20889 ACE Language (Yr 4) Quotation Marks

Your partner in education
YEAR 4
ENGLISH
LANGUAGE:
TEXT STRUCTURE AND ORGANISATION
Punctuation: quotation marks
Recognise how quotation marks are used in
texts to signal dialogue, titles and quoted
(direct) speech (ACELA1492)
Australian Primary Publisher
of the Year 2015 and 2016

Australian Curriculum English – Language: Text structure and organisation (Year 4)
Foreword
Australian Curriculum English – Language: Text structure and organisation (Year 4) is one in a series of seven teacher
resource books that support teaching and learning activities in Australian Curriculum English. The books focus on
the sub-strand of Text structure and organisation within the Language strand of the national English curriculum.
The resource books include theoretical background information, activities to develop the content descriptions, blackline
masters, resource sheets and assessment checklists, along with interrelated links to other English strands and sub-strands.
Titles in this series are:
• Australian Curriculum English – Language: Text structure and organisation (Foundation)
• Australian Curriculum English – Language: Text structure and organisation (Year 1)
• Australian Curriculum English – Language: Text structure and organisation (Year 2)
• Australian Curriculum English – Language: Text structure and organisation (Year 3)
• Australian Curriculum English – Language: Text structure and organisation (Year 4)
• Australian Curriculum English – Language: Text structure and organisation (Year 5)
• Australian Curriculum English – Language: Text structure and organisation (Year 6)
Contents
Format of this book .................................. iv – v
Language: Text structure and
organisation .............................................. 2–77
Understand how texts vary in complexity and
technicality depending on the approach to the topic,
the purpose and intended audience (ACELA1490)
© Australian Curriculum: Assessment and Reporting Authority 2012
–Teacher information ................................................. 2
–Activities to develop the content description ....... 3–9
–Blackline masters ............................................. 10–27
–Assessment checklist ............................................. 28
–Interrelated English links ........................................ 29
– Modes, capabilities and priorities covered by the
activities in this content description ....................... 29
Understand how texts are made cohesive through the
use of linking devices including pronoun reference and
text connectives (ACELA1491)
© Australian Curriculum: Assessment and Reporting Authority 2012
–Teacher information ............................................... 30
–Activities to develop the content description ......... 31
–Blackline masters and resource sheets .............. 32–41
–Assessment checklist ............................................. 42
–Interrelated English links ........................................ 43
– Modes, capabilities and priorities covered by the
activities in this content description ....................... 43
Recognise how quotation marks are used in texts
to signal dialogue, titles and quoted (direct)
speech (ACELA1492)
© Australian Curriculum: Assessment and Reporting Authority 2012
–Teacher information ............................................... 44
–Activities to develop the content description ......... 45
–Blackline masters and resource sheets ............. 46–53
–Assessment checklist ............................................. 54
–Interrelated English links ........................................ 55
– Modes, capabilities and priorities covered by the
activities in this content description ....................... 55
Identify features of online texts that enhance readability
including text, navigation, links, graphics and
layout (ACELA1793)
© Australian Curriculum: Assessment and Reporting Authority 2012
–Teacher information ............................................... 56
–Activities to develop the content description ......... 57
–Blackline masters and resource sheets ............. 58–75
–Assessment checklist ............................................. 76
–Interrelated English links ........................................ 77
– Modes, capabilities and priorities covered by the
activities in this content description ....................... 77
Answers .................................................... 78–83
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 4)
iii

