Year 4 Monitoring map Literacy

In Year 4, students:
Listening and Speaking (LS 4) T1 T2 T3 T4
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i. Identify purposes for listening and speaking, select text
structures and language features appropriate for the
content and context



ii. Plan, rehearse and deliver spoken presentations
specific to learning areas by:
selecting and sequencing events, key information
and supporting details
using cause and effect or compare and contrast
using multimodal resources to enhance meaning
and engage audiences


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iii. Communicate to:
acknowledge the viewpoints of others and suggest
alternatives
understand more detailed instructions during
learning tasks
make inferences when expanding and linking ideas
across texts
distinguish between the language of opinion and the
language of factual reporting
paraphrase and summarise information
identify key information and select appropriate
responses
identify relationships and test possibilities
report, share and extend ideas

iv. Compose, contribute and respond in different settings
by considering howspoken language features, including
vocabulary selection and non-verbal cues, affect
meaning


v. Use interaction and communication skills to contribute to
group and class conversations and discussions by:
taking on the role of leader to guide discussions
acknowledging anothers point of view
summarising and linking a response to the topic
using agreed protocols


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vi. Use words and word groups in sentences, including:
personal and possessive pronouns
descriptive clauses



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vii. Use familiar and newlearning area vocabulary to:
describe significant features
replace commonly used words with more specialised
words to enhance meaning




In Year 4, students:
Writing and Creating (WC 4) T1 T2 T3 T4
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i. Identify the purpose, content, context and text
structure when writing and creating learning area texts

ii. Write and create learning area texts, demonstrating
increasing control and knowledge of structures

iii. Plan, draft and publish texts using strategies including:
organising key information and supporting details
using tables
organising to accommodate timeframes
editing and amending structure by adding, moving
or deleting word groups/phrases


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iv. Write paragraphs to introduce ideas, highlight aspects
of the content and organise texts

v. Build meaning within paragraphs by using:
sentences to describe relationships in the content
including problemand solution
repeated and related words to refer to the content
pronouns that refer forward or back to the noun
consistent tense

vi. Use words and word groups including:
adverbs or phrases to provide circumstantial
details
noun groups and phrases to provide detailed
descriptions
verb groups and phrases to showcertainty and
probability
adverbs and adjectives to intensify meanings

vii. Write using sentence structures that include:
conjunctions
quoted and reported speech
language to showcause and effect

viii. Communicate intended meaning using punctuation,
including:
correct sentence boundaries
the possessive apostrophe for common and proper
nouns
quotation marks to signal dialogue, titles and
quoted speech

ix. Proofread and edit writing for grammatical choices,
spelling and punctuation

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x. Select learning area vocabulary that:
defines and describes
adds detail

xi. Confirmspellings, word meanings or word choices
using knowledge about:
word families
irregular words
content gained frompersonal or shared reading
authoritative digital dictionaries

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xii. Use visual features to enhance and clarify meaning,
including framing and placement of elements for
effect, e.g. data displays, keys, labels and diagrams




In Year 4, students:
Viewing and Reading (VR 4) T1 T2 T3 T4
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i. View, read, navigate and select texts for personal and
learning purposes

ii. Viewand read written, visual and multimodal learning
area texts that:
use navigation links, graphics and layout, page and
screen layout, simple indexes, tables of contents,
different types of diagrams, icons and buttons to
aid navigation
require knowledge of text structure, including
headings, subheadings and paragraphs
contain newinformation
expand personal and social contexts

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iii. Use text-processing strategies when viewing and
reading, including:
self-correcting to repair comprehension
breakdowns
reviewing patterns that organise ideas, including
compare and contrast

iv. Independently view, read and demonstrate
understanding of learning area texts by:
summarising the main ideas and supporting details
locating and synthesising information
inferring meaning to expand and link ideas and
information across the text
analysing and justifying a point of viewusing
information fromthe text

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v. Identify and describe words and word groups that:
represent ideas and relationships and intensify
meaning
signal relationships between ideas in sentences,
including connectives and conjunctions that
compare, cluster ideas and list sequence, time or
order

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vi. Independently read with fluency:
words of significance, specialised learning area
vocabulary
irregular words

vii. Predict and confirmthe meanings of unfamiliar words
and decode themusing and combining:
semantic cues, including meaning of words in the
context of the sentence
grammatical cues, including repetitive clause
structures
phonic cues, including syllables, affixes (prefixes
and suffixes), familiar words within larger words,
and recognisable sequences of letters within longer
words

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viii. Interpret and compare howvisual features:
create effects through the framing and placement
of elements
construct and extract meaning and represent ideas,
e.g. maps, graphs, photographs, timelines and
illustrations