Pi Leo Academy · Year 4 English

Writing and editing

80 questions and practical tasks · Victorian Curriculum English Version 2.0 · Level 4 · VC2E4LY10

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: Cold wind rattled the school gate. Amira pulled her jumper over her fingers as the smell of rain drifted across the oval. Everyone else had gone home. Then a tiny squeak came from the locked sports shed.

A setting becomes a story opening when it gives a character something to investigate.

Review criteria
  • Adult checks that the place and character are clear.
  • At least two sensory details establish the stormy setting.
  • The last sentence introduces a story possibility.

Question 2

Example response / review guidance: Leo waited outside the library, turning the book over in his hands. The bent cover would not flatten, however hard he pressed it. What if he was never allowed to borrow again? He took one slow breath and walked to the desk. 'I need to tell you what happened,' he said.

A reader can infer a feeling from a character's actions and thoughts.

Review criteria
  • Adult identifies the feeling from clues in the writing.
  • Actions and thoughts both reveal the character.
  • The scene has a clear situation and a purposeful final action.

Question 3

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 4

Example response / review guidance: After the bus left, Nisha stood beside the school office and checked the time. While she waited with a teacher, they phoned her dad. He was working nearby and could collect her. Eventually, she spotted his blue car and thanked the teacher for helping.

Time connectives help a reader follow the sequence without changing who does each action.

Review criteria
  • Events form a plausible sequence with a safe solution.
  • All three connectives fit their meanings.
  • Adult can follow the paragraph without guessing what happened between events.

Question 5

Example response / review guidance: The ball brushed Maya's sleeve before it rolled out. Nobody else seemed to notice. If she stayed quiet, her team would keep the ball. 'It touched me,' she called. The other team took the throw, but Maya's teammate gave her a thumbs-up.

A dilemma gives a character a meaningful decision and lets the action express a value.

Review criteria
  • Adult can identify two competing choices.
  • The character makes a decision rather than being rescued by coincidence.
  • The consequence follows from the choice.

Question 6

Example response / review guidance: Something scraped behind the old tent. Arun tugged it aside and found a metal box tied with string. He held his breath. Inside, something rattled. He slowly lifted the lid. There lay a collection of spoons, each labelled with a different holiday town. Grandpa's treasure was stranger than Arun had expected.

Delaying a reveal and varying sentence length can build gentle suspense.

Review criteria
  • The object is not revealed immediately.
  • Adult notices at least two clues or suspense-building choices.
  • The reveal is believable and connects with earlier details.

Question 7

Example response / review guidance: Looking forward: The bright goalposts stood ready at the end of the oval. There was room for a huge game today. Missing a friend: The goalposts looked far apart without Sam between them. Even the wide oval felt too quiet.

The setting stays the same, but selected details and word choices communicate different viewpoints.

Review criteria
  • Both descriptions clearly refer to the same place.
  • Adult can distinguish the two moods.
  • Details reflect each child's viewpoint rather than just naming a feeling.

Question 8

Example response / review guidance: Profile: Tessa is patient with machines but reluctant to ask for help. She sorts screws into jar lids and wants to fix the class fan. Scene: Tessa fitted every part carefully, but one screw remained. She checked the diagram again instead of calling her partner. By lunchtime, the fan was still in pieces.

A useful profile supplies traits that affect events, rather than a list of appearances alone.

Review criteria
  • The profile contains all four requested elements.
  • The scene demonstrates the weakness through an action.
  • Adult can connect the scene's problem with the profile.

Question 9

Example response / review guidance: Ending 1: Ruby spread the clue cards out to dry. She could still read enough words to work out the trail. She led the group to the final clue and promised to bring a waterproof folder next time. Ending 2: Ruby admitted that the trail was unreadable. The group used the blank backs to invent new clues together. Their unexpected treasure hunt became the best part of the picnic.

A resolution may solve the original problem or show a character finding a worthwhile alternative.

Review criteria
  • Each ending responds to the wet clue cards.
  • The outcomes are meaningfully different.
  • Adult checks that neither ending introduces an unrelated magical rescue.

Question 10

Example response / review guidance: The dog stopped outside the bakery and sniffed the doorway. Its muddy paws left small prints on the tiles. A baker read the number on its collar and rang the owner. When Mr Lee arrived, the terrier wagged its tail so hard that everyone laughed.

Related vocabulary and clear references hold a paragraph together.

Review criteria
  • The paragraph has a clear sequence.
  • Adult identifies at least three useful related words.
  • Pronouns and alternate references clearly identify the same animal.

