AC9E4LA07: Investigate how quoted (direct) and reported (indirect) speech are used

Keep the speaker’s words or report the message

Learning intention: I can compare direct and reported speech, keep a speaker’s meaning accurate and choose a form for a purpose.

Direct or quoted speech presents words as the speaker’s exact words. Reported or indirect speech tells the message within the reporter’s own sentence. Both forms need a clear speaker and a faithful message.

Preparation model: Mina said, “I need a ruler.” A faithful report is: Mina said that she needed a ruler. I becomes she because another person is reporting Mina’s need; the person and the needed object stay the same.

• I can identify the speaker and distinguish an exact quotation from a report.
• I can preserve who did what, amounts, uncertainty and important limits.
• I can use the speaking and reporting context to choose clear pronouns and time/place words.
• I can create both forms and explain why exact voice or a concise summary suits a task.

Materials and time: Allow about 25–35 minutes with the fictional examples, paper and a pencil. Read aloud, dictate or use usual communication support as needed. No recording, account or external conversation is required.

Words for talking about speech

Direct quotation

The speaker’s words presented exactly, with quotation marks in prose dialogue.

Reported speech

A retelling of the speaker’s message within another sentence; the whole message is not presented as an exact quote.

Reporting clause

Wording such as Mina said or the guide explained that identifies who spoke and how the message is presented.

Attribution

Giving the words or message to the correct speaker.

Context

Who spoke, who listened, when and where they spoke, and when and where the report is made.

Certainty

How definite a message is. Might does not mean definitely will; a suggestion is not automatically a promise.

In our prose examples, double quotation marks enclose direct speech. Consistent single quotation marks can also be used. Detailed dialogue punctuation is taught in AC9E4LA12; this lesson focuses on forms, meaning and purpose.

Four worked comparisons

1. Same message, different form

Context: Mina tells her teacher, “I am ready now.” At home that evening, the teacher recounts the morning event.

Think aloud: “I name the original speaker first. I keep readiness as Mina’s message. In the later report, I make the earlier moment clear. I do not silently change Mina’s original quoted words.”

2. Track the speaking day and place

Context: At school on Monday, a group says, “We will return tomorrow.” On Thursday, a teacher reports that plan.

Model: The group said that they would return on Tuesday. Tuesday is the day after the original Monday; it is not the day after the Thursday report. This reports their plan, not proof that the return actually happened.

A different context: At 9 am on Monday, the organiser says, “The meeting is today.” At 10 am on that same Monday, a learner can report: The organiser said that the meeting is today. Today still points to Monday. A continuing fact such as “A triangle has three sides” can also stay present: The teacher said that a triangle has three sides. Tense does not always have to shift.

Here also depends on place. If someone says “I left my hat here” at the hall, a later report from home can name the hall. If the reporter is still at the hall, here may remain clear. Use the context, not a rule that replaces every time or place word automatically.

3. Keep uncertainty and limits

Source: Jo said, “I might arrive late.” Faithful report: Jo said that she might arrive late. Changed message: Jo promised to arrive late. Promised makes a commitment that might did not make.

Source: The captain said, “We found eight balls, but two are flat.” Faithful report: The captain said that the team had found eight balls and two were flat. Saying all eight were ready to use would hide the important limit and add an unsupported conclusion.

Reporting verbs matter. Said is often neutral. Promised signals a commitment; whispered adds information about a quiet voice; admitted can suggest acknowledging something unwelcome or wrong. Use a stronger verb only when the source or situation supports it.

4. Choose exact voice or a concise report

Exact source: A gardener said, “The seedlings looked like tiny green flags.” A feature story can quote this comparison to keep the gardener’s voice. A short meeting record could report: The gardener described the seedlings’ appearance. The report is shorter but loses the memorable image; choose according to the writing purpose.

Mixed form: The gardener described the seedlings as “tiny green flags”. The short quoted phrase is exact and the rest reports the message. A report can include a marked exact phrase; mixed wording is not automatically incorrect.

Evidence limit: If your only note says The gardener asked for more water, you know the message but not the exact words. Report the request. Do not invent “Give me water now!” and attribute that quote to the gardener. In an explicitly fictional scene you may invent a character’s words, keeping fiction separate from a real or supplied source.

Who does I, you, my or we refer to?

Original: Lina tells Ben, “You may use my spare pen.” Ben’s report to a teacher: Lina said that I could use her spare pen. I is Ben in this report; her refers to Lina. The owner and permitted user have not changed.

If Lina reports her own words, she can say: I said that Ben could use my spare pen. I does not always become she or he; it depends on who is reporting. Repeating a name can be clearer than using an uncertain pronoun.

Quick check: Tess says, “Our group needs two helpers.” A person outside the group reports: Tess said that her group needed two helpers. Check the group and the number; do not turn it into only Tess or the whole school.

Official curriculum and lesson boundary

AC9E4LA07: investigate how quoted (direct) and reported (indirect) speech are used

E1: investigating examples of quoted (direct) speech; for example, “He said, ‘I’ll go to the park today.’” and reported (indirect) speech; for example, “He told me he was going to the park today.” and why they have been used in different contexts

The official pair preserves today; it does not require replacing that word in every report. Our Mina, group-return, uncertain-arrival and gardener examples investigate both forms and why writers select them. Original writing and reporting tasks provide evidence beyond recognising quotation marks.

Curriculum wording is attributed to ACARA. Australian Curriculum Version 9.0 is the canonical source. All teaching conversations are original fictional examples.

