St Saviour's Church of England Primary School

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St Saviour's Church of England Primary School

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What are we writing about this term?


Outcomes: Fantasy story sequel, descriptive poems, postcards (recount), dialogue, setting descriptions as a letter, retellings


When Tom wishes winter would never end, he meets another boy who shares his love of snow and ice. Playing together every day, Tom hardly notices that spring doesn't come - until he realises the terrible effect of unending winter is having on the countryside and his sick grandma. His friend is Winter's child, and for the seasons to go on the friends must say goodbye until next year.


This term, children explore and are immersed in the theme of the story, making predictions about what might happen if you are not careful what you wish for. Children continue to explore the themes and language of the text, particularly identifying noun phrases and prepositional phrases and how they are used to create images. Children go on to predict what might happen after the story, as it becomes spring, and write their own simple sequel, applying the grammatical skills learnt.


Spelling coverage:

Word List Words: disappear, early, earth, enough, February.

Words ending with /g/ sound spelt -gue and the /k/ sound spelt -que (French in origin). 

Adding suffixes beginning with vowel letters to words of more than one syllable.


Outcomes: Own version fable, diary entries, informal letters, dialogue, adverts, limericks and other poetry forms


In a hot, hot country, ringed with mountains on one side and jungle on the other, lives a princess called Cinnamon. Her eyes are made of pearls, which means that she is blind. And, for reasons her parents the Rajah and Rani cannot fathom, she will not talk. So they offer a reward to anyone who can teach Cinnamon to speak. People travel from far and wide to attempt it, but nothing works. Until a mighty tiger, huge and fierce, prowls into their palace and announces that he is here to teach the girl-cub to talk.


children begin by making inferences about the characters and situations in the story. They go on to consider the emotions of characters including Cinnamon herself (in the form of diaries) and also of their parents when creating adverts. There is explicit teaching of the conventions of dialogue through drama and children go on to write a story in the style of Cinnamon using speech.


Spelling coverage:

Word list words: naughty, difficult, regular, sentence, strange, pressure, question, special, breathe, ordinary.

The ending sounding like /ʒə/ is always spelt -sure. The ending sounding like /tʃə/ is often spelt -ture, but check that the word is not a root word ending in (t)ch with an er ending.

Words spelt with the /k/ sounds spelt ch (Greek in origin).




These are the writing expectations for your children by the end of Year 4. It outlines the key skills they should know by the end of the year.

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