2022/2023

Year 4
Literacy Revision

Student Name:
_______________________
Class:
_______________

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 Final Exam Coverage

Unseen Comprehension
1. Grammar Topics:
Week 1:GB U19: Direct Speech
SB U4 P.42: Direct speech
WB: U4 P.26 Direct Speech

Week 2: GB U17: Apostrophes

SB: U4 P.43 Apostrophes
WB: P.26,27
SB: U4 P.48 Past, Present and Future.

Week 3: Unit U13: Adjectives (2)

SB: U5 P. 55 Adverbs & Adverbial Phrases
SB P. 33: Adverbs and Adverbial Phrases.
WB: P.32 Adverbs & Adverbial Phrases

Week 4: GB U18: Paragraphs.

SB: P.61 Paragraphs
WB: P.34 Paragraphs.

Week 5: Student’s Book page 66: Commas

Week 6: GB U16: Prefixes

Week 7: GB U20: Using Commas

Week 8: GB U14: Prepositions

GB U15: Adjectives (Comparative & Superlatives)

Week 9: GB U11: Pronouns

GB U12: Main Clauses

2. Vocabulary & Spelling

Unit 4: Other people, other places
Unit 5: The only problem is…
Unit 6: Making the Headline
Unit 9: Imaginary World

3. Writing:
Traditional Story
Realistic Fiction
Newspaper Report

4. Novel: SWAN LAKE Ch.1 à Ch. 10

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Table of Contents
I. Grammar ....................................................................................................................... 4
1. Direct Speech ......................................................................................................................... 4
2. Apostrophe............................................................................................................................. 6
3. Adjectives ............................................................................................................................... 9
4. Adverbs & Adverbial Phrases............................................................................................. 12
5. Paragraphs .......................................................................................................................... 14
6. Commas ............................................................................................................................... 16
7. Prefixes ................................................................................................................................ 17
8. Prepositions ......................................................................................................................... 19
9. Pronouns .............................................................................................................................. 21
10. Main Clauses ................................................................................................................... 22
II. Writing .................................................................................................................... 24
1. Features of a Traditional Story (Fiction) ......................................................................... 24
2. Features of a Realistic Fiction Story (Fiction) ................................................................. 24
3. Features of a Newspaper Report (Non-Fiction) ................................................................ 25
4. Features of a Fantasy Story (sci/Fi) (Fiction) .................................................................. 26
III. Reading Comprehension......................................................................................... 27

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 I. Grammar
1. Direct Speech

Inverted commas (sometimes called speech marks or quotation marks) are placed
around direct speech to show what a person is saying.

The Rules of Direct Speech

1. Speech Marks
In direct speech, punctuation is used to separate the spoken words, or dialogue, from
the rest of the text. The words that are directly spoken by a character, i.e., the direct
speech, should be placed inside speech marks.
For example:
“Can I ask you a question?”, Emily enquired.

“I’m far too tired to play football today”, yawned Sam.

2. A New Speaker = A New Line

Another rule that must be followed when using direct speech is that each time a new
person is speaking, you must take a new line. Direct speech is designed to help the
reader follow the dialogue in a text. This is why it is so important to structure it
clearly. To help the reader follow who exactly is speaking, you must take a new line for
each new speaker.

For example:

“I didn’t see you at school today,” said Hannah, looking concerned.

“I wasn’t feeling very well, so I took the day off sick,” explained Tom.
“You poor thing! I hope you’re feeling better tomorrow,” Hannah remarked, giving her
friend a hug.
“Me too,” Tom pouted.
3. Reporting Clauses
A reporting clause occurs after direct speech and indicates to the reader who is
speaking.
For example:

“How was your holiday?”, asked Mrs Anderson.

In the example above, the reporting clause, ‘asked Mrs Anderson’, tells us who is
speaking in the text and how their speech was said. For example, he said; she asked; he
stated; they explained, etc...

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 4. Punctuation Inside Speech Marks
Inside speech marks, direct speech should always begin with a capital letter. At the end
of each section of direct speech should always be a punctuation mark of some kind.

For example:

“Help! I can’t swim!”

“Hello there, Amy. Can I help you?”

5. Moving the reporting clause

Sometimes you will find that the reporting clause is placed in the middle of a piece of
direct speech.

For example:

“I am excited to play hockey at the weekend,” said James, “My favourite instructor will
be there.”

PRACTICE
Spot the Missing Speech Marks.

1. What’s for dinner? Jacinda asked her dad.

2. The witch looked at her sisters and asked, When will we three meet

again?