Prerequisite: read short sentences and identify their speaker. Stay within Year 4: focus on faithful messages and clear context. Do not require advanced tense-conversion tables, reported-question word-order drills or dialogue-punctuation terminology as the core of this code.

Teach, compare, create and check

1. Model: Read Mina’s exact words, name who I refers to and compare the later report. Explain why the words outside the quotation belong to the narrator.
2. Guide: Mark Monday and Tuesday on a simple week strip. Read the group’s Monday plan and Thursday report. Ask learners to name the original tomorrow before changing the wording. Check that nobody moves the plan to Friday.
3. Apply: Partners invent a short fictional utterance. Each writes its direct form, reports the same message and identifies one preserved detail. Compare a might-version with a promised-version and explain the difference.
4. Assess: Use the exit ticket below. Read the actual quote, report and explanation. If a pronoun changes the person, label speaker/listener/reporter with names; if a report changes certainty, return to the source’s exact modal word.

Common mistakes and practical support

• “Any words in a report must be exact.” Reported speech gives the message, not necessarily the original sentence. You need the exact source before claiming a direct quotation.
• “I always becomes he or she.” A speaker reporting their own words can still use I. Track people rather than applying a substitution list.
• “Today always becomes the next day.” Check the original and reporting times. Same-day reporting may retain today; naming the actual day often helps.
• “Said, promised and admitted mean the same.” Stronger verbs can add commitment or judgement. Keep only what the context supports.
• “A shorter report may ignore important limits.” Preserve quantities, negatives, uncertainty and exceptions that change the message.

Support: use one speaker and one short message, keep names instead of pronouns, and let the learner dictate or point while explaining. Core: create both forms from an exact utterance and explain a pronoun/time or purpose choice. Extend within this code: combine a concise report with one exact quoted phrase, or compare two reports for a subtle certainty/attribution change. Do not reward extra complexity that changes meaning.

Important questions and answers

Does reported speech always change the tense?

No. A later account often uses past wording, but a continuing fact or a message still true now can retain present wording. The supplied context decides what is clear and accurate.

Can a reported sentence include a quotation?

Yes. It can include a clearly marked exact phrase while reporting the rest, as in the gardener’s “tiny green flags” example.

Why not change a speaker’s awkward words inside a direct quotation?

A quotation claims to preserve the words. Paraphrase faithfully outside quotation marks instead of silently putting different words into the speaker’s mouth.

Is direct speech always better than reported speech?

No. Exact wording helps preserve a voice or a precise statement; reported speech can summarise a message efficiently. Choose for the task.

Assessment-style question

On Tuesday, Mila says, “I might bring my kite tomorrow.” On Friday, report her earlier plan and name its day. Explain one detail you must preserve.

Model: Mila said that she might bring her kite on Wednesday. Might preserves uncertainty; Wednesday names the day after her original Tuesday. The report does not prove she brought the kite. Review hint: check person, plan, day and certainty separately.

Exit ticket: create a faithful report

Original exact words: “I can lend one puzzle, but I need it back on Monday,” said Alex. A brief club notice needs the offer and its important limit.

1. Write Alex’s message as a direct quotation with the correct speaker named.
2. Write a concise reported version for the notice, preserving the number and return day.
3. Explain why a report suits a short notice and identify one detail it must not lose.

One model: Alex said, “I can lend one puzzle, but I need it back on Monday.” Alex said that they could lend one puzzle and needed it back on Monday. A report can fit the practical offer into a concise notice; it must keep the one-puzzle limit and Monday return requirement.

Adult check: inspect all three actual responses. Accept grammatical alternatives and unambiguous named-person reports. Do not accept a promise to give away several puzzles, a changed return day, or an unsupported claim that the loan already happened. If a detail changes, compare each part with the original before trying again.

New Zealand: broad primary English speaking, listening, reading and writing alignment for representing speech and preserving speaker meaning; confirm the current phase and local sequence. This is a planning reference, not an exact code equivalence.

Curriculum equivalents for Investigate how quoted (direct) and reported (indirect) speech are used

Mapped skill: investigate how quoted (direct) and reported (indirect) speech are used

These references identify matching or closely related learning. Curriculum sequence, terminology and depth vary, so teachers should use the mapped skill and lesson difficulty to confirm suitability.

Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. Victoria and NSW entries name the closest published state codes or outcomes; international entries are planning references rather than claims of identical curricula.

• Australian Curriculum Version 9.0
• Victorian Curriculum F-10
• NSW Curriculum
• Common Core State Standards
• England National Curriculum
• New Zealand Curriculum
• NCERT textbooks

• AC9E4LA01: Explore language used to develop relationships in formal and informal situations
• AC9E4LA02: Identify the subjective language of opinion and feeling, and the objective language of factual reporting
• AC9E4LA03: Identify how texts across the curriculum have different language features and are typically organised into characteristic stages depending on purposes
• AC9E4LA04: Identify how text connectives including temporal and conditional words, and topic word associations are used to sequence and connect ideas
• AC9E4LA05: Identify text navigation features of online texts that enhance readability including headlines, drop-down menus, links, graphics and layout
• AC9E4LA06: Understand that complex sentences contain one independent clause and at least one dependent clause typically joined by a subordinating conjunction to create relationships, such as time and causality
• AC9E4LA08: Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity
• AC9E4LA09: Understand past, present and future tenses and their impact on meaning in a sentence