Year 4 Monitoring map — Literacy
vii.
Use words and word groups in sentences, including:
 personal and possessive pronouns
 descriptive clauses
Use familiar and new learning area vocabulary to:
 describe significant features
 replace commonly used words with more
specialised words to enhance meaning
View and 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 new information
 expand personal and social contexts
ii.
iv.
v.
Text knowledge
Text knowledge
ii.
Use text-processing strategies when viewing and
reading, including:
 self-correcting to repair comprehension
breakdowns
 reviewing patterns that organise ideas, including
compare and contrast
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 view using
information from the text
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
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
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 problem and solution
 repeated and related words to refer to the content
 pronouns that refer forward or back to the noun
 consistent tense
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 show certainty and
probability
 adverbs and adjectives to intensify meanings
Write using sentence structures that include:
 conjunctions
 quoted and reported speech
 language to show cause and effect
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
vii.
viii.
vi.
Independently read with fluency:
 words of significance, specialised learning area
vocabulary
 irregular words
vii.
Predict and confirm the meanings of unfamiliar words
and decode them using 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
viii.
Interpret and compare how visual 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
Identify the purpose, content, context and text
structure when writing and creating learning area
texts
Write and create learning area texts, demonstrating
increasing control and knowledge of structures
iii.
vi.
Grammar knowledge
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 another’s point of view
 summarising and linking a response to the topic
 using agreed protocols
i.
ix.
x.
Word knowledge
Grammar knowledge
vi.
Compose, contribute and respond in different settings
by considering how spoken language features,
including vocabulary selection and non-verbal cues,
affect meaning
In Year 4, students:
Writing and Creating (WC 4)
View, read, navigate and select texts for personal and
learning purposes
iii.
Comprehension
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
T1 T2 T3 T4
i.
Grammar
knowledge
iii.
Word knowledge
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
v.
Word knowledge
Identify purposes for listening and speaking, select text
structures and language features appropriate for the
content and context
ii.
iv.
In Year 4, students:
Viewing and Reading (VR 4)
Visual knowledge
Comprehension
Text knowledge
i.
T1 T2 T3 T4
Visual
knowledge
In Year 4, students:
Listening and Speaking (LS 4)
xi.
xii.
Proofread and edit writing for grammatical choices,
spelling and punctuation
Select learning area vocabulary that:
 defines and describes
 adds detail
Confirm spellings, word meanings or word choices
using knowledge about:
 word families
 irregular words
 content gained from personal or shared reading
 authoritative digital dictionaries
Use visual features to enhance and clarify meaning,
including framing and placement of elements for
effect, e.g. data displays, keys, labels and diagrams
T1 T2 T3 T4