Student Name:
Year 4
Rubric/Guide to
Making Judgement
Narrative
Date:
Very High
High
Sound
Developing
Emerging
A thorough understanding and uses a
high level of skill in both familiar and
new situations.
A clear understanding and uses a high level
of skill in familiar situations. Is beginning to
use skills in new situations.
Has an understanding and uses skills in
familiar situations.
Understands aspects of and uses varying
levels of skill in familiar situations.
A basic understanding and is beginning
to use skills in familiar situations.
• Requires significant guidance to
produce a written text
‣‣ Has difficulty recognising the
structural elements
‣‣ Text may have some structural
elements but may not be relevant
or it is difficult to recognise the
structure
Text Structure
The organisation of the
structural components of
writing a text aligns to an
appropriate and effective
text structure.
• Text is always logically organised with
the correct use of paragraphs and
follows the narrative structure
‣‣ Title
‣‣ Orientation
‣‣ Series of Events
‣‣ Complication
‣‣ Resolution
‣‣ Optional Coda
• Uses paragraphs correctly and
consistently follows the narrative
structure
‣‣ Title
‣‣ Orientation
‣‣ Series of Events
‣‣ Complication
‣‣ Resolution
• Recognises the required structure and
predominantly follows the narrative
structure
‣‣ Title
‣‣ Orientation
‣‣ Series of Events
‣‣ Complication
‣‣ Resolution
• Requires some support to recognise
the structural elements of a narrative
and to produce a written text
‣‣ May use a modelled text for
assistance/prompts
‣‣ Some of the structural elements
may have been included without
assistance
Ideas
The selection, relevance
and elaboration of ideas.
• Uses brainstorming and planning
techniques to assist writing
• Orientation includes who, what, where,
when and effectively introduces the
reader to the setting, characters and
its complication
• Contains an interesting plot with an
effective and clear ending
• Uses brainstorming and planning prior
to writing
• Orientation includes who, what, where,
when with some description detail to
introduce the reader to the setting and
characters
• Contains a detailed plot with an ending
• Complication is introduced and clear
• Attempts brainstorming and planning
prior to writing
• Orientation includes some of who, what,
where, when
• Contains a brief plot with an ending
• Complication is included but may not be
clear
• Attempts to write a narrative with the • Narrative can be jumbled and
relevant requirements independently
hard to interpret if left to work
but lacking in some areas
independently
• May require support to:
• Requires significant support to:
‣‣ Brainstorm ideas and plan prior to
‣‣ Brainstorm ideas and plan prior
writing
to writing
‣‣ Present their thoughts on paper in
‣‣ Present their thoughts on paper
a logical way
in a logical way
Language Features and
• Expectations are beyond Year 4 level, • Makes relevant vocabulary choices to
for example:
suit audience and purpose e.g. descriptive
‣‣ Begins to use vocabulary to express
language to build up a picture of the
greater precision of meaning and
character, setting, mood etc.
begins to understand that words can • Incorporates new vocabulary from a
have different meanings in different
range of sources
contexts e.g. cut – slice, dice, fillet,
• Verbs and tense are meaningful and
segment
used effectively in sentences
• Correctly uses indirect speech
• Makes some relevant vocabulary choices • Attempts to use relevant vocabulary • Requires significant support to use
to suit audience and purpose e.g.
choices but these may not always
relevant vocabulary choices
descriptive language to build up a picture
be suitable
• Relies on an illustration to tell a
of the character, setting, mood etc.
• Requires some assistance for verbs
story.
• Begins to incorporate new vocabulary
and tense to be meaningful.
from a range of sources
• Verbs and tense are meaningful in
sentences
• Experiments with indirect speech
• Consistent in application and
expectations are beyond Year 4 level,
for example:
‣‣ Begins to understand that the
starting point of a sentence gives
prominence to the message in the
text and allows for some prediction
of how the text will unfold
• Writing flows and is clear
• Text is short and does not always
• Requires support to:
• Use of synonyms, antonyms and word
flow, the reader finds it confusing
‣‣ produce a piece of text that flows
substitutions are used to intensify the
in parts
and is clear
narrative
• Text has missing links and words are
‣‣ use grammatical and lexical
• Links are used in sentences (connectives
repetitive
elements correctly
and conjunctions) avoiding repetition
• A variety of referring words are used
including pronouns
Vocabulary
The range and precision of
contextually appropriate
language choices as well
as appropriate devices.
Cohesion
The control of multiple threads
and relationships across a
piece of text, achieved through
using:
• Grammatical elements
(referring words, text
connectives, conjunctions)
• Lexical elements
(substitutions, repetitions,
word association)
• Writing effectively hooks in the reader
• The text is easy to read and maintains
interest by the effective use of a wide
variety of grammatical and lexical
elements
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Year 4 Rubric/Guide to Making Judgement Narrative
Paragraphing
• Consistent in using paragraphs
The segmenting of text
• Begins to understand the different
into paragraphs that
types of paragraphs and attempts
assists the reader to follow these in their writing
a piece of text.