Format of the book
This teacher resource book includes supporting materials for teaching and learning in the sub-strand of Text structure
and organisation within the strand of Language in Australian Curriculum English. All content descriptions in the substrand
have been included, as well as teaching points based on the Curriculum’s elaborations.
While the book focuses on the sub-strand of Text structure and organisation, activities and interrelated links to other
strands and sub-strands have been incorporated.
Each section supports a specific content description and follows a consistent format, containing the following
information over several pages:
• activities to develop the content descriptions • student blackline masters • resource sheets
• interrelated English links
• assessment checklist
Answers relating to student blackline masters have been included at the back of the book.
The length of each content description section varies.
Teacher information includes background information relating to the content description, as well as
related terms and desirable student vocabulary and other useful details which may assist the teacher.
Related terms includes vocabulary
associated with the content description.
Many of these relate to the glossary
in the back of the official Australian
Curriculum English document;
additional related terms may also have
been added.
Student vocabulary includes words
which the teacher would use—
and expect the students to learn,
understand and use—during English
lessons.
Further resources by R.I.C.
Publications or other publishers
or authors are included where
appropriate.
? What this means
provides a general
explanation of the content
description.
T Teaching points
provides a list of
the main teaching points
relating to the content
description.
E Elaborations are a
list of elaborations
based on those in the
content description.
Activities to develop the content
description includes descriptions or
instructions for activities or games
relating to the content descriptions
or elaborations. Some activities are
supported by blackline masters or
resource sheets. Where applicable,
these will be stated for easy reference.
Australian Curriculum English – Language: Text structure and organisation (Year 4) www.ricpublications.com.au R.I.C. Publications ®
iv

Format of the book.
Blackline masters and
resource sheets are provided
to support teaching and
learning activities for each
content description. These
include worksheets for class
use, games, charts or other
materials which the teacher
might find useful to use or
display in the classroom. For
each blackline master the
content description to which it
relates is given.
Interrelated English links
lists other links covered within
the Language strand, Literature
strand and Literacy strand of
English that are incorporated in
the activities provided with the
content description. While the
book’s approach focuses on the
Text structure and organisation
sub-strand, the links show the
integration across the three
strands.
Each section has a checklist
which teachers may find useful as
a place to keep a record of their
observations of the activities to
develop the content descriptions.
Answers for student worksheets
are provided at the back of the
book.
A table showing the Language
modes, General capabilities
and Cross-curriculum priorities
covered by the activities in each
content description is provided.
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 4)
v

Text structure
and organisation
Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech
(ACELA1492)
© Australian Curriculum: Assessment and Reporting Authority 2012
Related terms
Punctuation/Punctuation marks
The system of inserting marks in text to clarify
meaning. Punctuation marks include the
apostrophe, full stop, comma, colon, semicolon
and quotation marks.
Quotation marks
Punctuation marks used to show direct speech,
the quoted works of other writers and titles of
minor works.
Carrier
Indicates who is speaking. Often includes an
adverb or adverbial phrase.
Direct/quoted speech
The exact words spoken by someone; e.g.
‘I enjoy swimming’, said Joel.
Indirect/reported speech
The words spoken by someone as reported by
someone else; e.g. Joel said that he enjoyed
swimming.
Free indirect speech
The words spoken by someone interpreted and
reported by someone else; e.g. Joel has a great
time when he goes swimming.
Major works
A complete publication comprising a number of
chapters, sections or articles; e.g. a whole book.
Minor works
The chapters, sections or articles within a major
work; e.g. the opening chapter.
Student vocabulary
?
T
E
What this means
Teacher information
The main purpose of quotation marks is to highlight:
• direct speech
• the quoted work of other writers
• titles of minor works such as chapters in books and articles in magazines.
Teaching points
• Punctuation is an important part of language, making a difference to how a
sentence is read or spoken, and understood. It gives structure and organisation to
writing so the reader understands the message being conveyed.
• Direct speech quotation marks indicate the exact words spoken.
• A new paragraph is required for a new speaker.
• Indirect speech does not require quotation marks.
• Single quotation marks are most commonly used but for a quote within a quote,
double quotation marks are used.
• When quoting the words of another, the exact words must be used.
• For the titles of major works, that is books and periodicals, no quotation marks are
required as they are written in italics. In students’ writing, if using a word processor,
these titles can be written in italics. If their work is handwritten, they can be
highlighted by underlining.
• For the titles of minor works, that is chapters, section headings and articles within
major works, quotation marks are used.
Elaborations
E1. Recognises the different uses of quotation marks when exploring texts.
E2. Uses quotation marks in personal writing.
Further resources
• Primary grammar and word study (Books A–G) R.I.C. Publications
• Posters: Introducing punctuation R.I.C. Publications
• Interactive software: Introducing punctuation R.I.C. Publications
• http://www.teachingheart.net/readerstheater.htm
punctuation
punctuation marks
quotation marks
carrier
direct speech
quoted speech
indirect speech
reported speech
free indirect
speech
titles
articles
R.I.C. Publications ® follows the guidelines for punctuation and grammar as recommended by the
Style manual for authors, editors and printers, 6th edn, 2002.
Note, however, that teachers should use their own guide if there is a confl ict.
Australian Curriculum English – Language: Text structure and organisation (Year 4) www.ricpublications.com.au R.I.C. Publications ®
44

