how to write speech year 3

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Student resources, year 3 – teaching direct speech.

The following lesson illustrates one way in which you can teach children about direct speech within the context of a Literacy lesson. The rules for writing direct speech remain the same however it is taught, but remember to make the lesson purposeful and relevant to your class in order to provide a contextualised approach to teaching grammar. This Year 3 class have been reading the book The Great Kapok Tree by Lynne Cherry as part of their rainforest theme. They have already explored a number of non-fiction texts to gather facts and information to contribute to their own leaflets and persuasive posters. They have discussed the moral and ethical dilemmas associated with rainforests and researched the Amazon rainforest as part of their ongoing topic. The class have visited the local botanical gardens and a speaker from a local ecology group has provided further information. To ensure that pupils have something to say in their narratives and understand how a character feels and acts, several drama strategies may be used to provide pupils with a convenient vehicle through which to convey speech; this can be recorded in their own narratives using the written conventions of speech. Because speech can be incorporated into most narratives, you can adapt this lesson to reflect the topic that underpins your teaching for that year group. For example, you may be finding out about a particular period in history or exploring the life of a famous person. When children are writing a story about this, they will more than likely need to include some form of conversation in order to distinguish it from a biography or other form of literary non-fiction.

Learning objectives for the lesson

• To be able to use punctuation in direct speech correctly.
• To be able to choose appropriate verbs and adverbials to describe how the character is speaking.
• To use dialogue effectively to convey meaning. 

Lesson opener

Conscience alley

Ask the children to sit facing each other in two lines, each with a strip of sugar paper and a felt pen. Briefly recap on the story of The Great Kapok Tree and ask children in one of the lines to act as the woodcutter’s employers and the children in the other line to take on the role of one of the rainforest animals. They must decide what they would say to the woodcutter so as to persuade him whether or not to cut down the trees. Explain to the children that they are to take part in a ‘Conscience Alley’. As the woodcutter, you will walk through the middle of both lines whilst one by one the children give their reasons for and against cutting down the trees. When you reach the end of the lines, you can make your decision.

For example:

You won’t get paid if you do not finish the job. (Employer)

Where will we live if you cut down the trees? (Snake)

Then ask the children to write what they have said on the piece of coloured paper, using speech punctuation.

Main lesson

Having established groups for the main teaching session, explain that they are going to continue to write the next part of the rainforest story. To ensure children have a purpose for their writing you may want to tell them that you have misplaced your copy of The Great Kapok Tree or that the last few pages are damaged and you were due to read this story to the children in Reception or Year 1. Tell the children that they are going to write the end of the story so that you don’t have to disappoint the younger children.

Model writing the opening sentences of the next part of the story on the interactive whiteboard so as to ensure that all children are familiar with the use of direct speech and how to punctuate this correctly. Children can use mini-whiteboards or classroom tablets to write suggestions for dialogue that would be appropriate for the story. Use this time to assess whether the children are using punctuation correctly and address any misconceptions.

Practical application

Children can write the ending to the story using effective dialogue to add meaning to the text. Remind them of the learning objectives and ensure that you have provided scaffolds such as writing frames, microphones, prompts and examples of speech to ensure that all children can achieve. During the starter activity and the shared writing you will have identified those children requiring further support when using direct speech and these may form a guided group. What about those children for whom direct speech poses no difficulties? An effective way in which to continue to develop their use of direct speech is to place envelopes on their tables with a further challenge included. For example, ask them to include a conversation between three characters or try splitting the direct speech into parts.

Explain to the children that you have written the ending of the story but have forgotten how to write direct speech. Hand out some pre-prepared sentences relating to the story with all punctuation missing. Make sure that you differentiate accordingly. Ask the children to work in pairs to ‘correct’ the sentences using a marker pen and collect these to include on your working wall.

Assessment (measuring achievement)

Assessment for learning

Do not assume that all children will begin this lesson with the same degree of understanding about the use of direct speech.

Ask key questions to determine how much children know:

Why have you put the speech marks there?

Can you think of an alternative to ‘said’?

How do we know when the character is speaking?

Where do I include the exclamation mark?

What does this tell us about the character?

