Use these worksheets to help your students master the use of dialogue in their writing. In addition, each sheet provides the opportunity for quotation mark placement and usage when students are asked to rewrite the text from the speech bubbles into a piece of text.
Create and edit literary texts by adapting structures and language features of familiar literary texts through drawing, writing, performance and digital tools
Create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences, using text structure appropriate to purpose, simple and compound sentences, noun groups and verb groups, topic-specific vocabulary, simple punctuation and common 2-syllable words
Identify how texts across the curriculum are organised differently and use language features depending on purposes
Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose
Create events and characters using different media that develop key events and characters from literary texts
Innovate on familiar texts by experimenting with character, setting or plot
Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose
Re-read and edit text for spelling, sentence-boundary punctuation and text structure
Construct texts featuring print, visual and audio elements using software, including word processing programs
Identifies how language use in their own writing differs according to their purpose, audience and subject matter
Plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers
Composes texts using letters of consistent size and slope and uses digital technologies
Communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions
Understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose
Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas
Plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure
Applies phonological, orthographic and morphological generalisations and strategies when spelling words in a range of writing contexts
Uses initial and extended phonics, including vowel digraphs, trigraphs to decode and encode words when reading and creating texts
Uses a legible, fluent and automatic handwriting style, and digital technology, including word-processing applications, when creating texts
Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose
Create events and characters using different media that develop key events and characters from literary texts
Build on familiar texts by experimenting with character, setting or plot
Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose
Reread and edit text for spelling, sentence-boundary punctuation and text structure
Construct texts featuring print, visual and audio elements using software, including word processing programs
Hand out macaroni to students as manipulatives for quotation marks.