Question 11

Example response / review guidance: The path lies pale beneath the sun. Tap, tap—the first drops run. Rain drums on the waiting tin, Cool air tumbles softly in. The thirsty garden lifts its face, And silver beads fill every space.

Poetry can use sound patterns, comparisons and images to shape a reader's experience.

Review criteria
  • Adult checks that the poem develops the rain-after-heat idea.
  • A deliberate comparison or personification creates an image.
  • A sound pattern or repetition supports the poem; rhyming is optional.

Question 12

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 13

Example response / review guidance: Beginning: A class prepares a surprise welcome for a new student. Complication 1: The welcome banner is accidentally taken to the hall. Complication 2: While retrieving it, the children discover the new student is already at the classroom. Ending: They invite the student to help finish the surprise, turning it into a shared activity.

A familiar experience can support an original storyline when complications and consequences connect.

Review criteria
  • The plan has all four requested stages.
  • Complications grow from the situation rather than unrelated accidents.
  • Adult checks that the ending resolves the central problem.

Question 14

Example response / review guidance: I spend my mornings wedged between a maths book and a jumper. Today, however, I could hear music outside the bag. Was it excursion day? My lid clicked with excitement. Then I remembered the banana hiding in my smallest compartment. I hoped we would reach lunchtime soon.

An unusual narrator works when its observations remain connected to what it could experience.

Review criteria
  • The lunchbox narrates consistently in first person.
  • Details suit its location and experiences.
  • Adult can identify a personality from the voice or actions.

Question 15

Example response / review guidance: If the rain stopped, the family could hold Grandma's birthday tea in the garden. Unless the path dried, however, they would need to carry the chairs through the house. Mia checked the clouds, then laid the table indoors. She could move the cups later, but the cake needed somewhere safe now.

Conditional connectives show how one event depends on another.

Review criteria
  • Both conditional sentences express clear, sensible relationships.
  • The conditions influence the character's actions.
  • Adult can follow the paragraph as a connected scene.

Question 16

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 17

Example response / review guidance: Zac had drawn a perfect map for the class garden hunt. Just before lunch, his teacher handed him a note: 'The garden is closed while a fallen branch is removed.' Zac stared at his carefully drawn arrows. 'We can use the library,' suggested Priya. 'But the clues all mention plants!' Zac replied. Priya pointed at the shelves. There were books about trees, flowers and insects everywhere. Together they rewrote the clues to lead to book covers instead of garden beds. When the class arrived, Zac explained the new rules. His map no longer matched the room, but the hunt still worked. He pinned the unexpected message beside it as a reminder to leave room for a second plan.

A change of plan creates a complication that characters can resolve through purposeful action.

Review criteria
  • The message directly changes the plan.
  • Dialogue contributes to the solution.
  • Adult checks that the ending connects to the opening.

Question 18

Example response / review guidance: Lina tied a yellow ribbon to her backpack so she could spot it among the class bags. At the museum, everyone left their bags in a long row. After lunch, Lina reached for her ribbon and found a different backpack beneath it. The knot had slipped, and someone had tied the loose ribbon to the wrong bag. Lina asked the group to check their belongings. Soon a child held up the correct backpack. Before leaving, Lina tied the ribbon firmly around the handle and added a name label inside. This time, the ribbon helped her find the right bag in seconds.

Reusing an earlier detail can make a resolution feel connected and purposeful.

Review criteria
  • The chosen object matters at two points in the story.
  • The problem and solution remain believable.
  • Adult can explain how the ending uses the opening detail.

Question 19

Example response / review guidance: Possible final story: Ella planted the bean beside a short stick instead of the tall stake. After two weeks, the vine curled around the stick and reached into empty air. Ella wondered whether it needed something else to climb. She placed a longer stake beside the plant and loosely guided the stem towards it. Within days, the vine had begun to wind around its new support. Ella labelled the pot 'Climber' and checked the other plants. Her small mistake had helped her notice how differently plants grew. Possible edits: add 'reached into empty air'; delete an unrelated sentence about her breakfast.

Revising should improve what the reader understands, not simply make the text longer.

Review criteria
  • The mistake leads logically to the discovery.
  • The added detail clarifies the story.
  • Adult sees a deletion with a sensible explanation.

