You will learn
- Use quotation marks.
- Punctuate dialogue.
- Start a new line for a new speaker.
- Use speech verbs.
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
- Put spoken words inside quotation marks.
- Add a comma before or after the speech.
- Start a new line for each new speaker.
- Use speech verbs such as asked, shouted.
Words to know
conversation between characters
marks around spoken words
words that tell who is speaking, such as Ama said
a verb that tells how someone speaks
1. Discover: The missing key
“Where is my key?” asked Tolu.
“It is under the mat,” said Ama.
“Thank you!” shouted Tolu happily.
Think: How do you know who is speaking?
2. Understand: Writing conversation
Idea 1: Quotation marks
Put the spoken words inside quotation marks: “Where is my key?” The dialogue shows what characters say.
Idea 2: Speaker tags and verbs
A speaker tag tells who speaks: asked Tolu. Use a speech verb like asked, said, shouted, whispered.
Idea 3: New speaker, new line
Start a new line each time a new person speaks. Put a comma before a tag when the speech ends with a statement: “It is under the mat,” said Ama.
3. Worked examples
Example 1 (I show you): Quote
What are the exact words Tolu asks?
- In quotation marks.
Answer: Where is my key?
Example 2 (We do it together): Tag
What is the speaker tag after Ama’s words?
- Who speaks?
Answer: said Ama
Example 3 (You try): Verb
Name a speech verb.
Show the steps and answer
- said, asked…
Answer: asked (or said, shouted)
Did you know?
Good dialogue sounds like real people talking and also tells us about their feelings.
Why this matters
Dialogue makes characters real and stories lively.
4. Explore: Write a talk
Write a conversation.
- Choose two characters.
- Write what they say.
- Add quotation marks and tags.
- New line for each speaker.
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 ___.
- “___?” asked ___.
- “___!” shouted ___.
- ___ whispered, “___.”
Guided practice
Question 1. Conversation between characters is ___.
dialogue
Question 2. Marks around spoken words are ___ marks.
quotation
Question 3. Words that tell who speaks are a speaker ___.
tag
Independent practice
Level 1: Start
- Conversation between characters is ___.
- Marks around spoken words are ___ marks.
- Words that tell who speaks are a speaker ___.
- A verb that tells how someone speaks is a ___ verb.
- Tolu asked, “Where is my ___?”
Level 2: Grow
- Name a speech verb.
- Where was the key?
- Who found the key?
Level 3: Stretch
- Is each new speaker on a new line?
- Do quotation marks go around spoken words?
- Is said a speech verb?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Write a short dialogue of six lines between two friends.
Show a sample answer
a dialogue
Another one. Write a dialogue of eight lines between two characters.
Show a sample answer
a completed task
7. Common mistakes
Fix: Slow down and check your work.
Fix: Study the example first, then try.
8. Lesson summary and revision card
- I can use quotation marks.
- I can punctuate dialogue.
- I can start a new line for a new speaker.
- I can use speech verbs.
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
- Put spoken words inside quotation marks.
- Add a comma before or after the speech.
- Start a new line for each new speaker.
- Use speech verbs such as asked, shouted.
11. Next lesson
Next lesson: Descriptive vocabulary. 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]
- Punctuate: where are you going asked Ayo [3 marks]
- Name two speech verbs. [2 marks]
- When do you start a new line? [1 mark]
- Explain how to write dialogue. [3 marks]
Total: 10 marks.
Marking guide and model answers
- conversation between characters [1]
- quotation marks [1]; question mark [1]; capital letter [1]
- asked [1]; shouted/whispered/said [1]
- when a new person speaks [1]
- use quotation marks [1]; add speaker tags and verbs [1]; new line for new speaker [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- Conversation between characters is ___.
- Marks around spoken words are ___ marks.
- Words that tell who speaks are a speaker ___.
- A verb that tells how someone speaks is a ___ verb.
- Tolu asked, “Where is my ___?”
- Name a speech verb.
- Where was the key?
- Who found the key?
- Is each new speaker on a new line?
- Do quotation marks go around spoken words?
Homework
Write a dialogue of eight lines between two characters.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Conversation between characters is ___. | dialogue | 1 |
| 2. Marks around spoken words are ___ marks. | quotation | 1 |
| 3. Words that tell who speaks are a speaker ___. | tag | 1 |
| 4. A verb that tells how someone speaks is a ___ verb. | speech | 1 |
| 5. Tolu asked, “Where is my ___?” | key | 1 |
| 6. Name a speech verb. | shouted | 1 |
| 7. Where was the key? | under the mat | 1 |
| 8. Who found the key? | Ama | 1 |
| 9. Is each new speaker on a new line? | yes | 1 |
| 10. Do quotation marks go around spoken words? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 dialogue; 2 quotation; 3 tag; 4 speech; 5 key. Level 2: 1 shouted; 2 under the mat; 3 Ama. Level 3: 1 yes; 2 yes; 3 yes.
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 Use quotation 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 |
| O2 Punctuate dialogue | 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 Start a new line for a new speaker | 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 Use speech verbs | 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: Rushing without checking. Slow down and check your work.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Re-read the examples slowly and use the sentence 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 practises a key Grade 3 English skill with clear examples and a quiz. You do not need to be an expert to help.
- Listen while your child explains the idea.
- Ask for one new example.
- Praise effort and careful work.
- 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: use quotation marks; punctuate dialogue; start a new line for a new speaker; use speech verbs.
Prerequisite knowledge. Sequencing events.
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). Introduce the idea with the opening example.
Explanation (10 min). Teach the key words.
Guided activity (10 min). Practise together.
Independent activity (10 min). Check understanding with the quiz.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the key idea? Can I give my own example?
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 the sentence frames and work with a partner. Extension. Create a harder example of your own.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Rushing without checking. Slow down and check your work.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-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. Re-read the examples slowly and use the sentence frames. Enrichment. Make up your own example and teach it to someone at home. 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 3 » Writing; Grade 3 » Language. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core W.3.3b and L.3.2c (use commas and quotation marks in dialogue); Cambridge Primary English Stage 3 (writing). These sources informed the lesson.