fronted adverbial in a sentence and understanding that it tells you when, where or how.
Example task
Underline the fronted adverbial in each sentence: 'Cautiously, the fox crept forward.' 'After lunch, we went outside.' 'At the top of the hill, they stopped.'
Model response: Cautiously, (how) / After lunch, (when) / At the top of the hill, (where)
Writing sentences with fronted adverbials followed by a comma, using a range of adverbial types.
Example task
Write three sentences about a character exploring a cave, each starting with a different type of fronted adverbial: time, place, manner.
Model response: Early the next morning, she packed her torch and rope. (time) Deep inside the cave, the walls glittered with crystals. (place) Nervously, she stepped across the narrow ledge. (manner)
Using fronted adverbials purposefully to vary sentence openings and create specific effects in writing.
Example task
Rewrite this passage so that at least two sentences start with fronted adverbials. Keep the other sentences as they are to create variety.
Model response: Original: 'The ship sailed into the harbour. The crew cheered. The captain smiled and waved at the crowd. They had been at sea for six months.' Revised: 'Slowly and majestically, the ship sailed into the harbour. The crew cheered. With a broad smile, the captain waved at the crowd. They had been at sea for six months.' [Two fronted adverbials add variety without overusing the pattern.]
Choosing the position of adverbials deliberately for effect and explaining how moving an adverbial changes emphasis.
Example task
Take this sentence: 'The fox crept cautiously through the garden.' Rewrite it with the adverbial in three different positions. Which is most effective and why?
Model response: 1. 'Cautiously, the fox crept through the garden.' (emphasis on caution — the reader feels the tension from the start). 2. 'The fox crept cautiously through the garden.' (emphasis on the fox — we see the fox first, then how it moves). 3. 'The fox crept through the garden cautiously.' (emphasis shifts to the garden — the setting matters, and 'cautiously' at the end lingers in the reader's mind). For a tense scene, version 1 is most effective because the adverbial at the front immediately sets the mood.
Delivery rationale
Grammar/punctuation concept — rule-based with objectively assessable outcomes.
Direct speech punctuation
skill AI DirectEN-Y4-C057
Pupils use and punctuate direct speech fully, using inverted commas and other punctuation to indicate direct speech, including a comma after the reporting clause and end punctuation within inverted commas (e.g. The conductor shouted, "Sit down!")
Teaching guidance
Consolidate direct speech punctuation by practising more complex dialogue structures. Teach: speech before the reporting clause ('Hello,' said Tom.), speech after the reporting clause (Tom said, 'Hello.'), speech interrupted by the reporting clause ('Hello,' said Tom, 'how are you?'), and new speaker on a new line. Practise varying reporting verbs beyond 'said': whispered, exclaimed, asked, replied, muttered, announced. Use drama to generate natural-sounding dialogue that children then punctuate correctly in writing.
Common misconceptions
Children frequently misplace speech marks, particularly forgetting to close them or placing them around the reporting clause as well as the speech. They may not place the comma before the closing speech mark. The interrupted speech pattern ('Hello,' said Tom, 'how are you?') is particularly challenging. Some children put speech marks around reported speech.
Difficulty levels
Recognising direct speech in a text and understanding that inverted commas show the exact words spoken.
Example task
Underline the words that are actually spoken in this sentence: The teacher said, "Please sit down quietly."
Model response: Please sit down quietly [These are the words the teacher actually said, shown by the inverted commas.]
Punctuating direct speech with inverted commas, comma after reporting clause, and correct end punctuation inside the speech marks.
Example task
Punctuate this sentence: Tom shouted Watch out the bridge is breaking
Model response: Tom shouted, "Watch out! The bridge is breaking!"
Punctuating direct speech accurately in all positions: speech after reporting clause, speech before reporting clause, and interrupted speech. New speaker on a new line.
Example task
Write a short dialogue between two characters (at least four lines). Include speech before and after the reporting clause, and start a new line for each new speaker.
Model response: "I don't think we should go in there," whispered Amir. "Why not?" asked Zara, peering through the door. Amir pointed at the floor. "Look at those footprints. Someone has been here recently." "Then we need to find out who," said Zara, stepping inside.
Using direct speech purposefully in narrative, varying reporting verbs and integrating speech with action and description.
