Question 51 Adding essentials and deleting distractions · core
Our art exhibition is on Thursday in the school hall. It starts at 3 pm. I had pasta for lunch yesterday. Families can see our paintings and models. The hall has a really tall roof.
Edit the announcement to remove information that distracts from its purpose. Add the missing finishing time of 4 pm. Write the improved announcement and explain a deletion.
What to aim for The revised announcement includes event, location and full time. Unrelated material is removed. Adult checks the deletion is explained in terms of the reader's needs. Response or adult observation notes
Question 52 Repairing unclear references · core
Place the tray beside the box on the table. Put it in there so it will not roll off. Leave it there for the next group. Intended meaning: glue bottle in box; tray stays on table.
Edit the instructions so a reader knows what 'it' and 'there' refer to. Replace unclear references with specific words and explain one change.
What to aim for The position of each object is clear. Ambiguous references are replaced where needed. Adult checks that the explanation identifies a genuine ambiguity. Response or adult observation notes
Question 53 Editing for concision · core
There is a reading area which is an area for reading. It has soft cushions on the floor that are soft to sit on. There is also a low shelf with books, and the books are easy to reach. Another thing it has is a lamp for days when it is cloudy and the room is dim.
Cut this description to 35–45 words while keeping the three useful features of the reading area. Remove filler and repetition rather than essential facts.
What to aim for The three features remain: cushions, low shelf and lamp. The revision is approximately 35–45 words. Adult checks that repeated or empty wording has been removed. Response or adult observation notes
Question 54 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 55 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 56 Handwriting a useful note · core
Use paper; typing cannot demonstrate the handwriting descriptor.
Handwrite a three-sentence thank-you note for a class helper. Use joined handwriting where you have been taught to join. Reread the paper and rewrite any word that is difficult to read.
What to aim for Adult reads the actual note and checks that words are identifiable. Letter size, spacing and joins remain reasonably consistent across sentences. The learner repairs at least one unclear word if needed, or explains why none needs repair. Use paper and a pencil for joined handwriting.
Response or adult observation notes
Question 57 Maintaining legibility in a handwritten procedure · core
On paper, handwrite four steps explaining how to borrow a class book. Leave enough space between steps and use joined handwriting in the sentences.
What to aim for Adult checks the actual writing for legible words and consistent spacing. Each step is visually distinct and numbered. The learner writes with a manageable, continuous rhythm rather than being judged on a timed score. Use paper and a pencil for joined handwriting.
Response or adult observation notes
Question 58 Sustaining joined handwriting · core
Handwrite a short diary entry about learning something difficult. Use 4–5 sentences and school-taught joins. Pause when needed, then check whether your last line is as readable as your first.
What to aim for Adult reviews both first and last lines for readable forms and spacing. Joins remain suitable and consistent as the entry continues. Learner explains whether a pause or adjustment helped. Use paper and a pencil for joined handwriting.
Response or adult observation notes
Question 59 Making legible handwritten observations · core
Use a safe everyday object; do not collect unknown plants or animals.
Create a handwritten field-note page about an object you can safely observe, such as a leaf or shell. Include a title, three observation sentences and one question. Use joined handwriting in the sentences.
What to aim for Adult checks the actual page for a clear title and readable sentences. Spacing distinguishes observations from the question. The learner maintains consistent joins in familiar words. Use paper and a pencil for joined handwriting.
Response or adult observation notes
Question 60 Handwriting for an authentic reader · core
Handwrite a 50–70 word message for a future Year 4 student giving two useful tips. Use a comfortable pace and reread the finished page as if you were the recipient.
What to aim for Adult can read both tips from the paper without guessing. Word spaces, line spacing and joins are consistent enough to support reading. The learner checks the full message and improves an unclear part if necessary. Use paper and a pencil for joined handwriting.
Response or adult observation notes
