Pi Leo Academy · Year 4 English

Writing and editing

36 questions and practical tasks · Victorian Curriculum English Version 2.0 · Level 4 · VC2E4LA03

Questions with a separate answer key and review guidance.

Circle one option for multiple-choice questions. Use the response spaces or extra paper for longer work.

Name: ________________________________   Date: __________________

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: At the school concert, Ava guarded the seat beside her for her cousin. The hall filled quickly. A younger child stood near the door with his grandmother, looking for two seats together. Ava glanced at her empty chair and then at her watch. Her cousin had sent a message: the train was late. Ava could stay where she was, or move to the back where there were single seats. She picked up her program and offered both places to the family. Later, her cousin found her beside the sound desk. They could see the whole stage from there. When the choir began, Ava waved at the child, who waved back with both hands.

A complete narrative links its resolution to a character's decision.

Review criteria
  • Adult checks for an orientation, a connected problem and a resolution.
  • The main character makes a meaningful choice.
  • Paragraphs and details help a reader follow the story.

Question 2

Example response / review guidance: At lunchtime, the children built a town from blocks. Grace made a tall library, and Hamish built a bridge. Noor watched from the edge of the mat. 'You can build a house,' Grace suggested. Noor shook her head and pointed to the toy wheelchair beside her. Every doorway in the town was too narrow for it. Grace looked at her library steps. 'We forgot a way in,' she said. The children moved the blocks apart and built a wide ramp. Hamish widened his bridge too. Noor rolled the little chair across it, then built a park with smooth paths. By the bell, their town had fewer towers but many more places to go. They left the wheelchair at the library entrance, ready for the next visitor.

Concrete events and dialogue can express a theme more clearly than an unrelated moral at the end.

Review criteria
  • The story suits a younger audience and has a complete structure.
  • Characters act to include someone.
  • Adult checks that details, dialogue and ending support the same theme.

Question 3

Example response / review guidance: The Superb Fairy-wren The superb fairy-wren is a small Australian bird. Appearance Adult breeding males have patches of bright blue feathers. Females are mainly brown. Food and habitat These birds eat mainly insects and other small invertebrates. They use dense, low vegetation for shelter.

Report headings group related information so a reader can find facts quickly.

Review criteria
  • The opening identifies what kind of animal is described.
  • Facts are grouped under useful headings.
  • Adult checks that the supplied facts are represented accurately.

Question 4

Example response / review guidance: Paper Bookmark Materials: card, pencil, ruler, scissors and coloured pencils. 1. Draw a long rectangle on the card. 2. Cut along its outline carefully. 3. Write your name near one end. 4. Next, decorate the remaining space. 5. Place the finished bookmark between your pages.

A procedure uses ordered actions and precise directions to help someone complete a task.

Review criteria
  • Materials match the actions in the steps.
  • Steps begin with clear action verbs and follow a useful order.
  • Adult can follow the instructions without missing information.

Question 5

Example response / review guidance: Both ice cubes began at the same size. After ten minutes, the cube on the sunny bench had become a smaller piece in a larger puddle. The shaded cube still had more ice around it. Both cubes received heat from their surroundings, so both began to melt. In this observation, the sunny position supplied heat faster. That explains why more of that cube changed into liquid water.

An explanation connects evidence with reasons instead of only listing events.

Review criteria
  • Adult checks that the reported observation matches the notes.
  • Cause-and-result language connects the ideas.
  • The explanation does not claim every sunny/shady setting always gives the same result.

Question 6

Example response / review guidance: Year 4 Repairs the Reading Garden On Tuesday, Year 4 students helped restore the reading garden beside the library. The class collected fallen leaves, refilled two planters and wiped the outdoor tables. Families had donated potting mix and gloves before the working bee. By lunchtime, the reading space was ready for classes to use again. Students will now take turns checking the plants each week. The class thanked everyone who supplied materials and helped make the garden welcoming.

A news report selects the important event details and presents them clearly for its audience.

