Year 4 English ASENGY4

Year 4 English Achievement Standard – Australian Curriculum v9

This Achievement Standard describes what students are expected to know and do in Year 4 English by the end of the year. Teachers can use it to guide assessment design, collect evidence of learning, and ensure planning stays aligned with the Australian Curriculum v9.

What Students Should Know

They read, view and comprehend texts created to inform, influence and/or engage audiences. They describe how ideas are developed including through characters and events, and how texts reflect contexts. They describe the characteristic features of different text structures. They describe how language features including literary devices, and visual features shape meaning. They read fluently and accurately, integrating phonic, morphemic, grammatical and punctuation knowledge.

They create written and/or multimodal texts including stories for purposes and audiences, where they develop ideas using details from learnt topics, topics of interest or texts. They use paragraphs to organise and link ideas. They use language features including complex sentences, topic-specific vocabulary and literary devices, and/or visual features. They write texts using clearly formed letters with developing fluency. They spell words including multisyllabic and multimorphemic words with irregular spelling patterns, using phonic, morphemic and grammatical knowledge.

Content Descriptors by Strand

This standard is supported by 28 Content Descriptors:

Language

Literature

Literature and contexts

AC9E4LE01 recognise similar storylines, ideas and relationships in different contexts in literary texts by First Nations Australian, and wide-ranging Australian and world authors

Engaging with and responding to literature

AC9E4LE02 describe the effects of text structures and language features in literary texts when responding to and sharing opinions

Examining literature

AC9E4LE03 discuss how authors and illustrators make stories engaging by the way they develop character, setting and plot tensions AC9E4LE04 examine the use of literary devices and deliberate word play in literary texts, including poetry, to shape meaning

Creating literature

AC9E4LE05 create and edit literary texts by developing storylines, characters and settings

Literacy

Texts in context

AC9E4LY01 compare texts from different times with similar purposes and audiences to identify similarities and differences in their depictions of events

Interacting with others

AC9E4LY02 listen for key points and information to carry out tasks and contribute to discussions, acknowledging another opinion, linking a response to the topic, and sharing and extending ideas and information

Analysing, interpreting and evaluating

AC9E4LY03 identify the characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text AC9E4LY04 read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when needed AC9E4LY05 use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, to expand topic knowledge and ideas, and evaluate texts

Creating texts

AC9E4LY06 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 AC9E4LY07 plan, create, rehearse and deliver structured oral and/or multimodal presentations to report on a topic, tell a story, recount events or present an argument using subjective and objective language, complex sentences, visual features, tone, pace, pitch and volume AC9E4LY08 write words using clearly formed joined letters, with developing fluency and automaticity

Phonic and word knowledge

AC9E4LY09 understand how to use and apply phonological and morphological knowledge to read and write multisyllabic words with more complex letter combinations, including a variety of vowel sounds and known prefixes and suffixes AC9E4LY10 understand how to use knowledge of letter patterns, including double letters, spelling generalisations, morphological word families, common prefixes and suffixes, and word origins, to spell more complex words AC9E4LY11 read and write high-frequency words including homophones and know how to use context to identify correct spelling

At a Glance

Strand	Substrand	CDs	Elaborations
Language	Language for interacting with others	2	6
Language	Text structure and organisation	3	9
Language	Language for expressing and developing ideas	7	12
Literature	Literature and contexts	1	4
Literature	Engaging with and responding to literature	1	3
Literature	Examining literature	2	7
Literature	Creating literature	1	2
Literacy	Texts in context	1	2
Literacy	Interacting with others	1	2
Literacy	Analysing, interpreting and evaluating	3	11
Literacy	Creating texts	3	9
Literacy	Phonic and word knowledge	3	5
Total		28	72

Frequently Asked Questions

What should students know by the end of Year 4 English?

By the end of Year 4, students interact with others, and listen to and create spoken and/or multimodal texts including stories. They share and extend ideas, opinions and information with audiences, using relevant details from learnt topics, topics of interest or texts. They use text structures to organise and link ideas. They use language features including subjective and objective language, topic-specific vocabulary and literary devices, and/or visual features and features of voice. They read, view and comprehend texts created to inform, influence and/or engage audiences. They describe how ideas are developed including through characters and events, and how texts reflect contexts. They describe the characteristic features of different text structures. They describe how language features including literary devices, and visual features shape meaning. They read fluently and accurately, integrating phonic, morphemic, grammatical and punctuation knowledge. They create written and/or multimodal texts including stories for purposes and audiences, where they develop ideas using details from learnt topics, topics of interest or texts. They use paragraphs to organise and link ideas. They use language features including complex sentences, topic-specific vocabulary and literary devices, and/or visual features. They write texts using clearly formed letters with developing fluency. They spell words including multisyllabic and multimorphemic words with irregular spelling patterns, using phonic, morphemic and grammatical knowledge.

How many Content Descriptors support this standard?

28 Content Descriptors support this Achievement Standard (Language: 2, Language: 3, Language: 7, Literature: 1, Literature: 1, Literature: 2, Literature: 1, Literacy: 1, Literacy: 1, Literacy: 3, Literacy: 3, Literacy: 3).

How does this compare to Year 3?

The Year 3 English standard (ASENGY3) covers the preceding year level. Standards build progressively, with Year 4 expectations extending what was introduced in Year 3.

Is this from the latest Australian Curriculum?

Yes, this Achievement Standard is from the Australian Curriculum version 9.0 (AC v9), the most current version published by ACARA.