Year 4 English · Set 1 of 1

Writing and editing

8 questions and tasks · VC2E4LA11. Take your time, then check your work below.

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Question 1Dialogue that develops character · core

Write a conversation of 4–6 spoken turns between two children who discover an unfamiliar key in a garden. Give them different ideas about it and punctuate the dialogue.

What to aim for

Adult checks the characters offer different ideas.
Speech marks enclose each spoken turn and punctuation suits statements/questions.
A new speaker begins a new paragraph.

Response or adult observation notes

Question 2Implied feelings in dialogue · extension

Write a 5–6 sentence scene in which a character says one thing but their actions suggest a different feeling. Include accurately punctuated dialogue and clues for the reader.

What to aim for

The dialogue and actions suggest different feelings.
Adult can explain the implied feeling using a clue.
Speech marks and accompanying punctuation are clear.

Response or adult observation notes

VC2E4LE05 VC2E4LA11 VC2E4LY10

Question 3Editing dialogue punctuation · support

where is the class map asked Ravi it's beside the window replied Elise thanks I'll bring it over Ravi said

Rewrite the scene with speech marks, necessary capitals and dialogue punctuation. Start a new paragraph when the speaker changes.

What to aim for

Adult checks that only the spoken words are inside speech marks.
The question mark and statement punctuation fit the speech.
Each new speaker starts a new paragraph.

Response or adult observation notes

VC2E4LY11 VC2E4LA11

Question 4Editing an interrupted spoken sentence · extension

if we leave now said Mina we will reach the oval before the bell I'll carry the cones replied Joel

Edit the dialogue so it is punctuated clearly. Keep the reporting clause between the two parts of the speaker's sentence.

What to aim for

The reporting clause remains between the two parts of Mina's sentence.
Adult checks the commas, speech marks and lower-case continuation.
Joel's reply is on a new line with clear punctuation.

Response or adult observation notes

VC2E4LY11 VC2E4LA11

Question 5Composing direct speech from a report · core

Alex said that they could bring two spare rulers the next day.

Rewrite the reported message as possible direct speech. Include a reporting clause and speech punctuation. Explain why you cannot know the exact original words.

What to aim for

The possible speech preserves the offer and timing.
Adult checks speech marks and punctuation.
The learner recognises that the original wording is unknown.

Response or adult observation notes

VC2E4LY11 VC2E4LA12 VC2E4LA11

Question 6Distinguishing quotation from reported speech · core

The exhibition is ready said Mila. She explained that 'the class had checked every label'. The teacher said that 'families could enter at three o'clock'. Only Mila's first sentence is an exact quotation.

Edit the report so the exact quotation and the reported information are presented differently. Add the needed speech punctuation and remove unnecessary speech marks.

What to aim for

Mila's exact words are punctuated as direct speech.
The two reported messages do not have speech marks.
Adult checks that the original meanings are unchanged.

Response or adult observation notes

VC2E4LY11 VC2E4LA11 VC2E4LA12

Question 7Handwriting punctuated dialogue · core

Handwrite the short dialogue on paper. Keep speech marks, capitals and speaker paragraphs clear while using your school-taught joins in the words.

What to aim for

Adult checks the written speech marks are distinct from letters.
Speaker changes appear on new lines.
Joined letter forms, capitals and spaces remain legible.

Use paper and a pencil for joined handwriting.

I completed the practical task. Response or adult observation notes

VC2E4LY12 VC2E4LA11

Question 8Integrating narrative craft and revision · extension

Write a complete 100–140 word story about someone asking for help. Include dialogue and a resolution that follows from the request. Reread it and improve one part that a reader might find unclear.

What to aim for

The request for help affects the resolution.
Dialogue is clearly punctuated and advances the story.
Adult reviews a specific revision for reader understanding.

Response or adult observation notes

VC2E4LE05 VC2E4LA11 VC2E4LY10 VC2E4LY11

Original Pi Leo Academy learning activities. This is an independent educational resource and is not affiliated with or endorsed by ACARA, NAPLAN or VCAA.

Write a conversation of 4–6 spoken turns between two children who discover an unfamiliar key in a garden. Give them different ideas about it and punctuate the dialogue.

Write a 5–6 sentence scene in which a character says one thing but their actions suggest a different feeling. Include accurately punctuated dialogue and clues for the reader.

Rewrite the scene with speech marks, necessary capitals and dialogue punctuation. Start a new paragraph when the speaker changes.

Edit the dialogue so it is punctuated clearly. Keep the reporting clause between the two parts of the speaker's sentence.

Rewrite the reported message as possible direct speech. Include a reporting clause and speech punctuation. Explain why you cannot know the exact original words.

Edit the report so the exact quotation and the reported information are presented differently. Add the needed speech punctuation and remove unnecessary speech marks.

Handwrite the short dialogue on paper. Keep speech marks, capitals and speaker paragraphs clear while using your school-taught joins in the words.

Write a complete 100–140 word story about someone asking for help. Include dialogue and a resolution that follows from the request. Reread it and improve one part that a reader might find unclear.

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