Review criteria
  • The headline and opening identify the event.
  • All supplied facts remain accurate.
  • Adult checks that the outcome is clear and no unsupported quotes are invented.

Question 7

Example response / review guidance: The library and the garden both offer seats and places to read quietly. However, the library has nearby books and is sheltered from rain. The garden has fresh air and more background sounds. Both spaces can suit independent reading, but the library is easier to use in wet weather. A student who enjoys reading outside might choose the garden on a fine day.

Comparison organises information around shared features and meaningful differences.

Review criteria
  • Adult finds two similarities and two differences.
  • The paragraph connects ideas rather than repeating separate lists.
  • The conclusion follows from the comparison.

Question 8

Example response / review guidance: Welcome to Year 4! When you arrive, place your bag in the class storage area. Next, bring your reading book and pencil case to your desk. Check the board for the first quiet activity, then begin while everyone settles in. If you are unsure where something belongs, ask a classmate or the teacher. We all needed help on our first day, so you are welcome to ask.

A guide combines practical directions with language that helps its reader feel included.

Review criteria
  • The routine has three clear steps.
  • The language is friendly and suitable for a new classmate.
  • Adult checks that the guide gives a way to get help.

Question 9

Example response / review guidance: How a Library Book Reaches the Shelf First, the library receives a new book and records its details. A staff member gives it a label so people can find it in the right section. The book is covered if protection is needed. Finally, it is placed on the shelf, ready for someone to borrow.

Transforming notes into a connected text requires a clear order and links between actions.

Review criteria
  • All five stages appear in the right order.
  • The sentences explain the purpose of the label.
  • Adult checks that the text reads as an explanation rather than copied note fragments.

Question 10

Example response / review guidance: Handmade Wooden Boat This small toy boat was made in 1962 by a family member for a child. It floated in a backyard tub, powered by a sail cut from an old cotton shirt. Look closely at the different-sized wheels used as decoration on its sides. They show how the maker reused available materials to create something playful.

A display label gives visitors enough context to understand the object and a detail worth examining.

Review criteria
  • The object, date and use match the supplied fictional record.
  • One visible feature is explained.
  • Adult checks the label is concise and suited to museum visitors.

Question 11

Example response / review guidance: Where are the watering cans? They are on the shelf beside the garden door. When should we water? Check the soil first. Water when the top feels dry, following the teacher's directions. What happens if a plant is damaged? Tell the teacher so the class can work out how to help it.

An FAQ organises information around the reader's likely questions.

Review criteria
  • The questions address three different practical needs.
  • Answers use the supplied information accurately.
  • Adult checks that every answer directly responds to its question.

Question 12

Example response / review guidance: Visit to the Discovery Centre When and where: Our class visits on Thursday 14 May, leaving school at 9:15 am. What to bring: Pack lunch, a water bottle and a hat. Returning to school: We expect to return at 2:30 pm. Navigation links: Packing checklist | School excursion calendar.

Digital headings and descriptive links help readers locate information and predict where a link will lead.

Review criteria
  • The page groups all supplied details logically.
  • Both link labels predict their destinations.
  • Adult checks that headings are more useful than vague labels such as 'More'.

Question 13

Example response / review guidance: Twenty-four students voted for a lunchtime activity. Drawing was the most popular choice, with ten votes. Board games received eight votes, which was two fewer than drawing. Six students chose reading. The survey tells us the preferences of this class at this time; it does not show what every student in the school would choose.

A clear survey report distinguishes the evidence collected from claims that go beyond it.

Review criteria
  • Numbers and comparison are accurate.
  • The paragraph identifies the most popular option.
  • Adult checks that the conclusion is limited to the surveyed group.

Question 14

Example response / review guidance: First, check the device volume. If it is muted, turn the sound on at a comfortable level. Next, check that the slide actually contains an audio clip. The sound will not play unless an audio file has been added. If these checks do not solve the problem, ask the teacher for help before changing other settings.

Conditional language guides a reader through different possible causes and actions.

Review criteria
  • The checks follow a sensible order.
  • 'If' and 'unless' express correct conditions.
  • Adult checks that the guide ends with an appropriate way to seek help.

