You will learn
- Use quotation marks.
- Punctuate before and after the quote.
- Start a new line for a new speaker.
- Use reporting 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
- Write what the speaker says.
- Put quotation marks around the words.
- Add a comma and a reporting clause.
- Start a new line for each speaker.
Words to know
the exact words someone says
marks that enclose spoken words
words like she said
a verb such as asked, replied or whispered
1. Discover: In the market
“How much are the mangoes?” asked Ola.
“They are fifty naira each,” replied the seller. “The small ones are cheaper.”
Ola smiled and said, “I will take four, please.”
Think: Where are the commas and capital letters?
2. Understand: Recording speech
Idea 1: Marks and capitals
Direct speech goes inside quotation marks. The first spoken word starts with a capital letter.
Idea 2: Commas and endings
Put a comma before the quote after a reporting clause (said, “I will…”) and inside the marks when the speech comes first (“They are cheap,” replied…). Questions keep ?
Idea 3: New speaker
Start a new line for each new speaker. Use varied reporting verbs: asked, replied, whispered, shouted.
3. Worked examples
Example 1 (I show you): Marks
Where do quotation marks go?
- Around speech.
Answer: around the exact spoken words
Example 2 (We do it together): Verb
Name two reporting verbs.
- Said alternatives.
Answer: asked and replied
Example 3 (You try): New line
When do we start a new line?
Show the steps and answer
- New speaker.
Answer: for each new speaker
Did you know?
Authors use dialogue to show character without describing it.
Why this matters
Correct dialogue makes stories clear and lively.
4. Explore: Dialogue duo
Write a dialogue.
- Choose two speakers.
- Write four lines of speech.
- Add reporting clauses.
- Check marks and commas.
Think about it: what did you notice?
You can punctuate speech.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- “___,” said ___.
- ___ asked, “___?”
- A new speaker means ___.
- The reporting verb is ___.
Guided practice
Question 1. The exact words someone says are ___ speech.
direct
Question 2. Marks that enclose spoken words are ___ marks.
quotation
Question 3. Words like she said form the ___ clause.
reporting
Independent practice
Level 1: Start
- The exact words someone says are ___ speech.
- Marks that enclose spoken words are ___ marks.
- Words like she said form the ___ clause.
- A verb like asked or whispered is a ___ verb.
- Ola asked, “How much are the ___?”
Level 2: Grow
- How much is each mango?
- Who is cheaper?
- How many did Ola buy?
Level 3: Stretch
- Should the first spoken word be capitalised?
- Do we start a new line for a new speaker?
- Does a question keep its question mark?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Write a six-line dialogue between two people with correct punctuation.
Show a sample answer
a dialogue
Another one. Write a short conversation using at least four reporting verbs.
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 before and after the quote.
- I can start a new line for a new speaker.
- I can use reporting 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
- Write what the speaker says.
- Put quotation marks around the words.
- Add a comma and a reporting clause.
- Start a new line for each speaker.
11. Next lesson
Next lesson: Punctuation and editing. 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 direct speech? [1 mark]
- Punctuate: how are you asked Ngozi [3 marks]
- Name two reporting verbs. [2 marks]
- When do you start a new line? [1 mark]
- Explain how to punctuate direct speech. [3 marks]
Total: 10 marks.
Marking guide and model answers
- the exact words someone says [1]
- “How are you?” [1]; asked Ngozi [1]; capital and marks correct [1]
- asked [1]; replied/whispered [1]
- for each new speaker [1]
- put speech in quotation marks [1]; use commas and capitals correctly [1]; start a new line for each 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
- The exact words someone says are ___ speech.
- Marks that enclose spoken words are ___ marks.
- Words like she said form the ___ clause.
- A verb like asked or whispered is a ___ verb.
- Ola asked, “How much are the ___?”
- How much is each mango?
- Who is cheaper?
- How many did Ola buy?
- Should the first spoken word be capitalised?
- Do we start a new line for a new speaker?
Homework
Write a short conversation using at least four reporting verbs.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. The exact words someone says are ___ speech. | direct | 1 |
| 2. Marks that enclose spoken words are ___ marks. | quotation | 1 |
| 3. Words like she said form the ___ clause. | reporting | 1 |
| 4. A verb like asked or whispered is a ___ verb. | reporting | 1 |
| 5. Ola asked, “How much are the ___?” | mangoes | 1 |
| 6. How much is each mango? | fifty naira | 1 |
| 7. Who is cheaper? | the small ones | 1 |
| 8. How many did Ola buy? | four | 1 |
| 9. Should the first spoken word be capitalised? | yes | 1 |
| 10. Do we start a new line for a new speaker? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 direct; 2 quotation; 3 reporting; 4 reporting; 5 mangoes. Level 2: 1 fifty naira; 2 the small ones; 3 four. 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 before and after the quote | 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 reporting 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 before and after the quote; start a new line for a new speaker; use reporting verbs.
Prerequisite knowledge. Complex sentences.
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 4 » Language. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core L.4.2b (use commas and quotation marks to mark direct speech and quotations from a text); Cambridge Primary English Stage 4 (punctuating speech). These sources informed the lesson.