Question 1
reading fluency · core
Read aloud to a teacher or adult. The listener should give feedback on accuracy and meaning, not just speed.
The spare spool
Mina had tested her kite in the garden all week. At the park, she reached into her bag and found the kite but no spool of string. Across the grass, Leo was packing away a kite with a torn wing. Mina almost asked to borrow his string. Last week, however, she had refused to lend him her coloured pencils.
She walked over anyway. “I wasn't very helpful last week,” she said. “I'm sorry. Could I borrow your spool?”
Leo studied his broken kite, then handed it over. “Only if I can help launch yours.”
Soon they were both looking up. Mina held the spool for a while, then placed it in Leo's hand.
Read the final three paragraphs aloud. Make the change from narration to each character's speech clear, without rushing the apology.
Complete the task aloud with an adult or partner.
What to aim for- Reads the supplied words accurately, using word parts when needed.
- Groups words and pauses to preserve the meaning.
- Notices and corrects a reading error or explains how they checked a difficult part.
Response or adult observation notes:
VC2E4LY06
Question 2
reading fluency · core
Read aloud to a teacher or adult. The listener should give feedback on accuracy and meaning, not just speed.
Make a seed label
You need a clean, dry ice-cream stick, a pencil and a waterproof pen. Ask an adult to check that the stick has no splinters.
1. Write the plant's name lightly in pencil near the top of the stick.
2. Check the spelling against the seed packet. Correct any mistakes now.
3. Trace over the name with waterproof pen.
4. Wait until the ink is dry, then push the blank end into the soil beside the seeds.
If you are labelling several rows, finish one label before beginning the next. This helps you match each label to the correct packet. Keep the writing above the soil so that it remains easy to read.
Read the equipment list and four steps aloud so a listener can follow the order. Re-read any phrase that stops making sense.
Complete the task aloud with an adult or partner.
What to aim for- Reads the supplied words accurately, using word parts when needed.
- Groups words and pauses to preserve the meaning.
- Notices and corrects a reading error or explains how they checked a difficult part.
Response or adult observation notes:
VC2E4LY06
Question 3
reading fluency · core
Read aloud to a teacher or adult. The listener should give feedback on accuracy and meaning, not just speed.
The Saturday repair table
A table outside the community hall used to display things for sale. Now volunteers use it to mend small items. A sign says: “Bring one broken item. We will see whether it can be repaired.” There is no promise that everything can be fixed.
Last Saturday a volunteer replaced a missing wheel on a toy truck. Another sewed a button onto a coat. A cracked glass vase was set aside because no one had the right materials to repair it safely.
Visitors watch the repairs and ask questions. “I thought I needed a new bag,” said one visitor, “but I only needed someone to show me how to mend the strap.” The organisers say the table saves useful objects and helps neighbours share skills.
Read the first two paragraphs aloud, grouping words into meaningful phrases. Work out a difficult word from its parts and check it in the sentence.
Complete the task aloud with an adult or partner.
What to aim for- Reads the supplied words accurately, using word parts when needed.
- Groups words and pauses to preserve the meaning.
- Notices and corrects a reading error or explains how they checked a difficult part.
Response or adult observation notes:
VC2E4LY06
Question 4
reading fluency · core
Read aloud to a teacher or adult. The listener should give feedback on accuracy and meaning, not just speed.
After the shower
A gutter gurgles, full of sky;
A silver bead slips slowly by.
My boots make islands in the lane,
Then small round worlds of mud again.
The clouds unzip a strip of blue.
A sparrow shakes; the rain is through.
Read the whole poem aloud. Let the sentence punctuation guide your pauses, even when a sentence continues onto a new line.
Complete the task aloud with an adult or partner.
What to aim for- Reads the supplied words accurately, using word parts when needed.
- Groups words and pauses to preserve the meaning.
- Notices and corrects a reading error or explains how they checked a difficult part.
Response or adult observation notes:
VC2E4LY06
Question 5
reading fluency · core
Read aloud to a teacher or adult. The listener should give feedback on accuracy and meaning, not just speed.
Subject: Changes to Friday's garden visit
Hello Year 4,
Our visit to the community garden will still take place on Friday. However, we will leave school at 10:00 am instead of 9:30 am because the gardener has a morning delivery.
Bring a hat, a water bottle and a packed lunch. You will not need a gardening tool; the garden will supply tools for our activity. Wear closed shoes.
If heavy rain is forecast on Thursday afternoon, we will send another message to families and hold the planting activity in our classroom instead. Please do not assume the visit is cancelled just because it is cloudy.
We expect to return to school by 1:30 pm.
Ms Tran
Read the weather paragraph aloud. Use phrasing to make clear which change depends on the forecast. Correct yourself if you skip the word “if”.
Complete the task aloud with an adult or partner.
What to aim for- Reads the supplied words accurately, using word parts when needed.
- Groups words and pauses to preserve the meaning.
- Notices and corrects a reading error or explains how they checked a difficult part.
Response or adult observation notes:
VC2E4LY06
Answers and review guidance
Open responses, handwriting and spoken tasks need adult review. The models are examples; different responses may meet the criteria.
Question 1
Example response / review guidance: Pause at the speech boundaries, read the apology thoughtfully and keep the narrator's words distinct.
Fluent reading brings together word knowledge, phrasing, punctuation and checks for meaning. A listener assesses the actual reading; a typed answer alone is not evidence of fluency.
Review criteria- Reads the supplied words accurately, using word parts when needed.
- Groups words and pauses to preserve the meaning.
- Notices and corrects a reading error or explains how they checked a difficult part.
Question 2
Example response / review guidance: Group words into meaningful steps, pause between numbered actions and correct a word if it changes the meaning.
Fluent reading brings together word knowledge, phrasing, punctuation and checks for meaning. A listener assesses the actual reading; a typed answer alone is not evidence of fluency.
Review criteria- Reads the supplied words accurately, using word parts when needed.
- Groups words and pauses to preserve the meaning.
- Notices and corrects a reading error or explains how they checked a difficult part.
Question 3
Example response / review guidance: Keep “community hall” and “right materials” together as phrases; blend a difficult word and reread its sentence to check meaning.
Fluent reading brings together word knowledge, phrasing, punctuation and checks for meaning. A listener assesses the actual reading; a typed answer alone is not evidence of fluency.
Review criteria- Reads the supplied words accurately, using word parts when needed.
- Groups words and pauses to preserve the meaning.
- Notices and corrects a reading error or explains how they checked a difficult part.
Question 4
Example response / review guidance: Read clearly and steadily; a line ending need not become a full stop when the sentence continues.
Fluent reading brings together word knowledge, phrasing, punctuation and checks for meaning. A listener assesses the actual reading; a typed answer alone is not evidence of fluency.
Review criteria- Reads the supplied words accurately, using word parts when needed.
- Groups words and pauses to preserve the meaning.
- Notices and corrects a reading error or explains how they checked a difficult part.
Question 5
Example response / review guidance: Give a meaningful pause after the condition and retain “if”, because the change is only a possibility.
Fluent reading brings together word knowledge, phrasing, punctuation and checks for meaning. A listener assesses the actual reading; a typed answer alone is not evidence of fluency.
Review criteria- Reads the supplied words accurately, using word parts when needed.
- Groups words and pauses to preserve the meaning.
- Notices and corrects a reading error or explains how they checked a difficult part.