Question 15

Example response / review guidance: Morgan helps children cross near the school each morning. Before the crossing opens, Morgan checks that the path is clear and puts on a bright safety vest. The job requires careful observation and clear signals. Morgan enjoys greeting families and knows that a friendly welcome can help children start their day well. Revision decision: Keep the safety preparation beside the explanation of the job, before the sentence about greetings.

Grouping related details gives a profile a clear focus and flow.

Review criteria
  • The profile includes role, preparation, skills and enjoyment.
  • Facts come from the fictional notes.
  • Adult checks that the revision decision concerns the order of ideas.

Question 16

Example response / review guidance: Our suggestion box gives everyone a way to share ideas. Write one clear suggestion on a slip and place it in the box. Each Friday, the class reads the ideas together without naming the writers. We discuss whether each idea is helpful, fair and possible. Some suggestions need materials or time we do not have, so they may wait. Every idea will still be read respectfully.

Explaining a system includes both its steps and the reasons behind decisions.

Review criteria
  • The submission and review steps are clear.
  • A fair reason for declining or delaying an idea is included.
  • Adult checks the explanation suits a younger reader.

Question 17

Example response / review guidance: Word Chain Aim: build a chain of ten different words. Materials: paper and a pencil. Start: Player 1 writes any familiar word. Turns: Player 2 writes a word beginning with the last letter of the previous word. Keep alternating. Words cannot be repeated. If a player is stuck, both players may suggest a word together. Finish: The game ends when the chain reaches ten words. Both players read it aloud.

Rules need to account for ordinary problems, not just describe the ideal sequence.

Review criteria
  • Another person can identify when to start, take a turn and stop.
  • Rules include what happens when someone gets stuck.
  • Adult checks the learner made or considered a revision after explaining the game.

Question 18

Example response / review guidance: Our school should add a shaded reading area near the library. It would give students a comfortable outdoor place to enjoy books. It could also let small reading groups work outside without sitting in direct sunlight. Please consider trialling a shade umbrella and a few seats before planning a permanent space.

Different reasons and a feasible request make a persuasive paragraph more useful than repeated claims.

Review criteria
  • A clear opinion appears early.
  • The two reasons explain different benefits.
  • Adult checks the closing request is practical and connected to the reasons.

Question 19

Example response / review guidance: Dear Principal, I would like to suggest a lunchtime drawing club once a week. It could give students a calm place to practise art and share ideas. We could begin with one supervised room and use our own pencil cases, so very few extra materials would be needed. Students could help tidy the room before the bell. If the first month works well, we could invite more year levels to join. Thank you for considering this proposal. Kind regards, A Year 4 student

A formal request combines respectful language with enough detail for someone to consider the proposal.

Review criteria
  • The letter uses a suitable greeting and closing.
  • Benefits are supported by a manageable plan.
  • Adult checks the tone is respectful without demanding agreement.

Question 20

Example response / review guidance: I recommend The Map in the Attic to readers who enjoy gentle mysteries. Two cousins find an unfinished map and search their town for the missing places. The clues fit together clearly, so readers can try solving the puzzle too. Short chapters make the book easy to return to, although the slow opening may not suit someone wanting immediate action. I would choose it for our class mystery shelf.

A review gives readers reasons for a judgement while preserving their chance to discover the story.

Review criteria
  • The review gives a clear recommendation and likely audience.
  • Two reasons use details from the description.
  • Adult checks that the ending is not invented or revealed.

Question 21

Example response / review guidance: Our class should try a shared equipment box so everyone can join activities when a pencil or ruler is missing. Some students may worry that borrowed items will not be returned. We can address this by using a sign-out list and checking the box before home time. A two-week trial would show whether the system helps without creating too much work.

Responding to a reasonable concern shows that an argument has considered more than one viewpoint.

Review criteria
  • The proposal and benefit are clear.
  • The concern is realistic and treated respectfully.
  • Adult checks that the response addresses that particular concern.