Text structure
and organisation
Recognise how quotation marks are used in texts to signal
dialogue, titles and quoted (direct) speech (ACELA1492)
© Australian Curriculum: Assessment and Reporting Authority 2012
Activities to
develop the
content description
E1. Recognises the different uses of quotation marks when exploring texts.
• Understanding direct speech
Discuss the text on page 46. How many characters are there and what does each say? How do you know what they say? Look at similar texts and
discuss in the same way.
• Using readers theatre to understand direct speech
Use the text on page 46 and similar texts to perform a readers theatre, following the suggestions on page 47. Ensure the students understand the
process before they work in independent groups. Aim for a smooth transition between one reader and the next. Initially, students can highlight their
reading parts.
• Converting a narrative to a playscript
Use narratives with examples of direct speech to convert to playscripts (page 49). Discuss how direct speech and the rest of the narrative text would be
presented in a playscript.
• Converting a narrative to a comic strip
Use narratives with examples of direct speech to convert to comic strips (page 48). Discuss how direct speech and the rest of the narrative text would be
presented in a comic strip.
• Quoted works of others
Look through local newspaper articles to fi nd examples of quoted speech.
Use newspaper articles and pictures from magazines to stimulate ideas for news reports. Students act out reading this news including direct and indirect
speech. The use of ‘on-site interviews’ during the ‘broadcast’ will determine if the direct speech used in the report is correct.
Report on interviews with famous people, acted out by the students. Use a mixture of direct and indirect speech.
• Books in series
Many authors write books in series; for example, Enid Blyton’s Famous Five and Secret Seven series. Students use the resource sheet on page 53
to record favourite examples of books in series and the titles of the fi rst and last chapter of each book. The name of the book should be highlighted by
underlining and the title of each chapter must be enclosed in quotation marks. At the end of the sheet, students rate the series. These sheets can be kept
in a folder and used by the class to assist them in their choice of personal reading.
Interrelated English links: See page 55
E2. Uses quotation marks in personal writing.
• Readers theatre
Write a narrative to be read as a readers theatre. Determine how many characters are required in addition to the narrator. As the narrative is read,
students discuss if the quotation marks are correctly placed.
• Converting a playscript to a narrative
Provide short playscripts for students to act out and then write as narratives. Working in small groups, students can discuss different ways to use the
stage directions to introduce and support the direct speech in the narrative. Focus on the placement of quotation marks around the direct speech.
• Converting a comic strip to a narrative
Provide short comic strips for students to write as narratives. Focus on the placement of quotation marks around the direct speech.
• Missing quotation marks
Write sentences including direct speech on strips of paper. Use elbow macaroni pasta to represent quotation marks.
• Making sentences
Make a collection of common words and punctuation on individual pieces of card. Choose words to form sentences using direct speech and quotes
within quotes.
• Quoted works of others
Write reports of interviews with famous people, acted out by the students. Use a mixture of direct and indirect speech.
Interrelated English links: See page 55
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 4)
45