Ask children to identify speech during shared or guided reading sessions. Encourage them to change their voice when characters are speaking. Are they aware that speech marks indicate that someone is speaking? Do they change their voice according to the adverb or verb used to describe how the character is speaking? Use a wide variety of books that include speech, for example, Good Little Wolf by Nadia Shireen, Billy’s Bucket by Kes Gray and Garry Parsons, The Gruffalo by Julia Donaldson and Axel Scheffler and just about anything by Roald Dahl.

Use drama sessions to ask children to verbalise their thoughts whilst in character and then write them down on sticky notes using the conventions of direct speech.

Assessment at the point of learning

You will need to assess learning throughout the lesson so that you are able to provide the correct amount of challenge for all learners.

Take full advantage of mini-whiteboards to allow children to demonstrate what they know. They may be able to use inverted commas correctly, but have they remembered to include the full stop or question mark within the speech marks?

Encourage other adults working within the classroom to make a note of children who are having difficulties and address this immediately with the child, exploring misconceptions and modelling correct use of speech punctuation.

Ask children to explain why they have used specific verbs or adverbs to describe how a character is speaking. Do they understand why they need to include speech marks? Are they beginning a new line for a different speaker? How can you make this explicit in your teaching?

Assessment of learning

Have the children achieved the objective of the lesson and how do you know?

During the plenary, are children still making the same mistakes or have they moved on during the course of the lesson?

Are they enclosing the speaker’s exact words within speech marks?

Do they start each piece of speech with a capital letter?

Have they used a comma in the correct place when direct speech comes after the name of the speaker?

Have they started a new line for each speaker?

Furthermore, does the inclusion of dialogue in the text contribute to the overall effect of the writing? If children are simply including speech in order to fulfil a ‘checklist’ of criteria, they may not understand how it can fundamentally change a piece of writing and add to the tone, atmosphere and mood. When marking work, make comments explicit and refer directly to the learning objectives so that learners are aware of their success and how they can continue to move forward.

Some children may have a limited understanding of punctuation and so this will need consolidating prior to teaching speech marks. Use punctuation fans and bingo games to provide opportunities for children to become familiar with different types of punctuation.

Some children may benefit from a more visual approach and so try large speech bubble templates to write speech before adding it to text. Children who prefer an auditory approach may benefit from watching short film clips and identifying the speech within this context.

The use of drama to reinforce conventions of written speech will often support pupils for whom English is as an additional language as it provides opportunities for pupils to be more aware of their language use and orally rehearse their thoughts before committing them to paper.

For more lesson inspiration and for the theory behind how to develop good lessons, see the   Lessons in Teaching Series.

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Recognising Direct Speech Year 3 Speech Free Resource Pack

Step 1: Recognising Direct Speech Year 3 Spring 2 Resources

Recognising Direct Speech Year 3 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and application and reasoning resources. This pack is designed to work alongside our GPS Scheme of Work for Spring Block 3 .

What's included in the pack?

This pack includes:

• Recognising Direct Speech Year 3 Teaching PowerPoint.
• Recognising Direct Speech Year 3 Varied Fluency with answers.
• Recognising Direct Speech Year 3 Application and Reasoning with answers.

National Curriculum Objectives

English Year 3: (3G5.7)  Introduction to inverted commas to punctuate direct speech ​

Terminology for pupils:

• (3G5.7)  direct speech ​
• (3G5.7)  inverted commas (or ‘speech marks’) ​

Differentiation:

Varied Fluency Developing Questions to support recognising direct speech. Direct speech always has a reporting clause following it. Expected Questions to support recognising direct speech. Direct speech has a reporting clause at its start, middle or end, or is standalone writing. Greater Depth Questions to support recognising direct speech. Direct speech has a reporting clause at its start, middle or end, or is standalone writing. Questions feature more than one speaker.

Application and Reasoning Questions 1, 4 and 7 (Application) Developing Fill the gap in the sentence with an example of direct speech that makes sense. Direct speech always has a reporting clause following it. Expected Fill the gaps in the sentences with examples of direct speech that make sense. Direct speech has a reporting clause at its start, middle or end, or is standalone writing. Greater Depth Fill the gaps in the sentences with examples of direct speech that make sense. Direct speech has a reporting clause at its start, middle or end, or is standalone writing. Questions feature more than one speaker.

