Year 4 English Content Descriptions - Literacy
Texts in context
Compare texts from different times with similar purposes and audiences to identify similarities and differences in their depictions of events
WA4ELYT1
For example:
- identifying how texts may depict social norms or values, such as comparing advertisements from the past to the present
- discussing the ways in which a historical text depicted an event compared to the ways in which the same event is depicted in a current text
Interacting with others
Listen for key points and information to carry out tasks and use interaction skills to contribute to discussions, acknowledging another opinion, linking a response to the topic, and sharing and extending ideas and information
WA4ELYI1
Analysing, interpreting and evaluating
Identify the characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
WA4ELYA1
For example:
- describing the language used by authors to create imaginary worlds
- selecting and using a suitable format depending on purpose when creating a text, such as a formal letter to the Principal to convince them to act on an important school issue
- identifying and making use of diagrams and other visual features when reading informative texts
Read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when needed
WA4ELYA2
For example:
- drawing on knowledge of text structures and language features to make meaning in different types of texts
- using cohesive devices, such as pronoun association to monitor meaning
- integrating a range of strategies to decode unknown words, such as using phonics to sound out a word and then drawing on grammatical knowledge to decide whether it makes sense
- integrating a range of strategies to maintain meaning and accuracy, such as adjusting reading rate, reading aloud or checking visuals, such as diagrams
Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning when listening, reading and viewing to build literal and inferred meaning to expand topic knowledge and ideas, and evaluate texts
WA4ELYA3
For example:
- making connections to non‑fiction texts or topic‑specific information to build meaning around an issue or topic in a narrative
- sharing questions about texts with others as a means of evaluating their ideas or perspectives on a text
- setting a purpose for reading, such as previewing an informative text and only using relevant sections of the text that suit the set purpose
- reading graphics, such as tables or diagrams to clarify understanding
- tracking understanding when reading or viewing a text independently, such as keeping a journal
- summarising information with the aid of text features, such as topic sentences, headings and captions
Creating texts
Plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant ideas linked in paragraphs, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation
WA4ELYC1
Plan, create, rehearse and deliver structured oral and/or multimodal presentations to report on a topic, tell a story, recount events or present an argument using subjective and objective language, complex sentences, visual features, tone, pace, pitch and volume
WA4ELYC2
Write words using clearly formed joined letters, with developing fluency and automaticity
WA4ELYC3
Use features of digital tools to create or add to texts for a variety of purposes
WA4ELYC4
For example:
- creating a digital text for a specific purpose, such as a poster to advertise an event
- recording a text onto a digital device, adding visual and audio effects