Understanding direct speech
Direct speech refers to the words actually spoken at the present time.
1. Read the text and complete the activities below.
As Mr Jay walked in, the class fell silent.
The students were eager to hear who had
been selected to represent the school at the
athletics carnival.
‘Hannah will be chosen for sure’, whispered
Robert to his friend Isaac. ‘She’s so good at
everything.’
‘You will too’, replied Isaac with an
encouraging smile. ‘You know you’re one of
the best runners in the whole school.’
It was true. Robert had proved himself to
be faster than most of the boys. Only a few
Year 6 boys were able to beat him. Mr Jay
said that he hoped to see Robert running at
the Olympics one day!
‘Quiet everyone!’called Mr Jay, looking very
solemn. ‘Here’s the information you’ve all
been waiting for.’ He began to open his
folder very slowly then he took out the sheet
of paper with the list of lucky students.
(a)
How many characters speak in this text?
(b) Using a different colour for each character, highlight the direct speech.
(c)
Write the carriers for each example of direct speech.
2. (a) Write the example of indirect speech from the text.
(b) Which word shows that the speech is indirect? Shade the bubble.
hoped said that he
Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)
© Australian Curriculum: Assessment and Reporting Authority 2012
Australian Curriculum English – Language: Text structure and organisation (Year 4) www.ricpublications.com.au R.I.C. Publications ®
46

Readers theatre and direct speech
Resource sheet
Why use a readers theatre?
A readers theatre can be used to help students focus on the words spoken by each
character in a narrative text. As they read, they will see that each character’s direct
speech is enclosed in quotation marks.
Students will also note that the rest of the text, including carriers and indirect
speech does not have quotation marks. This is all read by the narrator(s).
Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)
© Australian Curriculum: Assessment and Reporting Authority 2012
Before you begin
Choose a text with several different characters and a high proportion of direct
speech.
Read through the text together, identifying the different characters and the exact
words spoken by each.
In one colour, underline all the direct speech.
Identify the carriers for each speech. Emphasise that this is not part of the direct
speech but it informs who has spoken and, often, how they have spoken.
Identify indirect speech. Explain that this recalls direct speech that has been spoken
in the past but is not being spoken now.
Getting started
Assign one group to each character. The students in each group read all the direct
speech of that character.
Assign one group to be the narrator. This group will read everything except direct
speech.
Reading in a readers theatre
The text is read with each group
reading only their assigned
parts.
Later, students work in small
groups, each taking an
individual role in reading the
text.
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 4)
47

Comic strips and direct speech
Resource sheet
Compare short comic strips with the same text in narrative form to focus attention
on direct speech and the position of quotation marks.
• In narrative text, direct speech is enclosed in quotation marks.
• The carrier describes how the speech is spoken and any actions that are included.
• A new paragraph is started when a new character speaks.
Friends on a bike ride – a narrative
As Alex cycled down the lane, he saw his friend, Ella, climbing a tree in her front
garden. ‘Hi, Ella. I’m just going for a bike ride around the lake’, he called. ‘Would you
like to come?’
‘That’s a great idea, Alex!’ Ella replied. ‘I’ll just tell Mum where I’m going.’ She ran
through the side gate and into the shed in the back garden where her mum was
weeding.
‘Is it okay if I go for a bike ride with Alex, Mum?’ Ella’s voice was muffled as she
pulled her bike apart from her little brother’s tricycle.
‘Of course!’ answered her mum as she walked into the shed and handed Ella her
helmet. ‘What time do you expect to be home?’
‘Before lunch’, puffed Ella, ‘because, if you remember, we’re going to the beach this
afternoon’. With that, Ella fastened her helmet and raced off.
• In a comic strip, the words spoken by each character are written in speech
bubbles.
Hi, Ella. I’m just
going for a bike
ride around the lake.
Would you like to
come?
That’s a
great idea,
Alex! I’ll just
tell Mum
where I’m
going.
Friends on a bike ride – a comic strip
Is it okay if I go
for a bike ride with
Alex, Mum?
Before
lunch because,
if you remember,
we’re going to
the beach this
afternoon.
Of course!
What time do
you expect to
be home?
Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)
© Australian Curriculum: Assessment and Reporting Authority 2012
Australian Curriculum English – Language: Text structure and organisation (Year 4) www.ricpublications.com.au R.I.C. Publications ®
48

