This set of worksheets provides students with opportunities to practise some of the explicit skills required to edit texts in Year 4. Included in the set of worksheets are activities on capitalisation, sentence ending punctuation and clarity within their writing.
These worksheets are ideal for whole class lessons, literacy groups or to cater for differentiation. Suggested answers have been included for necessary worksheets.
Plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation
Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features
Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and punctuation including dialogue punctuation
Re-read and edit student’s own and others’ work using agreed criteria for text structures and language features
Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure
Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices
Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language
Uses effective handwriting and publishes texts using digital technologies
Composes, edits and presents well-structured and coherent texts
Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts
Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts
Selects digital technologies to suit audience and purpose to create texts
Sustains a legible, fluent and automatic handwriting style
Automatically applies taught phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts, and justifies spelling strategies used to spell unfamiliar words
Plans, creates and revises written texts for multiple purposes and audiences through selection of text features, sentence-level grammar, punctuation and word-level language
Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts
Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding
Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts
Uses digital technologies to create texts
Selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts
Plans, creates and revises written texts for persuasive purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
Plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
Plans, creates and revises written texts for imaginative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words
Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting
Use a range of software, including word processing programs, learning new functions as required to create texts
Reread and edit own and others’ work using agreed criteria and explaining editing choices
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience
Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements
Reread and edit own and others’ work using agreed criteria for text structures and language features
Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience
Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements
Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure
Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features
Have students edit only the first sentence.