Questions 2, 5 and 8 (Reasoning) Developing Explain if direct speech has been written correctly within two sentences. Direct speech always has a reporting clause following it. Expected Explain if direct speech has been written correctly within a short passage. Direct speech has a reporting clause at its start, middle or end, or is standalone writing. Greater Depth Explain if direct speech has been written correctly within a short passage. Direct speech has a reporting clause at its start, middle or end, or is standalone writing. Questions feature more than one speaker.

Questions 3, 6 and 9 (Reasoning) Developing Identify the direct speech within two sentences and explain how it was identified. Direct speech always has a reporting clause following it. Expected Identify the direct speech within a short passage and explain how it was identified. Direct speech has a reporting clause at its start, middle or end, or is standalone writing. Greater Depth Identify the direct speech within a short passage and explain how it was identified. Direct speech has a reporting clause at its start, middle or end, or is standalone writing. Questions feature more than one speaker.

This resource is available to download with a Taster subscription.

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What are speech marks?

Inverted commas (also known as speech marks and quotation marks ) are punctuation marks that show us where direct speech starts and ends.

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Speech marks are not used if we are writing indirect (reported) speech.

How are speech marks used?

Speech marks or inverted commas are used to show what the words actually spoken by a person or character are. Direct speech is separated from a reporting clause by a comma . For example:

As demonstrated in the example, the words spoken directly ( Although I wish they wouldn't my children fight all the time ) are marked by speech marks. The words spoken have also been separated by a reporting clause ( she sighed ).

When two or more people are having a conversation, a new line for each speaker is used , as this clarifies who is speaking. For example:

How are speech marks taught in the primary classroom?

When speech marks are first introduced in Year 3 , there is a lot of use of drama and reading class texts aloud. Children will identify direct speech within texts they are reading as a class. 

In Year 4 there is more focus on multiple speakers.

In Years 5 and 6, children will be taught and expected to use the correct punctuation for speech, with multiple speakers and reporting clauses breaking up the direct speech.

When are speech marks taught in the primary-school classroom?

Inverted commas are first taught in Lower Key Stage 2, in Year 3. As punctuating direct speech is a fundamental primary-school writing objective , the use of speech marks will be reinforced in every subsequent year group.

In Year 3, teachers will focus more on simply punctuating the spoken words with inverted commas to indicate the specific words that have been spoken. In Year 4, this progresses onto using commas to separate the reported clause from the direct speech, and then using other forms of punctuation other than full stops within the inverted commas. For example:

In Years 3 and 4, children learn that the reporting clause can be positioned before or after the direct speech in the sentence.

During the SATs Spelling, Grammar and Punctuation test taken at the end of Year 6, children are also likely to be asked a question about inverted commas and/or the correct punctuation needed to show speech. For example:

By the end of Year 6, when a child’s writing is assessed, they will be expected to use speech to move the action in their stories forward and to punctuate correctly. 

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Direct Speech

What is direct speech.

Direct speech is a sentence where the exact words spoken by somebody are recorded in inverted commas (also known as speech marks). Inverted commas are used to show which written words are spoken by the character and other punctuation is used to help the reader understand when each character starts and stops speaking. Usually, the spoken words are accompanied by a reporting clause which contains a speech verb and reveals the identity of the speaker.

How to punctuate direct speech

To punctuate direct speech, follow these simple rules:

Start a new line for each new speaker. This helps the reader to keep track of who is speaking.

Add a pair of inverted commas around the words spoken by the character. The first pair of inverted commas should go before the first spoken word and the second pair should go after the punctuation which follows the last spoken word.

Begin the spoken words with a capital letter.

Add closing punctuation to follow the last spoken word. This could be a comma, full stop, exclamation mark, question mark or even an ellipsis if the character's thoughts trail off.

Use a comma to separate the direct speech and reporting clause.

Our KS2 English Journey scheme based on the beautifully illustrated book by Aaron Becker, is a fantastic way to introduce children to direct speech punctuation.