Question 22

Example response / review guidance: To a cousin: Hi! Come and see our inventions on Friday at 3 pm in Room 4. I'd love to show you our bridge model. Hope you can make it! To a librarian: Dear Community Librarian, Our Year 4 class invites you to its inventions exhibition on Friday at 3 pm in Room 4. We would be pleased to share our designs with you.

A writer can retain the same information while changing language to suit a relationship.

Review criteria
  • Both invitations include event, day, time and place.
  • The difference in formality suits the readers.
  • Adult checks that both messages are welcoming and clear.

Question 23

Example response / review guidance: Please return library books by their due date so other readers can enjoy them too. A popular book may have several students waiting for a turn. Putting your book beside your school bag the night before library day can help you remember it. If you are still reading, ask whether you can renew it. Returning or renewing books keeps the system fair for everyone.

An appeal is stronger when it explains a shared benefit and offers an achievable action.

Review criteria
  • The message gives a reason beyond avoiding punishment.
  • A practical reminder strategy is included.
  • Adult checks that the tone encourages rather than shames readers.

Question 24

Example response / review guidance: Our class should try using two tables for lunchtime board games. Last week, twelve students wanted to play, but only six seats were available. That meant half the interested students could not sit at the table at once. A second table could make room for more players. We could test the arrangement for a week and check that there is still enough space for other activities.

Evidence supports persuasion when the writer explains its relevance to the proposal.

Review criteria
  • The numerical evidence is accurate.
  • The writing explains what the number means for students.
  • Adult checks the suggested trial follows from the evidence.

Question 25

Example response / review guidance: Dear Stationery Team, I bought a blue notebook from your shop yesterday. When I opened it, I found that several pages in the middle were missing. I have kept the receipt and have not written in the book. Could I please exchange it for a complete notebook? Thank you for helping me resolve this problem. Kind regards, A customer

A useful complaint separates the problem from personal blame and clearly requests a solution.

Review criteria
  • The problem and relevant facts are easy to identify.
  • The requested solution is reasonable.
  • Adult checks the letter maintains a polite, formal tone.

Question 26

Example response / review guidance: Ready for a word challenge? Try Word Trail, our class-made board game for two to four players. Each round takes about fifteen minutes, making it easy to fit into a lunchtime session. The reusable cards offer spelling and vocabulary challenges. Visit our classroom display on Friday to see a demonstration and decide whether you would like to play.

Responsible persuasive writing makes appealing claims that remain consistent with available evidence.

Review criteria
  • Two features accurately match the notes.
  • The opening and closing suit an advertisement.
  • Adult checks there are no invented prizes, guarantees or comparisons.

Question 27

Example response / review guidance: I would choose a mural for our class project because everyone could paint a small section of the same design. It would also fit the long wall already available. A sculpture could look interesting from different sides, but we would need a safe display space for it. A mural seems more practical for our classroom while still letting us create something together.

A reasoned choice uses the situation's constraints and fairly represents the alternative.

Review criteria
  • The chosen option is clear.
  • Two reasons connect to the supplied circumstances.
  • Adult checks an advantage of the other choice is acknowledged fairly.

Question 28

Example response / review guidance: Informative: The class walk takes place on Wednesday around the school oval. Students will complete three laps with their teacher and bring a water bottle. Persuasive: Join our class walk on Wednesday and enjoy moving together outdoors. Three laps of the oval give everyone a clear, manageable goal. Bring your water bottle and help make the activity a friendly class event.

Information can be selected and phrased differently depending on whether a writer aims to explain or persuade.

Review criteria
  • Both paragraphs preserve the same facts.
  • The informative paragraph presents details directly.
  • Adult can identify the persuasive language and intended action.

Question 29

Example response / review guidance: Our class should display student book reviews near the library door. Reviews can help readers find books that match their interests. They also give students a real audience for their writing. We could begin with four reviews each fortnight and replace them regularly so the display stays useful.

Revision strengthens an argument by replacing repeated opinions with reasons and workable details.

Review criteria
  • The repeated claim has been removed.
  • Two different reasons support the display.
  • Adult checks the proposed next step is practical.