Playscripts and direct speech
Resource sheet
Compare short playscripts with the same text in narrative form to focus attention
on direct speech and the position of quotation marks.
• In narrative text, direct speech is enclosed in quotation marks.
• The carrier describes how the speech is spoken and any actions that are included.
At the beach – a narrative
Kai and Tom were keen to get into the water. They raced down the beach, each
one trying to be the first into the surf.
Close to the water’s edge, Kai took the lead and called back to his friend. ‘Last one
in’s a loser!’ It was a shame for him that he wasn’t looking where he was going.
Tom tried to warn him.
‘Watch out Kai, there’s a big wave coming in!’ But it was too late. A huge wave
raced to shore and knocked Kai off his feet.
The force of the water pushed him back on to the beach, giving Tom the chance to
race ahead and dive into the body of the next wave.
Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)
© Australian Curriculum: Assessment and Reporting Authority 2012
‘Hey, that’s not fair!’ laughed Kai, watching Tom rise and fall with the swell of each
wave.
Tom grinned, ‘Come on in, Loser! The water’s lovely!’
• In a playscript, quotation marks are not used. Instead, each character’s name
precedes the direct speech.
• Stage directions describe how the speech is delivered. These are written in italics
and enclosed in brackets after the speaker’s name.
At the beach – a playscript
(Two friends, Kai and Tom, running towards the water.)
Kai: (taking the lead, looking back and laughing as he speaks) Last one in’s a
loser!
Tom: (pointing to the surf) Watch out Kai, there’s a big wave coming in!
Kai: (falling over back on to the beach) Hey, that’s not fair!
Tom: (jumping up with each rising wave)
Come on in, Loser! The water’s
lovely!
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 4)
49

Where do the quotation marks go?
Quotation marks enclose the exact words spoken by a person.
1. Add the quotation marks.
(a)
I am so tired , Jarrod yawned.
(b) The holidays are so much fun , cried Holly in delight.
(c)
Lachlan asked, Is there football training this evening?
(d) Sujatha squealed, I won first prize in the raffle!
(e)
(f)
Has anyone seen my calculator? asked Ryan. I had it a minute ago!
Are we there yet? wailed Anita. I’m bored!
2. Draw the face of each character from Question 1. Put their spoken words in
speech bubbles.
(a)
(b)
(c)
(e)
(d)
(f)
Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)
© Australian Curriculum: Assessment and Reporting Authority 2012
Australian Curriculum English – Language: Text structure and organisation (Year 4) www.ricpublications.com.au R.I.C. Publications ®
50

When someone else speaks ...
Resource sheet
In different types of text, quotation marks are used to enclose the exact words
spoken by someone else.
• In a narrative
Sophie grumbled to her best friend,
Amy, ‘Dad won’t let come for a sleep
over tonight. “Not on a weeknight,
Sophie. You need to go to bed early
when you have school the next day.” I
know he’s right, but it’s still not fair!’
• In a newspaper article
Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)
© Australian Curriculum: Assessment and Reporting Authority 2012
After the fire, the shop owner said, ‘I
can’t believe it! How did it happen?
Everything has been destroyed’. The
investigation to find the cause of the
blaze is continuing.
• In a travel report
Not all the visitors to the new resort
were happy. One guest complained,
‘We were on the top floor but for
three days the lifts were out of action
and we had to take the stairs. It was
exhausting in this heat!’ Engineers are
still trying to resolve the problem.
• In a reference book
It is well-known that all pollution
has had a bad effect on our planet.
But as the famous scientist Alfred
Hinestine once said, ‘No force made
by man is stronger than the force
of Mother Nature. She will survive!’
In this book, you can read how she
does it.
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 4)
51

Quotation marks for titles
Resource sheet
Single quotation marks are used to enclose the title of a part of a book or
magazine; for example a chapter, a section or an article.
The title of the book or magazine is written in italics. It does not need quotation
marks as well.
• Chapters in novels
Jason read, ‘As the sun goes down’,
Chapter 4 of the class reader, Foreign
holiday, but the rest of the class read
Chapter 5, ‘A night in the forest’.
• Sections and chapters in nonfiction
The encyclopaedia, Animals of
the African continent was Kane’s
favourite birthday gift. His favourite
section was, ‘Animals of the
savannah’. In that section, he loved
the photographs in the chapter, ‘Big
cats go hunting’.
• Articles in magazines
Su Linn looked forward to buying
the magazine Club gymnastics each
month. Last month, she enjoyed
reading the article on nutrition,
‘Healthy eating for a healthy
body’. This month, she is eager
to read the article on the National
competitions, ‘Gymnasts come
together’, as it has been written by
her club coach.
Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)
© Australian Curriculum: Assessment and Reporting Authority 2012
Australian Curriculum English – Language: Text structure and organisation (Year 4) www.ricpublications.com.au R.I.C. Publications ®
52

Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)
© Australian Curriculum: Assessment and Reporting Authority 2012
Books in series
Series title:
Author:
Titles
Book First chapter Last chapter
Rate this series
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 4)
53

Text structure
and organisation
Recognise how quotation marks are used in texts to signal
dialogue, titles and quoted (direct) speech (ACELA1492)
© Australian Curriculum: Assessment and Reporting Authority 2012
Assessment
checklist
Student Name
Uses quotation marks
to show direct speech
Knows that quotation
marks are not used
for indirect speech
Starts a new
paragraph for a new
speaker
Uses quotation marks
for artistic titles
and quotes within
quotations
Understands that
quoted works must
refl ect the original
quote exactly
Identifi es the use of
quotation marks in
texts
Uses quotation marks
in personal writing
Australian Curriculum English – Language: Text structure and organisation (Year 4) www.ricpublications.com.au R.I.C. Publications ®
54

Text structure
and organisation
Recognise how quotation marks are used in texts to signal
dialogue, titles and quoted (direct) speech (ACELA1492)
© Australian Curriculum: Assessment and Reporting Authority 2012
Interrelated
English
links
Below is a list of links within the Language strand, Literature strand and Literacy strand of English that are covered within the activities provided with the
content description above:
E1. Recognises the different uses of quotation marks when exploring writing.
• Investigate how quoted (direct) and reported (indirect) speech work in different types of text (ACELA1494)
• Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and
a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688)
• Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)
• Read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example
monitoring meaning, cross checking and reviewing (ACELY1691)
E2. Uses quotation marks in personal writing.
• Create literary texts that explore students’ own experiences and imagining (ACELT1607)
• Create literary texts by developing storylines, characters and settings (ACELT1794)
• Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of
audiences, demonstrating increasing control over text structures and language features (ACELY1694)
• Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)
• Write using clearly-formed joined letters, and develop increased fl uency and automaticity (ACELY1696)
The above links are reproduced with permission from ACARA.
© Australian Curriculum: Assessment and Reporting Authority 2012
Modes, capabilities and priorities covered by the
activities in this content description
Language modes
Listening
General capabilities
Literacy
✔
Speaking
Reading
Viewing
Writing
✔
✔
Numeracy
Information and communication
technology (ICT) capability
Critical and creative thinking
Personal and social capability
Ethical behaviour
Intercultural understanding
Cross-curriculum priorities
Aboriginal and Torres Strait Islander histories and cultures
Asia and Australia’s engagement in Asia
Sustainability
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 4)
55

Text structure
and organisation
Recognise how quotation marks are used in texts to signal
dialogue, titles and quoted (direct) speech (ACELA1492)
© Australian Curriculum: Assessment and Reporting Authority 2012
Answers
Understanding direct speech ........................ page 46
1. (a) three
(b) Teacher check
(c) whispered Robert to his friend Isaac, replied Isaac with an
encouraging smile, called Mr Jay looking very solemn
2. (a) Mr Jay said that he hoped to see Robert running at the Olympics
one day.
(b) that
Where do the quotation marks go? ............. page 50
1. (a) ‘I am so tired’, Jarrod yawned.
(b) ‘The holidays are so much fun’, cried Holly in delight.
(c) Lachlan asked, ‘Is there football training this evening?’
(d) Sujatha squealed, ‘I won fi rst prize in the raffl e!’
(e) ‘Has anyone seen my calculator?’ asked Ryan. ‘I had it a minute
ago!’
(f) ‘Are we there yet?’ wailed Anita. ‘I’m bored!’
2. Teacher check
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 4)
81