Example task
Rewrite this dull dialogue to make it more effective: 'Tom said, "I am scared." Priya said, "Me too." Tom said, "Let's go home."'
Model response: Tom's voice cracked. "I'm scared," he admitted, gripping the torch so tightly his knuckles turned white. Priya nodded but said nothing for a moment. Then, barely above a whisper: "Me too." A branch snapped somewhere in the darkness. "That's it," Tom said, already backing away. "We're going home." [I varied the reporting verbs (admitted, said), added action between speech, and used a short paragraph for dramatic pacing.]
Delivery rationale
Grammar/punctuation concept — rule-based with objectively assessable outcomes.
Expanded noun phrases
skill AI DirectEN-Y4-C058
Pupils expand noun phrases by adding modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with curly hair) to build more precise and varied descriptions
Teaching guidance
Develop the use of expanded noun phrases with modifiers before and after the noun. In Year 4, extend beyond adjective + noun to include prepositional phrases after the noun: 'the old man with a walking stick', 'the abandoned house on the hill', 'a small kitten with bright green eyes'. Teach children to use expanded noun phrases for precise, vivid description rather than vague generality. Model choosing noun phrases that create specific images in the reader's mind. Connect to reading — identify and discuss effective noun phrases in class texts.
Common misconceptions
Children may add modifiers that are redundant or contradictory ('a big enormous giant'). They may not realise that noun phrases can include information after the noun as well as before it. Some children produce noun phrases that are overloaded with modifiers, making sentences unwieldy and difficult to read.
Difficulty levels
Expanding a simple noun by adding an adjective before it.
Example task
Expand these nouns by adding one adjective: 'the dog', 'a castle', 'the forest'.
Model response: the scruffy dog, a crumbling castle, the dark forest
Expanding noun phrases by adding multiple modifiers before the noun.
Example task
Expand 'the man' into a detailed noun phrase using at least two modifiers.
Model response: the tall, weather-beaten old man
Expanding noun phrases with modifiers before AND after the noun, using prepositional phrases for precision.
Example task
Expand 'a teacher' into a noun phrase with modifiers before and after the noun. Use a prepositional phrase.
Model response: the strict maths teacher with curly hair and round glasses
Using expanded noun phrases purposefully for precise, vivid description, choosing details that serve characterisation or atmosphere.
Example task
Write two expanded noun phrases for the same character — one to make them seem friendly and one to make them seem threatening. Only change the modifiers.
Model response: Friendly: 'the smiling old man with kind eyes and a warm, well-worn coat'. Threatening: 'the silent old man with watchful eyes and a long, dark coat'. The same basic noun ('old man') creates completely different impressions depending on the modifiers chosen. 'Smiling' vs 'silent', 'kind' vs 'watchful', 'warm' vs 'dark' — each adjective shifts the reader's feeling.
Delivery rationale
Grammar/punctuation concept — rule-based with objectively assessable outcomes.
Plural vs possessive -s distinction
knowledge AI DirectEN-Y4-C059
Pupils understand and apply the grammatical difference between the plural -s (indicating more than one) and the possessive -s (indicating ownership), including with irregular plurals
Teaching guidance
Teach the distinction between plural -s and possessive -s (and possessive s') explicitly in Year 4, as this is a persistent source of error. Use the test: if you can replace '-s' with 'belongs to', it is possessive and needs an apostrophe; if it simply means 'more than one', it is plural and does not. Provide sorting and editing activities: children categorise words ending in -s as plural or possessive and add apostrophes where needed. Practise in sentence contexts to build automaticity.
Common misconceptions
This is one of the most common errors in children's writing across all year groups. Children may add apostrophes to all words ending in -s ('the apple's are red') or omit them from all possessives ('the girls coat'). They may know the rule but fail to apply it consistently in independent writing because it requires pausing to consider whether each -s is plural or possessive.
Difficulty levels
Understanding that -s on a noun can mean either 'more than one' or 'belonging to'.
Example task
Does the -s mean plural or possessive? 'The cats sat on the mat.' / 'The cat's bowl was empty.'
Model response: cats = plural (more than one cat). cat's = possessive (the bowl belongs to the cat).
Distinguishing between plural -s and possessive -s in sentences and using apostrophes correctly.
Example task
Add apostrophes ONLY where needed: 'The dogs were barking. The dogs bowl was broken. Three cats climbed the trees. The cats whiskers twitched.'
