Question 21 Repairing misleading time links · core
After the visitors arrived, we set out the chairs. Before they watched the demonstration, we explained our model at the same time. While they left, we packed everything away after the event.
Repair the connectives in this paragraph. Write a sensible revision and explain why one original connective was misleading.
What to aim for Preparation, demonstration and packing occur in the correct order. The revised connectives match those relationships. Adult checks that the explanation identifies a specific changed meaning. Response or adult observation notes
Question 22 Distinguishing 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
Question 23 Editing instructions for a new reader · core
Use twelve picture cards in six matching pairs. Whoever has most pairs wins. Play the usual way. Turn over two cards. Keep matching pairs and have another turn. Put non-matches back face down.
Revise the draft note for someone who has never played the game. Add a clear starting instruction, replace 'the usual way' and move the winning rule to the end.
What to aim for The starting layout is clear. The turn rules explain both a match and a non-match. Adult checks that the winning rule follows the play instructions. Response or adult observation notes
Question 24 Applying three purposeful revision strategies · extension
Write a 60–80 word account of a class activity, real or imagined. Make three visible revisions: add helpful information, delete something unnecessary and move a sentence. Explain how each edit helps the reader.
What to aim for Adult sees an addition, deletion and sentence move in the draft or notes. Each change has a reader-focused explanation. The final account is coherent and keeps related ideas together. Response or adult observation notes
Question 25 Revising handwriting for a reader · core
An adult should mark uncertainty kindly; do not invent errors if the writing is already clear.
Handwrite a 40–60 word description of a familiar place. Ask an adult to mark only words they genuinely cannot read. Practise those words once, then write a clearer final copy.
What to aim for Adult compares the two physical copies rather than typed text. Any unreadable words are clarified in the final copy. Joins and spacing support readability throughout the paragraph. Use paper and a pencil for joined handwriting.
Response or adult observation notes
Question 26 Evaluating handwriting fluency · extension
Keep both copies; allow breaks and the learner's usual accessibility supports.
Choose four sentences from your own recent writing. Handwrite a careful copy, then a second copy at a comfortable everyday pace. Compare readability with an adult and choose one handwriting goal for your next task.
What to aim for Adult views both handwritten samples. The comparison uses observed letter formation, joins or spacing. The goal is specific and achievable; no automated or timed fluency grade is used. Use paper and a pencil for joined handwriting.
Response or adult observation notes
Question 27 Revising a digital text for navigation · core
Draft page: title 'Stuff'; long history of the choir first; who can join and rehearsal times at bottom. Links labelled 'Click here', 'More', 'Back' lead to rehearsal times, choir information sheet, music activities.
Improve the digital page plan. Replace vague link labels, reorder information for a first-time visitor and explain one change.
What to aim for All three link labels describe destinations. Joining information comes before background detail. Adult checks the explanation identifies how a change helps a new visitor. Response or adult observation notes
Question 28 Revising placement and salience · core
Draft poster: huge decorative star fills the centre; tiny text around edges says book swap, Friday lunch, Room 4; instruction to get permission at home is squeezed into a corner.
Revise a poster plan that hides the important details. Write improved wording, describe a new arrangement and explain which feature you made most noticeable.
What to aim for The title, time and place are easy to locate in the plan. The illustration supports the event without overpowering the information. Adult checks the salience choice is explained. Response or adult observation notes
Question 29 Writing and revising a complete explanation · extension
Write an 80–110 word explanation of how your class could organise a book swap. Include the preparation, event and follow-up. Use a conditional sentence, then reread and make one useful content or order change.
What to aim for All three stages are clear and connected. The conditional sentence addresses a plausible event. Adult checks a revision improves essential content or order. Response or adult observation notes
Question 30 Integrating 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