Children tend to find rules three and four the most difficult so make sure you explicitly teach the following:

a. If the reporting clause comes before the spoken words , add a comma to separate the clause from the direct speech and a full stop within the inverted commas to indicate the end of the sentence. For example, Isa suggested, "Let's get a closer look."

b. If the reporting clause comes after the direct speech, add a comma (or other appropriate punctuation) within the inverted commas to indicate that the sentence continues and a full stop after the reporting clause to indicate the end of the sentence. For example, "Let's get a closer look," Isa suggested.

c. If the reporting clause comes in the middle of the direct speech, add a comma within the inverted commas for the first piece of speech, a comma after the reporting clause before the second piece of speech and a full stop following the reporting clause to indicate the end of the sentence. For example, "Let's get a closer look," Isa suggested, "I want to know where the tunnel leads."

When do we use direct speech?

Direct speech is used in narratives to reveal more about the thoughts, motivations and personalities of the characters, and to let new characters introduce themselves.

Using dialogue between characters is also a quick and engaging way to move on the plot of a story. For example, an instruction from a character is a useful plot device as it can prompt another character to act or move to another time or location (e.g. "Lock the door.","Go to the tower.", "Recover the diamond.").

Questions can let characters explain where they have been or what they have been doing offstage ("Why are you late?', "Where have you been?, "Why are you doing this?).

Statements can tell you more about a character's surroundings ("It's a beautiful day.", " That door wasn't there before.") or where they stand on a particular issue ("I don't agree.", "This is a risky plan.").

Inspire your children to write effective dialogue for an adventure story with our KS2 One Thousand and One Arabian Nights scheme.

Misconceptions when punctuating direct speech

Understanding and applying the rules for direct speech is no mean feat. Here are the top five misconceptions that children may have as they learn how to punctuate direct speech.

Children do not know to include punctuation inside the inverted commas.

Children do not know when to use a comma instead of a full stop inside the inverted commas.

Children incorrectly position inverted commas around the beginning and end of a full sentence rather than around the spoken words.

Children do not apply the new speaker, new line convention.

Children capitalise the first word in a reporting clause that comes in the middle or at the end of the speech sentence. This often accompanies a misuse of a full stop as closing punctuation inside the inverted commas.

Addressing these misconceptions needs careful and explicit teaching. Here are five top tips for teaching children how to punctuate direct speech in KS2.

Make sure to provide children with variety of examples which use different sentences structures.

Encourage children to find different speech sentences in their reading books and explore the similarities and differences between them.

Provide examples of incorrectly punctuated speech sentences and ask children to spot and correct the errors (identifying errors in given texts is so much less daunting than jumping straight into applying the rules within your own writing).

Give children focused editing time either as a discrete activity where children to add punctuation to unpunctuated text or where they spot and correct direct speech punctuation during independent writing.

Offer children the opportunity to read and perform their dialogue (as this can really help child get to grips with why punctuation is so important for the reader).

Teaching progression in direct speech - Year 3

Direct speech is introduced in the Year 3 English Curriculum. Here, children should be taught the correct terminology for 'inverted commas' and given opportunities to practise forming these correctly (during your regular handwriting sessions can work well). When children can identify and create inverted commas, they are ready to apply these to speech - adding opening and closing inverted commas around spoken words.

An engaging, hands-on activity to help children understand where to position the inverted commas in a speech sentence is to ask children to write speech sentences on whiteboards and add macaroni around the spoken words to represent the opening and closing inverted commas. This activity can be extended to include speech and a reporting clause to consolidate understanding and to address the misconception that inverted commmas are used at the beginning and end of the sentence, rather than at the beginning and end of the spoken words.

Introduce your children to direct speech with our magical Year 3 The Snowman scheme which provides children with the foundations for punctuating direct speech.

Teaching progression in direct speech - Year 4

In Year 4, the focus should be mastering all of the punctuation required to indicate direct speech. This includes the use of a comma to separate the reporting clause from the piece of speech as well as using punctuation within inverted commas: The conductor shouted, “Sit down!”. Children will need plenty of modelled examples as to when to use the different punctuation marks inside inverted commas to get to grips with when to use a comma, full stop and other punctuation.