Model response: The dogs were barking. (plural — no apostrophe) The dog's bowl was broken. (possessive — apostrophe) Three cats climbed the trees. (plural — no apostrophe) The cat's whiskers twitched. (possessive — apostrophe, assuming one cat)
Consistently distinguishing plural, singular possessive and plural possessive in independent writing.
Example task
Write three sentences about a school: one with a regular plural, one with a singular possessive, and one with a plural possessive.
Model response: The children played in the playground. (plural) The teacher's desk was covered in marking. (singular possessive) The pupils' work was displayed on the walls. (plural possessive)
Explaining the rule clearly, including irregular plurals, and correcting all apostrophe errors in a passage.
Example task
Correct this passage and explain each correction: 'The womens' team won their match's. The captain's trophy was the teams' proudest moment. The childrens coats were left behind.'
Model response: 'The women's team' — 'women' is already plural and doesn't end in -s, so add 's. 'their matches' — 'matches' is just plural, no possession, so no apostrophe. 'The captain's trophy was the team's proudest moment' — the trophy belongs to the captain (singular possessive); the moment belongs to the team (singular possessive, one team). 'The children's coats' — 'children' is an irregular plural, so add 's just like 'women's'.
Delivery rationale
Grammar/punctuation concept — rule-based with objectively assessable outcomes.
Standard English verb inflections
knowledge AI DirectEN-Y4-C060
Pupils use Standard English forms for verb inflections instead of local spoken forms (e.g. we were instead of we was, or I did instead of I done), understanding the difference between Standard and non-Standard English
Teaching guidance
Teach Standard English verb inflections that differ from non-standard dialect forms. Focus on the key distinctions: 'we were' (not 'we was'), 'I did' (not 'I done'), 'she saw' (not 'she seen'), 'they went' (not 'they gone'), 'he ran' (not 'he run'), 'we have' (not 'we has'). Use editing activities where children identify and correct non-standard verb forms in written text. Approach sensitively: Standard English is expected in writing and formal speech, but dialect is a valid and valued form of communication in other contexts.
Common misconceptions
Children who speak a non-standard dialect may not hear a difference between 'I done it' and 'I did it', making it difficult to correct in writing. They may apply corrections inconsistently. Some children feel that correcting their verb forms is criticising their home language. Others may overcorrect, producing hypercorrect forms ('I were going').
Difficulty levels
Recognising common Standard English verb forms when presented alongside non-standard alternatives.
Example task
Which is Standard English? A) 'We was playing outside.' B) 'We were playing outside.'
Model response: B) 'We were playing outside' is Standard English.
Using Standard English verb forms in writing: were (not was with plural subjects), did (not done), saw (not seen).
Example task
Correct these sentences to Standard English: 'I done my homework.' 'We was late for school.' 'She seen a rainbow.'
Model response: I did my homework. We were late for school. She saw a rainbow.
Consistently using Standard English verb inflections in formal writing while understanding that non-standard forms are acceptable in informal speech and dialogue.
Example task
Write a formal paragraph about a school trip using Standard English. Then write a line of dialogue where a character uses non-standard English naturally.
Model response: Formal: 'The children were delighted when they saw the castle. They had done extensive research beforehand, so they recognised many features.' Dialogue: '"We was proper excited when we seen the dungeon!" laughed Jake.' [Standard English in the narrative; non-standard in the dialogue to reflect natural speech.]
Explaining why Standard English exists as a convention for formal contexts without devaluing dialect, and identifying the specific non-standard forms common in their region.
Example task
Explain to a younger child: Why do we use Standard English in formal writing? Does that mean dialect is wrong?
Model response: Standard English is the version of English used in formal writing, exams and official documents. It exists so that everyone across the country uses the same grammar in these situations, which avoids confusion. But dialect is NOT wrong — it is a natural part of how people speak in their community. A sentence like 'I done it' follows its own grammatical rules and is perfectly understood by speakers of that dialect. We learn Standard English as an additional tool, like learning to use a different register — not because our home language is inferior.
Delivery rationale
Grammar/punctuation concept — rule-based with objectively assessable outcomes.
