You will learn
- Say what dialogue is.
- Read dialogue with expression.
- Use speech marks.
- Write dialogue with a speaker tag.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Dialogue is what characters say.
- Speech marks go around the spoken words.
- Start a new line for a new speaker.
- Use a speaker tag like said Ama.
Words to know
the words characters say
marks around spoken words
words that tell who is speaking
the exact words someone says
1. Discover: At the market
“How much are the mangoes?” asked Ama.
“They are two coins each,” said the seller.
“I will take three,” said Ama with a smile.
Think: Who is speaking? How do you know?
2. Understand: Dialogue
Idea 1: What is dialogue?
Dialogue is the words characters say. It makes stories lively.
Idea 2: Speech marks
Put speech marks around the spoken words: “I will take three,” said Ama. A comma, question mark or exclamation mark goes inside the marks.
Idea 3: New speaker, new line
Start a new line each time a new person speaks. Use a speaker tag like said Ama or asked the seller.
3. Worked examples
Example 1 (I show you): Marks
Add marks: I like mangoes said Ama.
- Around the spoken words.
Answer: “I like mangoes,” said Ama.
Example 2 (We do it together): Speaker
Who spoke: “How much?” asked Ama.
- Look at the tag.
Answer: Ama
Example 3 (You try): New line
What do you do when a new person speaks?
Show the steps and answer
- New line.
Answer: start a new line
Did you know?
Many stories are told mostly through dialogue.
Why this matters
Dialogue brings characters to life and moves the story along.
4. Explore: Write dialogue
Write a short conversation.
- Choose two characters.
- Write what each says.
- Add speech marks.
- Add tags.
Think about it: what did you notice?
You can write dialogue.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- “___,” said Ama.
- “___?” asked the seller.
- A new speaker starts a ___ line.
- Speech marks go around the ___ words.
Guided practice
Question 1. What is dialogue?
the words characters say
Question 2. What goes around spoken words?
speech marks
Question 3. What do we do for a new speaker?
new line
Independent practice
Level 1: Start
- Words characters say are ___.
- Marks around spoken words are ___ marks.
- Words telling who speaks are a speaker ___.
- A new speaker starts a new ___.
- “I am here,” said ___.
Level 2: Grow
- Add marks: Hello said Kofi.
- Who asked? “How much?” asked Ama.
- Write a question for the seller.
Level 3: Stretch
- Why dialogue?
- Where does the comma go?
- Why new lines?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Write a short dialogue between two friends.
Show a sample answer
a dialogue
Another one. Add speech marks to five spoken sentences.
Show a sample answer
five sentences
7. Common mistakes
Fix: Add them.
Fix: Use a new line.
8. Lesson summary and revision card
- I can say what dialogue is.
- I can read it with expression.
- I can use speech marks.
- I can write dialogue.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Dialogue is what characters say.
- Use speech marks.
- New speaker, new line.
- Use speaker tags.
11. Next lesson
Next lesson: Comparing literary texts. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What is dialogue? [1 mark]
- Add speech marks: I will take three said Ama. [2 marks]
- What do you do for a new speaker? [1 mark]
- What is a speaker tag? [1 mark]
- Explain how to write dialogue. [3 marks]
Total: 8 marks.
Marking guide and model answers
- the words characters say [1]
- speech marks around spoken words [1]; comma inside [1]
- start a new line [1]
- words that tell who is speaking [1]
- speech marks [1]; new line for each speaker [1]; speaker tags [1]
Score guide: 7 to 8 = secure. 5 to 6 = nearly there, revise the parts you missed. Under 5 = work through the lesson again with a grown-up.
Printable worksheet
- Words characters say are ___.
- Marks around spoken words are ___ marks.
- Words telling who speaks: speaker ___.
- A new speaker starts a new ___.
- “I am here,” said ___.
- True or false: speech marks go around the spoken words.
- True or false: two speakers on one line is best.
- Add marks: Hello said Kofi.
- Write a question in speech marks.
- Write a short dialogue.
Homework
Write a short dialogue between two characters.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Words characters say are ___. | dialogue | 1 |
| 2. Marks around spoken words are ___ marks. | speech | 1 |
| 3. Words telling who speaks: speaker ___. | tag | 1 |
| 4. A new speaker starts a new ___. | line | 1 |
| 5. “I am here,” said ___. | Ama | 1 |
| 6. True or false: speech marks go around the spoken words. | true | 1 |
| 7. True or false: two speakers on one line is best. | false | 1 |
| 8. Add marks: Hello said Kofi. | “Hello,” said Kofi. | 1 |
| 9. Write a question in speech marks. | “What is your name?” | 1 |
| 10. Write a short dialogue. | A dialogue | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 dialogue; 2 speech; 3 tag; 4 line; 5 Ama. Level 2: 1 “Hello,” said Kofi.; 2 Ama; 3 “How many do you want?”. Level 3: 1 makes characters real; 2 inside the marks; 3 show new speakers.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Say what dialogue is | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Read dialogue with expression | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Use speech marks | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Write dialogue with a speaker tag | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: No speech marks. Add them.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Use dialogue frames.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child reads and writes dialogue. You do not need to be an expert to help.
- Read dialogue together.
- Take parts.
- Praise expression.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: say what dialogue is; read dialogue with expression; use speech marks; write dialogue with a speaker tag.
Prerequisite knowledge. Poems and rhythm.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Read dialogue.
Explanation (10 min). Teach speech marks.
Guided activity (10 min). Practise.
Independent activity (10 min). Share.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Who is speaking? What are the exact words?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use frames. Extension. Write a play.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. No speech marks. Add them.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 8-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Use dialogue frames. Enrichment. Write a longer dialogue. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 2 » Reading: Literature. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core RL.2.6 (acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud) and L.2.2; Cambridge Primary English Stage 2 (reading and writing). These sources informed the lesson.