© Classroom Secrets Limited 2020
LIFE/work balance
We have started a #LIFEworkbalance campaign and we need your help to complete our LIFE/work balance survey.
We hope to publish the results soon, so please give 15 minutes of your time to help us get a true picture of school life.
Want to be a part of this campaign? Take the survey on our website and share it with your colleagues!
© Classroom Secrets Limited 2019
Year 4 – Spring Block 2 – Speech – Recognising Speech
About This Resource:
This PowerPoint has been designed to support your teaching of this small step. It includes a starter activity and an
example of each question from the Varied Fluency and Application and Reasoning resources also provided in this
pack. You can choose to work through all examples provided or a selection of them depending on the needs of
your class.
National Curriculum Objectives:
English Year 4: (4G5.7) Using and punctuating direct speech
English Year 4: (4G5.7) Use of inverted commas and other punctuation to indicate direct speech [for example, a
comma after the reporting clause; end punctuation within inverted commas: The conductor shouted, “Sit down!”]
More resources from our Grammar, Punctuation and Spelling scheme of work.
Did you like this resource? Don’t forget to review it on our website.
Year 4 – Spring Block 2 – Speech – Recognising Speech
Notes and Guidance:
• From Year 3, children should be familiar with the terms ‘inverted commas’ and ‘direct speech’. Some children
may use speech punctuation in their own writing from their introduction to direct speech in Year 3 Spring Block
3.
• In this step, children will learn to recognise both direct and indirect speech within a passage of writing.
• Children should know that direct speech is opened and closed with inverted commas, and that a comma
should be used after a reporting clause, for example: The police officer yelled, “Stop, thief!”
• Children should recognise indirect speech within a passage of writing by looking for a reporting clause and a
main clause usually containing a reporting verb and a linking word such as that, if or whether, for example: I
told them that I was going to be late. The linking word ‘that’ can often be omitted after a reporting verb, for
example: I told them I was going to be late.
Focused Questions
• Which words are being spoken? How do you know?
© Classroom Secrets Limited 2019
Year 4 – Spring Block 2 – Speech
Step 1: Recognising Speech
© Classroom Secrets Limited 2019
Introduction
Is the speech below written correctly?
“Where are you going”? Asked Daniel
© Classroom Secrets Limited 2019
Introduction
Is the speech below written correctly?
“Where are you going”? Asked Daniel
The speech is not written correctly. It should be:
“Where are you going?” asked Daniel.
© Classroom Secrets Limited 2019
Varied Fluency 1
Circle the spoken words.
As the elephant charged towards us, I
hollered, “Run!”
© Classroom Secrets Limited 2019
Varied Fluency 1
Circle the spoken words.
As the elephant charged towards us, I
hollered, “Run!”
© Classroom Secrets Limited 2019
Varied Fluency 2
Underline the words which are not being spoken below.
“I really miss her,” sobbed Milly as she
looked at a photo of her lost cat.
© Classroom Secrets Limited 2019
Varied Fluency 2
Underline the words which are not being spoken below.
“I really miss her,” sobbed Milly as she
looked at a photo of her lost cat.
© Classroom Secrets Limited 2019
Varied Fluency 3
Highlight the words and punctuation that indicate speech in the
passage below.
Mr Smith asked if they knew anything about the incident in the
playground.
“Sorry sir, we didn’t see what happened,” insisted the children.
The teacher was not convinced.
“Well the window didn’t break all by itself,” he muttered.
He told everyone to go back inside while they cleared up all the
broken glass.
© Classroom Secrets Limited 2019
Varied Fluency 3
Highlight the words and punctuation that indicate speech in the
passage below.
Mr Smith asked if they knew anything about the incident in the
playground.
“Sorry sir, we didn’t see what happened,” insisted the children.
The teacher was not convinced.
“Well the window didn’t break all by itself,” he muttered.
He told everyone to go back inside while they cleared up all the
broken glass.
© Classroom Secrets Limited 2019
Reasoning 1
Highlight the indirect speech in the passage below. Explain how you
know.
They looked around at the bleak, snowy hillside and wondered how
they were going to find their way back home. The staff at the hotel
had suggested that they stay indoors today as the weather forecast
was bad. Now they wished that they had listened to them.
© Classroom Secrets Limited 2019
Reasoning 1
Highlight the indirect speech in the passage below. Explain how you
know.
They looked around at the bleak, snowy hillside and wondered how
they were going to find their way back home. The staff at the hotel
had suggested that they stay indoors today as the weather forecast
was bad. Now they wished that they had listened to them.
The verb ‘suggested’ indicates that…
© Classroom Secrets Limited 2019
© Classroom Secrets Limited 2019
Reasoning 1
Highlight the indirect speech in the passage below. Explain how you
know.
They looked around at the bleak, snowy hillside and wondered how
they were going to find their way back home. The staff at the hotel
had suggested that they stay indoors today as the weather forecast
was bad. Now they wished that they had listened to them.
The verb ‘suggested’ indicates that the words ‘stay indoors today as
the weather forecast was bad’ were spoken.
Application 1
Underline the different types of speech in the sentences below.
“All hands on deck!” hollered the pirate captain to his motley crew
as they approached the enemy ship. Even though he had told them
to prepare for battle, most of the sailors were asleep and were not
ready to jump on board the other vessel and fight for the loot.
© Classroom Secrets Limited 2019
Application 1
Underline the different types of speech in the sentences below.
“All hands on deck!” hollered the pirate captain to his motley crew
as they approached the enemy ship. Even though he had told them
to prepare for battle, most of the sailors were asleep and were not
ready to jump on board the other vessel and fight for the loot.
© Classroom Secrets Limited 2019
Reasoning 2
Does the passage below suggest that Mrs Smith has spoken to the
children? Explain how you know.
Mrs Smith’s class were going on a trip today. She was very relieved
to see that all the children came to school in their wellies and
raincoats, prepared for all the wet activities they would be doing at
the wildlife park.
© Classroom Secrets Limited 2019
Reasoning 2
Does the passage below suggest that Mrs Smith has spoken to the
children? Explain how you know.
Mrs Smith’s class were going on a trip today. She was very relieved
to see that all the children came to school in their wellies and
raincoats, prepared for all the wet activities they would be doing at
the wildlife park.
Yes, the passage does suggest that Mrs Smith has spoken to the
children because…
© Classroom Secrets Limited 2019
Reasoning 2
Does the passage below suggest that Mrs Smith has spoken to the
children? Explain how you know.
Mrs Smith’s class were going on a trip today. She was very relieved
to see that all the children came to school in their wellies and
raincoats, prepared for all the wet activities they would be doing at
the wildlife park.
Yes, the passage does suggest that Mrs Smith has spoken to the
children because they would not all have known to come in their wellies and raincoats if she had not spoken to them previously.
© Classroom Secrets Limited 2019