Question 20

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 21

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 22

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 23

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 24

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 25

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 26

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 27

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 28

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 29

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 30

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 31

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 32

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 33

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 34

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 35

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 36

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 37

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 38

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 39

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 40

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 41

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 42

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 43

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 44

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 45

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 46

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 47

Example response / review guidance: Dear Workshop Volunteer, Thank you for showing our class how to mend a loose button. Your slow demonstration helped me see how to pass the thread through the holes and secure it at the back. I also learnt that repairing something can let us use it for longer. I appreciated having time to ask questions and practise with help.

Specific details make thanks meaningful and show the effect of someone's contribution.

Review criteria
  • The note names a particular helpful action.
  • It explains learning or benefit from that action.
  • Adult checks the tone suits a respectful relationship with a volunteer.

Question 48

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 49

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 50

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 51

Example response / review guidance: The Year 4 art exhibition is on Thursday in the school hall, from 3 pm to 4 pm. Families are welcome to view our paintings and models. I removed the lunch detail because it does not help families attend the exhibition.

Editing for purpose means adding essential information and removing unrelated material.

Review criteria
  • 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.

Question 52

Example response / review guidance: Place the tray on the table beside the box. Put the glue bottle inside the box so it will not roll off the table. Leave the tray on the table for the next group. I named the glue bottle so the reader knows which item goes into the box.

Repeating a precise noun is useful when a pronoun could refer to several different objects.

Review criteria
  • The position of each object is clear.
  • Ambiguous references are replaced where needed.
  • Adult checks that the explanation identifies a genuine ambiguity.

Question 53

Example response / review guidance: The reading area has soft floor cushions, a low shelf of books and a lamp for cloudy days. Students can choose a book easily, then settle on a cushion. The lamp helps keep the pages clearly visible when the room becomes dim.

Concise editing preserves useful meaning while removing unnecessary words.

Review criteria
  • 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.

Question 54

Example response / review guidance: Place all twelve picture cards face down in three rows. Players take turns turning over two cards. If the pictures match, the player keeps the pair and takes another turn. If they do not match, turn them face down again. When no cards remain, the player with the most pairs wins.

Editing from a new reader's perspective reveals assumed knowledge and missing steps.

Review criteria
  • 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.

Question 55

Example response / review guidance: Possible final account: Our class tested paper bridges on Friday. Each group balanced a folded sheet between two books, then added blocks one at a time. Our first bridge bent after three blocks, so we added folds and tried again. It held seven blocks on the second attempt. We learnt that changing the shape could make the same paper structure stronger. Edits: add the testing method; delete an unrelated weather comment; move the learning sentence to the end.

Different revision actions solve different problems with content and structure.

Review criteria
  • 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.

Question 56

Example response / review guidance: Thank you for helping us plant the seedlings. Your demonstration showed us how to hold each plant gently. We will check the garden carefully each week.

Handwriting practice has a real purpose when another person needs to read the message.

Review criteria
  • 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.

Question 57

Example response / review guidance: 1. Choose a book from the class shelf. 2. Write its title beside your name on the borrowing list. 3. Keep the book in a safe place while you read it. 4. Return it to the shelf and mark it as returned.

A handwritten procedure needs both fluent letter formation and a layout a reader can follow.

Review criteria
  • 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.

Question 58

Example response / review guidance: Today I learnt to fold a paper crane. At first, I could not line up the corners. I watched the demonstration again and pressed each crease carefully. My final bird was a little uneven, but its wings opened. Next time I want to fold more slowly.

Sustaining legibility across a short text matters more than rushing to finish.

Review criteria
  • 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.

Question 59

Example response / review guidance: Leaf Observation The leaf is longer than my thumb. Its edge has small points along both sides. A pale line runs down its centre. Question: Did this leaf grow in a sunny or shaded part of the plant?

Handwritten notes should preserve observations clearly enough to revisit later.

Review criteria
  • 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.

Question 60

Example response / review guidance: Welcome to Year 4! My first tip is to ask when an instruction is unclear. A short question can save a lot of confusion. My second tip is to keep your materials in a place you can find again. You will have more time for the interesting part of an activity when you are ready to begin.

Writing for a future reader encourages attention to legibility across a sustained message.

Review criteria
  • 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.

Question 61

Example response / review guidance: Headline: Your Move! Details: Lunchtime Chess Club—Tuesdays in Room 4. Beginners welcome. Image: A large chessboard with two students sharing a game. Layout: Put the headline at the top in the largest lettering, the board in the centre and the time and place directly below it. The large headline attracts attention; nearby details tell readers how to join.

Salience and placement guide readers from an attention-getting feature to practical information.