Paragraphs to organise ideas around a theme
skill AI DirectEN-Y4-C061
Pupils use paragraphs to organise ideas around a theme in their writing, with appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition
Teaching guidance
Develop paragraphing skills by teaching children to organise paragraphs around a clear theme or idea, with explicit topic sentences. In narrative, teach children to use paragraphs to control pace: short paragraphs for fast-paced action or tension, longer paragraphs for description and reflection. In non-fiction, teach that each paragraph should have a clear main idea supported by details, examples or evidence. Model linking paragraphs with cohesive devices that show the relationship between ideas.
Common misconceptions
Children may write paragraphs without topic sentences, making it difficult for the reader to identify the main idea. They may not use linking devices between paragraphs, creating disjointed text. Some children understand paragraphing in one text type (usually non-fiction) but not in another (usually narrative).
Difficulty levels
Grouping related sentences together in a basic paragraph with a clear topic.
Example task
These six sentences are about two topics — dogs and cats. Sort them into two paragraphs.
Model response: Paragraph 1 (dogs): Dogs are loyal pets. They need walking every day. Many breeds love to play fetch. Paragraph 2 (cats): Cats are independent animals. They groom themselves. Most cats enjoy sleeping in sunny spots.
Writing paragraphs with a clear topic sentence that tells the reader what the paragraph is about.
Example task
Write a paragraph about your school's playground. Start with a topic sentence.
Model response: Our school playground is divided into three different areas. The main area is a large tarmac space with painted lines for games. Next to it, there is a grass field where we play football at lunchtime. Finally, there is a quiet garden area with benches where children can read or talk.
Organising writing into coherent paragraphs with topic sentences, supporting details, and cohesive links within and between paragraphs.
Example task
Write three connected paragraphs about a topic of your choice. Each paragraph should have a topic sentence, and the paragraphs should link to each other.
Model response: [Three paragraphs with clear topic sentences, supporting details, and linking devices between paragraphs: 'Another important aspect...', 'In addition to this...', 'Finally...'. Pronoun references across paragraphs are clear. Each paragraph focuses on one main idea.]
Using paragraph structure strategically — varying paragraph length for effect and using topic sentences to control the reader's understanding.
Example task
Explain how the paragraph structure of your persuasive text helps build the argument. Why did you order the paragraphs this way?
Model response: I put my weakest argument first and my strongest last, so the reader finishes with the most convincing point. My first paragraph introduces the issue with a question to hook the reader. Paragraphs 2-4 each present one argument, getting stronger. My final paragraph is deliberately short — just two sentences — because I want the call to action to feel punchy and memorable. Long final paragraphs lose their persuasive force.
Delivery rationale
Grammar/punctuation concept — rule-based with objectively assessable outcomes.
Year 4 grammatical terminology
knowledge AI DirectEN-Y4-C062
Pupils learn and use Year 4 grammatical terminology accurately when discussing writing and reading: determiner, pronoun, possessive pronoun, adverbial (building on cumulative terminology from previous years)
Teaching guidance
Teach the Year 4 grammatical terminology from Appendix 2: determiner, pronoun, possessive pronoun, adverbial. Ensure children can both define these terms and identify examples in context. Teach 'determiner' as the broader category that includes articles (a, an, the), demonstratives (this, that, these, those), possessives (my, your, his, her, its, our, their) and quantifiers (some, many, every). Teach 'adverbial' as a word, phrase or clause that functions as an adverb, telling when, where, how or why.
Common misconceptions
Children may struggle to understand 'determiner' as a category because it includes many different word types. They may confuse possessive pronouns (mine, yours, his, hers) with possessive determiners (my, your, his, her). Some children know the terminology but cannot explain the function of these elements in a sentence.
Difficulty levels
Recognising and naming the four new Year 4 grammatical terms: determiner, pronoun, possessive pronoun, adverbial.
Example task
Match each term to the correct example: determiner / pronoun / possessive pronoun / adverbial. Options: 'the', 'she', 'mine', 'quickly'.
Model response: the = determiner, she = pronoun, mine = possessive pronoun, quickly = adverbial
Identifying determiners, pronouns, possessive pronouns and adverbials in sentences.
Example task
In this sentence, identify: the determiner, the pronoun, and the adverbial. 'The dog quickly chased the cat, and it escaped.'
Model response: Determiners: 'The' (before dog) and 'the' (before cat). Pronoun: 'it' (replacing 'the cat'). Adverbial: 'quickly' (tells us how the dog chased).
