Summer Year 4 GPS Assessment

Summer Year 4 GPS Assessment

Summer Year 4 GPS Assessment Resource Pack

This Summer Year 4 GPS Assessment Resource Pack has been created to assess pupil knowledge of all the blocks and small steps covered so far in the Summer term. The pack includes an SATs style assessment with 21 questions linked to all of the small steps in Summer; a mark scheme with content domain coverage, small step coverage with suggested levels and a teacher assessment spreadsheet to identify pupils working at Year 4 Emerging, Year 4 Developing, Year 4 Expected or Year 4 Greater Depth. These levels are currently provided as a guideline only.

 

0 votes, average: 0.00 out of 50 votes, average: 0.00 out of 50 votes, average: 0.00 out of 50 votes, average: 0.00 out of 50 votes, average: 0.00 out of 5 (0 votes, average: 0.00 out of 5)
You need to be a registered member to rate this.

Loading...

Not a member? Sign up here.

What's included in the pack?

This pack includes:

  • Summer Year 4 Grammar, Punctuation and Spelling Assessment with questions linked to each small step from all Year 4 Summer Blocks
  • Summer Year 4 Grammar, Punctuation and Spelling Mark Scheme outlining small steps and content domain coverage for each question and suggested levels
  • Summer Year 4 Grammar, Punctuation and Spelling Teacher Assessment Sheet to help identify each child's level using scores collected

Year 4 National Curriculum Objectives:

Summer Block 1 Standard English

English Year 4: (4G7.1) 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]

Small Steps

1.‘Were’ or ‘Was’ and ‘Did’ or ‘Done’

2.‘I’ or ‘Me’

3.‘Have’ not ‘Of’ and ‘These/Those’ not ‘Them’

Summer Block 2 Paragraphs

  • Use of paragraphs to organise ideas around a theme
  • Draft and write by organising paragraphs around a theme
  • Draft and write by in non-narrative material, using simple organisational devices [for example, headings and sub-headings]

Small Steps

1.Identifying Paragraphs

2.Using Fronted Adverbials in Paragraphs

3.Using Pronouns and Conjunctions in Paragraphs

4.Using Speech in Paragraphs

5.More Than One Paragraph

6.Sequencing Paragraphs

Summer Block 3 Consolidation

English Year 3: (3G1.8) Use the forms a or an according to whether the next word begins with a consonant or a vowel [for example, a rock, an open box]

Terminology for pupils:

English Year 3: (3G3.4) Extending the range of sentences with more than one clause by using a wider range of conjunctions, including: when, if, because, although

English Year 3: (3G1.4) Using conjunctions to express time and cause

English Year 3: (3G1.4) Express time, place and cause using conjunctions [for example, when, before, after, while, so, because]

Terminology for pupils:

English Year 3: (3G3.4) Extending the range of sentences with more than one clause by using a wider range of conjunctions, including: when, if, because, although

English Year 3:(3G1.4) Using conjunctions to express time and cause

English Year 3:(3G1.4) Express time, place and cause using conjunctions [for example, when, before, after, while, so, because]

Terminology for pupils:

English Year 3: (3G1.7) Using prepositions to express time and cause

English Year 3: (3G1.7) Express time, place and cause using prepositions [for example, before, after, during, in, because of]

Terminology for pupils:

English Year 3: (3G5.7) Introduction to inverted commas to punctuate direct speech

Terminology for pupils:

English Year 4: (4G5.7) Using and punctuating direct speech

English Year 4: (4G5.7) Use of inverted commas and other punctuation to indicate direct speech [for example, a comma after the reporting clause; end punctuation within inverted commas: The conductor shouted, “Sit down!”]

English Year 3: (3G4.1b) Use of the present perfect form of verbs instead of the simple past [for example, He has gone out to play contrasted with He went out to play]

English Year 3: (3G4.1b) Using the present perfect form of verbs in contrast to the past tense

English Year 4: (4G1.5) Choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition

English Year 4: (4G1.5) Appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition

Terminology for pupils:

English Year 4: (4G3.2) 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)

English Year 3: (3G6.4) Word families based on common words, showing how words are related in form and meaning [for example, solve, solution, solver, dissolve, insoluble]

Terminology for pupils:

English Year 4: (4G5.6b) Using fronted adverbials

English Year 4:(4G5.6b) Fronted adverbials [for example, Later that day, I heard the bad news.]

English Year 4:(4G5.6b) Using commas after fronted adverbials

English Year 4:(4G5.6b) Use commas after fronted adverbials

Terminology for pupils:

English Year 4: (4G7.1) 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]

  • Introduction to paragraphs as a way to group related material
  • Use of paragraphs to organise ideas around a theme

Small Steps

1.Consolidating Determiners

2.Consolidating Coordinating Conjunctions

3.Consolidating Subordinating Conjunctions

4.Consolidating Adverbs

5.Consolidating Prepositions

6.Consolidating Speech

7.Consolidating Tenses

8.Consolidating Noun Types

9.Consolidating Root Words

10.Consolidating Fronted Adverbials

11.Consolidating Apostrophes

12.Consolidation of Writing Paragraphs in Standard and Non-Standard English

 

This resource is available to download with a Premium subscription.

Post a Reply