Review criteria
  • The plan contains all words readers need to attend.
  • Image and text support the same purpose.
  • Adult checks the explanation links size or placement to what readers notice.

Question 62

Example response / review guidance: 1. Wide view: a hat lies under a playground bench. 2. Close-up: the inside label reads 'Sam'; this lets the reader discover the clue. 3. Medium view: the child asks, 'Sam, is this yours?' 4. Wide view: Sam smiles and puts the hat on. 'Thanks for finding it!'

Changing the frame can direct attention to a clue that matters to the storyline.

Review criteria
  • All four panels form a complete sequence.
  • The close-up reveals something useful.
  • Adult checks the words and images work together without unnecessary repetition.

Question 63

Example response / review guidance: 0–5 seconds: wide shot of a cluttered table; words 'Leave it ready'. 5–10: close-up of hands returning pencils to a tub; 'Sort equipment'. 10–15: medium shot wiping the table with the class's approved cloth; 'Clear the surface'. 15–20: wide shot of the tidy table; 'Ready for the next group'. The final wide shot shows the whole result.

A moving-image plan coordinates framing, sequence and brief text for a clear purpose.

Review criteria
  • The four shots add up to about twenty seconds.
  • On-screen words match the actions and remain concise.
  • Adult checks the framing explanation relates to what viewers need to see.

Question 64

Example response / review guidance: Scene 1: The kite climbs above the oval; light wind and cheerful footsteps suggest excitement. Scene 2: The string catches on a branch; a brief twang followed by quiet makes the problem noticeable. Scene 3: An adult safely retrieves the kite using suitable equipment; relieved voices and returning birdsong create a calm ending.

Sound and deliberate silence can change the mood and emphasise a turning point.

Review criteria
  • Every sound or silence has a stated purpose.
  • Sound choices match the events and intended mood.
  • Adult checks the ending models seeking suitable adult help rather than unsafe climbing.

Question 65

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 66

Example response / review guidance: Title: Our Growing Classroom What we planted: The class planted herbs in three large tubs. We record changes each Friday. How families can help: Clean, spare plant labels are welcome; please speak with the teacher first. Link: Read our weekly garden observations. Place a labelled photo of the tubs beside 'What we planted' so families can connect the description with the garden.

A useful digital page links headings, images and navigation to the reader's needs.

Review criteria
  • The text has a clear audience and grouped information.
  • The link label describes its destination.
  • Adult checks the photo placement helps explain a particular section.

Question 67

Example response / review guidance: Title: A Shelf That Works Before caption: Mixed materials made the paper and brushes difficult to find. After caption: Labelled tubs now keep each type of material together. Layout: Place equally sized photographs side by side, taken from the same angle. Put each caption directly below its photograph so viewers can compare the change fairly.

Comparable framing and connected captions help viewers understand a change without misleading emphasis.

Review criteria
  • Captions explain the useful change.
  • The plan uses comparable image sizes and angles.
  • Adult checks placement makes the comparison easy to follow.

Question 68

Example response / review guidance: Lonely image: Use a wide frame with the child small at one end of an empty bench. Muted afternoon light leaves a large quiet space around them. Hopeful image: Move closer and place the child looking towards a friend entering the edge of the frame. Brighter light near the arriving friend directs attention to the change.

Framing and placement influence how viewers interpret the same character and setting.

Review criteria
  • Both images relate to the same situation.
  • Each mood is supported by specific visual choices.
  • Adult checks the explanation links choices to an intended viewer response.

Question 69

Example response / review guidance: Slide 1—Clean hands: Check that your hands are clean before reading. Image: hands beside a book. Slide 2—Save your page: Use a bookmark instead of folding a corner. Image: a bookmark between pages. Slide 3—Return safely: Put the book back in its correct place. Image: a labelled shelf. Use the action title as the largest text so viewers grasp each message quickly.

Short slide text and relevant images can support an audience without crowding the screen.

Review criteria
  • Each slide communicates a different practical action.
  • Images clarify the actions.
  • Adult checks that planned emphasis supports the key message.

Question 70

Example response / review guidance: Text: Quiet Reading Space—Please keep voices low so everyone can concentrate. Image: Two readers with a small speech bubble between them, placed beside the request. The image suggests quiet conversation, while the words explain the reason and avoid implying that speaking is completely forbidden.

Words can clarify an image's meaning while the image makes the message easier to notice.

Review criteria
  • The notice communicates an appropriate, specific request.
  • The image supports rather than contradicts the words.
  • Adult checks the explanation identifies what each mode contributes.