Using all Year 4 terminology accurately when discussing reading and writing, understanding the function each word class serves.
Example task
Explain the function of each underlined word using the correct grammatical term: 'Every morning, she walked her dog through the park. The exercise was good for them both. It was theirs — a shared routine.'
Model response: 'Every' = determiner (tells us which morning — all of them). 'She' = pronoun (replaces the character's name). 'Her' = possessive determiner (shows the dog belongs to her). 'the' = determiner. 'them' = pronoun (refers to both character and dog). 'theirs' = possessive pronoun (stands alone, showing shared ownership).
Explaining why determiners, pronouns and adverbials matter for effective writing, using examples from own or published texts.
Example task
How does the choice of determiner change meaning? Compare: 'A dog ran across the road' with 'The dog ran across the road' and 'My dog ran across the road.'
Model response: 'A dog' — we don't know which dog; it's any dog, a general statement. 'The dog' — a specific dog that the reader already knows about; the determiner creates familiarity. 'My dog' — personal possession; the reader immediately cares more because it belongs to the narrator. Determiners are tiny words but they completely change how the reader relates to the noun. In story writing, moving from 'a dog' to 'the dog' to 'my dog' is actually a technique for increasing the reader's emotional connection.
Delivery rationale
Grammar/punctuation concept — rule-based with objectively assessable outcomes.
Figurative language and academic vocabulary
skill AI DirectEN-Y4-C063
Pupils demonstrate understanding of figurative language, distinguish shades of meaning among related words, and use age-appropriate academic vocabulary to express and discuss ideas with precision
Teaching guidance
Introduce figurative language through reading: identify and discuss similes, metaphors, personification and onomatopoeia in class texts. Teach children to use figurative language purposefully in their own writing — to create vivid images, to compare unfamiliar things to familiar ones, and to engage the reader emotionally. Develop academic vocabulary through cross-curricular learning, teaching subject-specific terminology in science, history, geography and RE. Encourage children to use precise, ambitious vocabulary rather than defaulting to simple, familiar words.
Common misconceptions
Children may use similes and metaphors that are clichéd ('as fast as lightning', 'a blanket of snow') rather than creating original comparisons. They may use figurative language excessively, producing overwritten prose. Some children confuse simile and metaphor. Others may use ambitious vocabulary incorrectly because they have encountered it in reading but not fully understood its meaning.
Difficulty levels
Identifying similes in a text and understanding that they compare two things using 'like' or 'as'.
Example task
Find the simile in this sentence: 'The stars sparkled like diamonds scattered across black velvet.'
Model response: The simile is 'like diamonds scattered across black velvet'. It compares the stars to diamonds to show how bright and beautiful they are.
Understanding and using common figurative language (simile, metaphor, personification) and choosing precise vocabulary.
Example task
Replace the underlined words with more precise or figurative alternatives: 'The wind was very strong. The trees moved a lot. The rain came down.'
Model response: The wind howled like a wounded animal. The trees thrashed and writhed. The rain hammered down in sheets.
Using figurative language purposefully in own writing and distinguishing shades of meaning among related words.
Example task
These words all mean 'walk': stroll, march, trudge, creep, stride. Write five sentences, each using a different word. How does the word choice change the meaning?
Model response: She strolled through the garden, enjoying the sunshine. (relaxed, happy) The soldiers marched in perfect lines. (disciplined, purposeful) He trudged home through the rain. (tired, reluctant) The cat crept along the wall towards the bird. (slow, careful, secretive) She strode into the room with confidence. (bold, powerful) Each word means 'walk' but carries different connotations about speed, mood and intention.
Creating original figurative language and selecting academic vocabulary precisely, explaining the effect of specific word choices.
Example task
Write an original simile or metaphor for 'the moon'. Avoid clichés. Explain why your comparison works.
Model response: 'The moon hung above the city like a forgotten streetlamp, casting its pale light on no one in particular.' This works because it makes the moon seem lonely and purposeless — a streetlamp that nobody needs. It also connects the moon to an urban setting rather than the usual nature imagery, which makes it feel fresh. The word 'forgotten' gives the moon personality through personification.
Delivery rationale
Grammar/punctuation concept — rule-based with objectively assessable outcomes.