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Richard Clarke First School Year 4 Spelling, Punctuation and Grammar: Long Term Plan Year 4 Terminology: preposition, conjunction word family, prefix, suffix clause, subordinate clause direct speech, reported speech consonant, consonant letter vowel, vowel letter inverted commas (or ‘speech marks’) possession noun phrase, adverbial determiner Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Literacy Units It’s Electrifying! Invaders and settlers Where does my food go? Verbs from nouns (ate, ify) Plurals of ‘f’, ‘ff’ and ‘fe’ ‘ight’, ‘tion’, ‘ious’, ‘ial’ and ‘ough’ Sounds good! Our amazing area! Animals around us Prefixes (ad, af, al, a) Rules around ‘v’ and ‘k’ Prefixes (ad, af, al, a) Rules around ‘v’ and ‘k’ Words with common roots Suffixes (ful, ly, ive, tion, ic, ist, ible, able, ive, sion) The apostrophe for possession Its and It’s Review of Y4 punctuation development Punctuation Spelling (See NC for common exception words) Term Double consonant words (‘bubble’) Homophones (‘to’, ‘too’, ‘two’ etc Introduction to inverted commas to punctuate direct speech Question marks and exclamation marks Irregular and regular tense verbs Suffixes (al, ary, ic, ship, hood, ness, ment) Use and punctuate direct speech. Commas for grammatical boundaries (i.e. to mark subordinate clauses) Word Use conjunctions to express time or cause (because, due to, as a result of, next, then) Pronouns – using pronouns to avoid repetition or ambiguity and to add clarity and cohesion (it, she, he) Use prepositions to express time and place (across, when) The grammatical difference between plural and possessive –s Standard English forms for verb inflections instead of local spoken forms [for example, we were instead of we was, or I did instead of I done] Use commas after or before phrases for subordinate clauses Use adverbs and adverbials (prepositional phrases which act as adverbs) Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with curly hair) Fronted adverbials [for example, Later that day, I heard the bad news.] Manipulating the position of a subordinate clauses in a sentence Review of sentence structure over the year (including all elements) Use of TAPSS to consider genre, audience, purpose, structure and steps to success Use of paragraphs to organise ideas around a theme Use the first or third person dependent on the type of writing Recall of verb tenses (past, present, future) and avoiding confusion within text Appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition Review TAPSS over the year Sentence Text Grammar Use adverbs to modify verbs (e.g. quickly, slowly, rapidly, uncomfortably)