By the end of Year 4, children should be able to choose more precise speech verbs for their reporting clause, using verbs such as growled, snarled, whispered, mumbled to let the reader know more about the speaker's personality or mood.

One way to help chidren understand the rules of punctuating direct speech is to use a text message template to show an exchange of dialogue between characters. This helps children understand that the speech for each character starts on a new line. It is also helpful for reinforcing the learning point from Year 3, that only the spoken words should be included within the opening and closing inverted commas. Children can use the speech given in the model as the basis for writing their own dialogue between the two characters, constructing their own reporting clauses using appropriate speech verbs and adverbs.

Why not use the our KS2 English Journey scheme or our Text to Speech FreeBee to give children an opportunity to practise using direct speech in their writing?

Teaching progression in direct speech - Year 5

In Year 5, children should be able to vary the structure of their speech sentences, positioning the reporting clause at the beginning, in the middle or at the end of the spoken words. Here, children should consider the impact of these choices on pace and intensity. Children should be taught that the reporting clause can reveal a lot about how the words are spoken and the character of the speaker and start to experiment with adding additional clauses to add further contextual detail.

As children become more proficient with the direct speech punctuation and sentence structure, the focus of teaching should shift to encouraging children to write coherent and effective dialogue which conveys character and/or advances the action of the story.

Teaching progression in direct speech - Year 6

By Year 6, children should be able to vary the structure of their speech sentences and extend these to provide the reader with extra details about the speaker or their environment. Children should continue to write dialogue which conveys character and/or advances the action of the story,. The focus of teaching should shift to ensure that the children can integrate dialogue well into their narratives and that they know how to strike a balance between dialogue and description to produce an enjoyable or gripping experience for the reader.

In additon, children should also be taught how and when to use the structures associated with formal and informal speech to help set the tone of their piece or to contextualise their writing within a certain time period. To do this, use texts which allow you to explore a variety of speech conventions used by different characters such as those by Arthur Conan Doyale (e.g. Sherlock Holmes) or Charles Dickens (e.g. Scrooge, the Artful Dodger).  

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Year 3 Punctuating Direct Speech – KS2 Grammar Burst Resource Pack

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This powerful KS2 grammar resources pack provides everything you need to teach a series of five lessons on speech punctuation using inverted commas in Year 3, culminating in an extended writing task where children can use their grammatical understanding in context.

What is included in this direct speech KS2 resource pack?

• Speech Punctuation PowerPoint with explanations, examples and activities to introduce this topic to your class
• Speech bubble cards (with colour and ink saver versions)
• Blank speech bubble cards (with colour and ink saver versions)
• Challenge sheet - circle the inverted commas, underline the direct speech within a sentence, rewrite speech within the speech bubble as direct speech and write a simple conversation using inverted commas to punctuate speech
• Uplevelling sheet
• Writing plan
• Writing paper
• Teacher’s notes

What are inverted commas ?

Inverted commas go before and after direct speech, surrounding what is said. They are also known as speech marks .

When to use inverted commas

Use inverted commas to mark the beginning and end of direct speech (a speaker’s words written exactly as they are spoken).

Inverted comma examples

The conductor shouted, “Sit down!”

“I’m bored,” he complained.

“What’s that noise?” he asked. “Your sister!” his dad replied.

National Curriculum English programme of study links

Pupils should be introduced to inverted commas to punctuate direct speech.

This resource is part of the Grammar Bursts collection. View more from this collection

• Speech Punctuation PowerPoint
• Challenge worksheet
• Uplevelling sheets
• Writing sheets
• Teacher's notes

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Direct Speech — Rewrite the Sentence (Years 3-4)

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Help children practise writing direct speech with this worksheet. Can they use inverted commas and punctuation marks to rewrite the sentences correctly?

Children can check their work using the answers provided.

• Key Stage: Key Stage 2
• Subject: English
• Topic: Inverted commas
• Topic Group: Punctuation
• Year(s): Years 3-4
• Media Type: PDF
• Resource Type: Worksheet
• Last Updated: 23/10/2023
• Resource Code: E2WAC131

Indicate grammatical and other features by using and punctuating direct speech.

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