Question 71

Example response / review guidance: Page title: Join the School Choir First section: Who can join and when rehearsals occur. Second section: What to bring to the first rehearsal. Links: View rehearsal times | Read the choir information sheet | Return to music activities. I replaced 'Click here' with destination names so readers can choose a useful link.

Editing a digital text includes navigation and information order as well as sentence wording.

Review criteria
  • All three link labels describe destinations.
  • Joining information comes before background detail.
  • Adult checks the explanation identifies how a change helps a new visitor.

Question 72

Example response / review guidance: 1. Wide shot: children work at separate desks. 2. Close-up: a note reads 'Your drawing helped me understand'. 3. Medium shot: the writer folds the note into a plane. 4. Medium shot: they hand the plane to the artist: 'This is for you.' 5. Close-up: the artist unfolds it and smiles: 'Thank you!' 6. Wide shot: both children work on a new drawing together. The note close-up lets viewers read the message that changes the relationship.

A storyboard plans how visual details and words carry the narrative across frames.

Review criteria
  • The sequence has a clear beginning, meaningful action and ending.
  • Two captions and both required shot types are present.
  • Adult checks that the close-up reveals important story information.

Question 73

Example response / review guidance: 0–10 seconds: wide shot of models on a table; narrator says, 'See what Year 4 has created.' Soft instrumental music begins. 10–20: close-ups of two models; on-screen words 'Ideas, experiments and designs'. Lower the music during narration. 20–30: still title card, 'Class exhibition—Friday, 3–4 pm, school hall'. Keep the card visible in quiet so families can read it.

Sound levels, shot choice and the duration of a title card affect whether viewers understand a message.

Review criteria
  • The plan includes an invitation and complete fictional event details.
  • Sound supports rather than competes with speech.
  • Adult checks viewers have enough time to read the final card.

Question 74

Example response / review guidance: Headline: Bring a Book to Swap Details: Friday lunchtime, Room 4. Choose a book in good condition and ask at home before bringing it. Layout: Put the event title in the largest type at the top. Place time and location directly beneath it. Use one small book illustration beside the instructions. I made the title most noticeable so readers know the purpose immediately.

Visual revision changes what readers notice first and how easily they find practical details.

Review criteria
  • 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.

Question 75

Example response / review guidance: Title: Choose Your Reading Activity Start here: Pick one activity that interests you. Read and Draw: Create an illustration of a scene you have read. Recommend a Book: Write a short review for a classmate. Explore New Words: Collect and explain three interesting words from a text. Place a simple image of an open book beside the title. Keep the three links in an evenly spaced list below the starting instruction.

A digital choice page needs descriptive destinations and a clear starting point.

Review criteria
  • The three linked activities are distinct and clearly described.
  • The starting instruction and layout guide the reader.
  • Adult checks that the image supports the page without obscuring navigation.

Question 76

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 77

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.

Question 78

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.

Question 79

Example response / review guidance: Title: A Bridge Made from Paper Explanation: Our group explored how folds affect a paper bridge. We placed the same sheet between two supports and tested it with small blocks. A flat sheet bent quickly, while a folded version held more blocks in our test. The project helped us see how changing a material's shape can change its strength. Caption: Our folded bridge during its final test. Links: Read our testing notes | Return to the class exhibition. Layout: Put the photo beside the explanation. Revision: explain the test before reporting its result.

A digital exhibition combines clear explanation, meaningful images and navigable structure for an unfamiliar audience.

Review criteria
  • The explanation gives enough context for a new visitor.
  • Caption and image placement support the content.
  • Adult checks both links and one visitor-focused revision.

Question 80

Example response / review guidance: 1. Text: The class wanted a path through its pretend town. Image: wide view of scattered block buildings. 2. Text: One road was too narrow for the toy bus. 'It cannot fit,' said Kim. Image: close-up of the blocked bus. 3. Text: Jo suggested moving the library. Kim worried it would hide the park. Image: both proposed places. 4. Text: Together they turned the library sideways. A space opened beside it. Image: hands repositioning blocks. 5. Text: The bus rolled through, and the park stayed visible. Image: bus travelling along the new road. 6. Text: They named it Together Street. There was room to keep building. Image: wide view of the finished town. Revision: make page 4 show exactly how the space is created.

A picture-book plan distributes story information across words, images and page turns.

Review criteria
  • All six pages form a complete, connected story for younger readers.
  • Illustrations contribute information rather than merely decorating the text.
  • Adult checks that a revision strengthens clarity or the relationship between image and words.