Question 30

Example response / review guidance: I support a quiet corner, provided students can still talk elsewhere during lunch. Some children enjoy conversation, while others need a calm place to read or draw. A small marked area would offer a choice without making the whole room silent. I understand that our classroom has limited space, so we could try one table for a fortnight. After the trial, students could explain whether the corner helped and whether it affected other activities.

A balanced response can support an idea while suggesting conditions that address another perspective.

Review criteria
  • A clear position is supported by two reasons.
  • Another perspective is acknowledged respectfully.
  • Adult checks the response addresses this proposal specifically.

Question 31

Example response / review guidance: Subject: Request to display Year 4 recycling posters Dear Community Centre Team, Our Year 4 class has created posters explaining how to sort common classroom waste. We would like to share six posters with people who visit the centre. Each poster is A4 size, and our teacher could arrange delivery and collection. Would it be possible to display them for two weeks next term? Please let us know if there are size limits or other display requirements. Thank you for considering our request. Kind regards, The Year 4 class Revision: 'Can we put stuff up?' became the specific display question.

A request is easier to answer when it supplies relevant details and asks a focused question.

Review criteria
  • The email identifies the class, purpose and display requirements.
  • The recipient has a clear question to answer.
  • Adult reviews one revision that improves precision or appropriate formality.

Question 32

Example response / review guidance: School Garden Snails Snails are small animals found in our school garden. Body They have soft bodies and carry shells. Their feelers help them sense their surroundings. Movement and shelter They move slowly across damp surfaces. During dry weather, they shelter in protected places.

A report is easier to use when related information is grouped under headings.

Review criteria
  • The opening identifies the subject.
  • The two headings accurately describe their sections.
  • Adult checks that all original facts are included without unsupported additions.

Question 33

Example response / review guidance: Our class should try reusable labels for storage tubs. They can be changed when the contents change. They also reduce the need to print new labels each time. Let's test them on three tubs for a month.

A clear argument structure helps readers connect the opinion, reasons and proposed action.

Review criteria
  • The opinion comes before supporting reasons.
  • Both reasons remain together.
  • Adult checks that the final sentence proposes the trial.

Question 34

Example response / review guidance: Home: welcome and latest reading news. Book Reviews: student recommendations grouped by genre. Reading Challenges: current optional activities and instructions. Library Help: borrowing and renewal information. Keep the same menu on every page, including a clearly labelled Home link, so readers can return easily.

Consistent menus and descriptive labels help readers predict and control their route through digital text.

Review criteria
  • The four labels lead to distinct, useful content.
  • A return route is available from every page.
  • Adult checks that labels suit children using the site.

Question 35

Example response / review guidance: Before the swap, students ask at home before bringing a book they no longer need. The class checks that each book is complete and in good condition, then groups the books on labelled tables. During the event, students browse calmly and choose according to the agreed turn-taking rules. If two readers want the same book, a teacher helps them use a fair method to decide. Afterwards, the class returns any unchosen books to their owners and tidies the tables. Revision: Add the permission step before collecting books because it is essential preparation.

A complete explanation accounts for preparation, possible problems and what happens afterwards.

Review criteria
  • All three stages are clear and connected.
  • The conditional sentence addresses a plausible event.
  • Adult checks a revision improves essential content or order.

Question 36

Example response / review guidance: Dear Teacher, I would like our class to create a welcome booklet for new students. It could explain everyday routines, which would reduce uncertainty on the first few days. It could also introduce places to get help, making it easier to ask questions. Small groups could each prepare one page about a useful topic, such as borrowing equipment or finding the library. We could check the information together before making the final booklet. A new student could then tell us which pages were helpful and what was missing. Please consider giving us some class time to try this project. Kind regards, A Year 4 student

A purposeful proposal links benefits, an achievable process and appropriate language for the decision-maker.

Review criteria
  • Two distinct reasons support a specific project.
  • The plan explains who could do what.
  • Adult checks the learner can identify a tone-related revision or explain why the existing tone suits the audience.