Question 1
Dialogue 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:
VC2E4LE05 · VC2E4LA11 · VC2E4LY10
Question 2
Implied 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 3
Editing 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 4
Editing 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 5
Composing 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 6
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:
VC2E4LY11 · VC2E4LA11 · VC2E4LA12
Question 7
Handwriting 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.
Use paper and a pencil for joined handwriting.
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.
Response or adult observation notes:
VC2E4LY12 · VC2E4LA11
Question 8
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:
VC2E4LE05 · VC2E4LA11 · VC2E4LY10 · VC2E4LY11
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: 'It might open a treasure chest,' said Evie.
'It looks more like a shed key,' replied Ben.
'But whose shed?' Evie asked.
'Let's ask the gardener before we try it anywhere,' Ben said.
Different suggestions reveal character; speech marks distinguish the spoken words from the narrator's words.
Review criteria- 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.
Question 2
Example response / review guidance: 'I'm happy to go first,' said Oliver. He gripped the edge of his notes until the paper curled. At the front of the room, he looked at the clock instead of the audience. 'Just give me a second,' he added. His friend smiled, and Oliver finally unfolded his page.
The contrast between speech and action lets readers infer an unspoken feeling.
Review criteria- The dialogue and actions suggest different feelings.
- Adult can explain the implied feeling using a clue.
- Speech marks and accompanying punctuation are clear.
Question 3
Example response / review guidance: 'Where is the class map?' asked Ravi.
'It's beside the window,' replied Elise.
'Thanks! I'll bring it over,' Ravi said.
Dialogue punctuation separates spoken words from the narrator's reporting words.
Review criteria- 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.
Question 4
Example response / review guidance: 'If we leave now,' said Mina, 'we will reach the oval before the bell.'
'I'll carry the cones,' replied Joel.
When a reporting clause interrupts one spoken sentence, the punctuation shows that the sentence continues.
Review criteria- 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.
Question 5
Example response / review guidance: Possible dialogue: 'I can bring two spare rulers tomorrow,' said Alex.
The report gives the meaning, but it does not preserve every word Alex actually used.
Converting a summary into dialogue involves composing plausible words, not recovering a guaranteed quotation.
Review criteria- The possible speech preserves the offer and timing.
- Adult checks speech marks and punctuation.
- The learner recognises that the original wording is unknown.
Question 6
Example response / review guidance: '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.
Quotation marks identify exact spoken words, whereas reported messages belong within the writer's sentences.
Review criteria- 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.
Question 7
Example response / review guidance: 'May I borrow the green pencil?' asked Theo.
'Yes, it is beside the ruler,' replied Ada.
'Thank you. I will return it soon,' Theo said.
Fluent handwriting includes readable punctuation and layout as well as letter joins.
Review criteria- Adult checks the written speech marks are distinct from letters.
- Speaker changes appear on new lines.
- Joined letter forms, capitals and spaces remain legible.
Question 8
Example response / review guidance: The class model was due after lunch, and Niko's cardboard roof kept sliding off. Everyone else seemed busy. He tried another strip of tape, but it curled away from the edge. 'Could someone hold this while I attach it?' he finally asked. Asha looked up. 'I can hold it, but perhaps it needs a wider support too.' Together they folded two tabs beneath the roof and fixed them to the walls. This time, the roof stayed in place. Niko thanked Asha and helped her carry a tray of model trees. When the teacher admired the finished building, Niko explained both contributions. Asking for help had made the model stronger and left time for him to help someone else.
Possible revision: clarify what the tabs attach to.
A narrative's theme emerges through connected choices, actions and consequences.
Review criteria- The request for help affects the resolution.
- Dialogue is clearly punctuated and advances the story.
- Adult reviews a specific revision for reader understanding.