Question 31 Discussing a character's decision · core
Work with an adult or willing partner. Have the conversation aloud, including real replies and follow-up turns. Example replies illustrate a possible conversation; adapt to what your partner actually says. Review the interaction together afterwards.
Two students needed coloured card for posters, but one large sheet remained. Jo suggested cutting it in half. Casey agreed, although they had both planned larger posters. They adjusted their designs and finished on time.
Read the short story with your partner. Discuss whether the main character's choice was fair. Refer to one detail, acknowledge your partner's view and add a related thought.
What to aim for The learner uses a specific detail from the story. The partner's viewpoint is acknowledged accurately. The extra thought stays connected to the choice in the text. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 32 Building on textual evidence · core
Work with an adult or willing partner. Have the conversation aloud, including real replies and follow-up turns. Example replies illustrate a possible conversation; adapt to what your partner actually says. Review the interaction together afterwards.
Eleni's block tower fell twice. She looked at the base and moved the widest blocks to the bottom. After each test, she changed only one part. By the fourth try, the tower stood long enough for her group to sketch it.
Read the paragraph, then discuss which detail best shows persistence. Give your evidence, listen to your partner's choice and explain whether their detail changes or adds to your thinking.
What to aim for The learner identifies a relevant textual detail. The response refers to the partner's real choice. Adult checks that the learner explains how the second idea affects their thinking. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 33 Discussing more than one interpretation · extension
Work with an adult or willing partner. Have the conversation aloud, including real replies and follow-up turns. Example replies illustrate a possible conversation; adapt to what your partner actually says. Review the interaction together afterwards.
The teacher announced that the outdoor art lesson would move inside. Kai looked at his sketch of the garden and said nothing for a moment. Then he turned to a blank page.
Discuss the short scene with a partner. Offer two possible reasons for the character's silence. Ask which seems better supported, listen and decide what can and cannot be known from the text.
What to aim for The learner offers two plausible interpretations. The exchange uses the partner's reasoning. Adult checks the final statement recognises uncertainty in the text. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 34 Entering a discussion appropriately · core
Work with an adult or willing partner. Have the conversation aloud, including real replies and follow-up turns. Example replies illustrate a possible conversation; adapt to what your partner actually says. Review the interaction together afterwards.
Discuss a topic your partner chooses for one minute. Practise entering the conversation politely when you have a relevant idea. Use a question or linking phrase, then give the partner space to respond.
What to aim for Adult observes a natural entry at a suitable pause. The contribution links directly to the current topic. The learner returns the turn or invites a response. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 35 Negotiating with limited resources · core
Work with an adult or willing partner. Have the conversation aloud, including real replies and follow-up turns. Example replies illustrate a possible conversation; adapt to what your partner actually says. Review the interaction together afterwards.
Plan a model-making activity with a partner using only six sheets of card and one shared glue stick. Discuss needs, explain a concern and agree on a fair way to share the materials.
What to aim for The learner asks about the partner's needs. The proposed quantities fit the six-sheet limit. Adult hears a negotiated arrangement for the shared glue. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 36 Conducting a purposeful interview · core
Work with an adult or willing partner. Have the conversation aloud, including real replies and follow-up turns. Example replies illustrate a possible conversation; adapt to what your partner actually says. Review the interaction together afterwards.
Role-play interviewing an adult who has helped at a school event. Ask about their role, a challenge and something they enjoyed. Use one answer to ask an unplanned follow-up, then thank them specifically.
What to aim for All three broad topics are explored. At least one follow-up grows from the adult's answer. The thanks refers to something actually shared. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 37 Seeking information from a librarian · core
Work with an adult or willing partner. Have the conversation aloud, including real replies and follow-up turns. Example replies illustrate a possible conversation; adapt to what your partner actually says. Review the interaction together afterwards.
Role-play asking a librarian for help finding a book about a topic you choose. Explain what you need, answer the librarian's questions and check one detail before ending politely.
What to aim for The learner gives a clear topic and purpose. Replies address the partner's actual questions. Adult checks an appropriate opening, final check and closing. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 38 Adapting interaction to relationships · core
Work with an adult or willing partner. Have the conversation aloud, including real replies and follow-up turns. Example replies illustrate a possible conversation; adapt to what your partner actually says. Review the interaction together afterwards.
Have two short role-plays asking for help with a class display: first with a close classmate, then with a visiting adult. Keep the request the same but adapt your words to each relationship.
What to aim for Both role-plays make the same practical request. The wording shows a suitable difference in formality. Adult observes actual replies and acknowledgements, not only two isolated lines. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 39 Responding to different audiences · core
Work with an adult or willing partner. Have the conversation aloud, including real replies and follow-up turns. Example replies illustrate a possible conversation; adapt to what your partner actually says. Review the interaction together afterwards.
Explain the same class game to a younger child and to an adult visitor in two role-plays. Invite a question from each listener and adapt your explanation to what they ask.
What to aim for Both listeners receive enough information to understand the game. The learner adjusts vocabulary or detail appropriately. Adult checks that a real question shapes each follow-up explanation. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 40 Checking and repairing a spoken summary · core
Work with an adult or willing partner. Have the conversation aloud, including real replies and follow-up turns. Example replies illustrate a possible conversation; adapt to what your partner actually says. Review the interaction together afterwards.
Ask your partner to describe a change they would make to a reading corner. Summarise their idea and reason, ask 'Have I understood correctly?' and revise your summary if they correct it.
What to aim for The summary includes both idea and reason. The learner explicitly checks their understanding. Adult observes an accurate revision if needed, or a clear confirmation if the summary was already correct. Complete this task aloud with an adult or partner.
Response or adult observation notes