• Organises information into logical and
detailed paragraphs
• Recognises there are different types of
paragraphs
• Organises information into paragraphs
• Paragraphs include a topic sentence
Sentence Structure
The production of
grammatically correct,
structurally sound and
meaningful sentences.
• Consistent in sentence structure when • Sentences flow and are grammatically
• Knows that a clause usually contains a
writing. Goes beyond that expected of
correct
subject and a verb, that these need to
Year 4, for example:
• Attempts to use complex sentences
agree and applies this in their writing
‣‣ Understands the difference between • Beginning to understand the difference • Uses noun and verb groups/phrases and
main and subordinate clauses
between main and subordinate clauses
prepositional phrases to create a richer
‣‣ Begins to understand that a complex
text with more specific descriptions
sentence involves at least one
• Uses a variety of conjunctions
subordinate clause
effectively
Punctuation
The use of correct and
appropriate punctuation
that aids reading of a
piece of text.
• Punctuation usage goes beyond that
• Consistent in application and
expected of Year 4, for example:
appropriate punctuation has not been
‣‣ Begins to use apostrophes to signal
overused
the possessive form of nouns
• Correctly uses quotation marks to
‣‣ Begins to recognise there is a variant signal dialogue, titles and quoted
to the regular possessive form for
(direct) speech
proper nouns e.g. James’s house vs
James’ house
• Paragraph use is inconsistent
• Requires some support in identifying
how and where to begin a new
paragraph
• Paragraph use is minimal
• Often requires support in
identifying how and where to begin
a new paragraph
• •equires some support to
• Requires significant support to
‣‣ recognise the requirements of a
construct sentences which meet
clause
the requirements for Year 4
‣‣ use noun and verb groups/phrases • Sentences are basic and lack depth
and prepositional phrases to
and description
enhance text
• Uses conjunctions however, these
tend to be repetitive
• Correctly uses punctuation when writing: • Often omits relevant punctuation
• Uses basic punctuation (capital
‣‣ Full stops, question marks, exclamation • Requires some support to use
letters, full stops, question marks,
marks, capital letters, commas
punctuation appropriately
overuse of commas)
‣‣ apostrophes of contraction
• Recognises how quotation marks are • Has difficulty applying other
• Recognises how quotation marks are
used in texts, however, often does
punctuation appropriately
used in texts to signal dialogue, titles
not apply this knowledge to their
(exclamation marks, apostrophes
and quoted (direct) speech. Sometimes
writing
of contraction, quotation marks)
applies this in their writing
Spelling
• Spelling application goes beyond that • Consistent in application
• Attempts to spell more complex words
The accuracy of spelling
expected of Year 4, for example:
• Correctly spells more complex words
using spelling knowledge, for example:
and the difficulty of words
‣‣ Begins to use knowledge of known
using spelling knowledge, for example:
‣‣ Letter patterns e.g. double letters
used.
words, base words, prefixes and
‣‣ Letter patterns e.g. double letters
‣‣ Spelling generalisations
suffixes, word origins, letter patterns
‣‣ Spelling generalisations
‣‣ Morphemic word families
and spelling generalisations to spell
‣‣ Morphemic word families
‣‣ Common prefixes and suffixes
new words
‣‣ Common prefixes and suffixes
‣‣ Word origins
‣‣ Begins to explore less common
‣‣ Word origins
• Writes a large core of high frequency
plurals
• Correctly writes a large core of high
words including homophones with
‣‣ Begins to recognise how some
frequency words including homophones minimal correction
suffixes change the grammatical
• Uses context to identify correct spelling
form of words e.g. ‘tion’ and ‘ment’
• Uses phonic knowledge to write
change verbs into nouns
multisyllabic words with more complex
letter combinations
• Inconsistent in application
• Requires significant support to use
‣‣ Requires some support to use Year
Year 4 spelling knowledge when
4 spelling knowledge when spelling
spelling words
words
• Correctly spells a small bank of
‣‣ Spells most high-frequency words
high-frequency words
correctly
‣‣ Relies on letter-sound relationships
to write most words
‣‣ Relies heavily on environmental
print
Editing
Ability to re-read and
edit own work to check
for meaning, spelling,
punctuation and grammar.
• Re-reads and edits texts for
• Minimal or no evidence of editing
meaning, grammatical choices and
for meaning
punctuation (does not alter much of • Edits text for spelling,
the content)
sentence-boundary, punctuation
• Displays some individual editing skills and text structure
but these may often be unnecessary • Sometimes requires support with
edits
editing
• Consistent in approach and goes
beyond that expected of Year 4, for
example:
‣‣ Editing own and others’ work using
agreed criteria for text structures
and language features
• Effectively edits own and others’ work • Re-reads and effectively edits own work
for meaning
for meaning
• Offers constructive comments to peers • Deletes or moves words/word groups to
to assist them in improving their work
improve content and structure
Teacher Name:
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