3. The mouse looked at the fox and quivered, Please don’t eat me.

4. I’m stuck! Declared Sam as he held up his hand. Can you help me please?

5. Goal! shouted the boy as the ball went to the back of the net.

6. John, can you hold this? Asked Joanne.

7. Off with her head! Shouted the Queen of Hearts.

8. The policeman asked, Can I see your licence please?

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 2. Apostrophe
The apostrophe ( ’ ) is used to show that something belongs to someone. It is usually
added to the end of a word and followed by an -s.

o -’s is added to the end of singular words.

a baby’s pushchair
Hannah’s book
a child’s cry
o -’s is added to the end of plural words not ending in -s.
children’s games
women’s clothes
people’s lives
o -’s is added to the end of names and singular words ending in -s.
James’s car
the octopus’s tentacles
o An apostrophe alone (’) is added to plural words ending in -s.
Your grandparents are your parents’ parents.
We’re campaigning for workers’ rights.
They’ve hired a new ladies’ fashion guru.

PRACTICE

Rewrite each sentence below so it includes an apostrophe to show

possession.

a) Conor is looking at the bike which belongs to Isla.

_____________________________________________________________

b) The long, warm coat which belongs to Martin is hanging up in the hall.

_____________________________________________________________

c) These are the parents that belong to Lucy.

_____________________________________________________________

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 d) The wheels that belong to the car splashed through the puddles on the road.

_____________________________________________________________

Choose the Sentence with the Correct Apostrophe

1. The tiger’s roar echoed through the trees.

The tigers roar echoed through the tree’s.

2. The snake’s coils were hanging from the tree.

The snakes coil’s were hanging from the tree.

3. As Summer arrived, the bear’s fur began to shed in large patches across its
body.

As Summer arrived, the bears fur began to shed in large patche’s across its
body.

4. The elephant’s tusks parted the branches as it walked through the jungle.

The elephants tusk’s parted the branches as it walked through the jungle.

Please write out each sentence again with the missing apostrophe.

1. Staceys mum always bakes a cake at the weekend

_____________________________________________________________

2. In the sea, the sharks fins liced through the water.

_____________________________________________________________

3. Charlys football went over the wall when he kicked it too high!

_____________________________________________________________

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4. Spains weather can get very hot, especially in summer.

_____________________________________________________________

5. The lions roar echoed through the savannah.

_____________________________________________________________

6. The cars engine suddenly stopped working.

_____________________________________________________________

7. In the evening, Marcus dog barked because he was hungry.

_____________________________________________________________

8. The firefighters job was to put out the fire.

_____________________________________________________________

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 3. Adjectives
An adjective is a part of speech that can be used to describe or provide
more information about a noun or pronoun that acts as the subject in a
sentence. Adjectives are words that describe or modify other words, making your
writing and speaking much more specific, and a whole lot more interesting.
Adjectives are found after the verb or before the noun it modifies.
There are a number of different categories of adjectives, for example:
• Colour adjectives – a yellow ball
• Number adjectives – six eggs
• Number-order adjectives – It was the second time she had failed her piano
test
• Feeling adjectives – Josh felt pleased
• Comparative adjectives – long, longer
• Superlative adjectives – long, longer, longest

PRACTICE

Circle each number, colour, order or feeling adjective in each sentence below.

1. The green tree looked very healthy.

2. There can be up to ten players on the basketball court.
3. I have five fingers on my hand.
4. Ahmed won the third place in the race.
5. I was pleased to see my old friends last night.
6. We have fifteen more days of summer.
7. My family was thrilled to go on vacation.
8. I bought a black shirt for the play.
9. Our house is the last one on the street.
10. The blue sky looked beautiful at the beach.

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Comparative & Superlative Adjectives

Comparative Adjectives are words used to describe a noun by comparing it to

another noun. We usually think of ‘er’ words like bigger or smaller, but they can
be a little trickier than that.
Superlative Adjectives are words used to describe a noun when comparing it to
two or more nouns to the highest or lowest degree. Think: big, bigger, biggest, or
small, smaller, smallest.
RULES

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 PRACTICE
Use the adjectives between brackets to fill the gaps.

1. I think I am the _______________ kid in the class. ( strong)

2. I am _____________ today than I was yesterday. (old)

3. Timmy always has the ______________ ideas. (bright)

4. My cat is _______________than your dog. (cute)

5. That box was _________________ than all the others. ( heavy)

6. He is the ________________ person around. ( mad)

Base word Comparative – Add Superlative – Add suffix

suffix ‘er’ ‘est’

cuddly

rude

grey

straight

fit

fluffy

gentle

high

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 4. Adverbs & Adverbial Phrases
An adverb is a word that tells you more about a verb, adjective, or adverb. It
can explain how, when or where. How? He angrily shouted; When? Yesterday,
we painted; Where? We are waiting here.

An adverbial phrase is a group of words that acts like an adverb—i.e., it

modifies a verb, adjective, adverb, or even a whole clause.

Like adverbs, adverbial phrases can be used to describe how (e.g., “with
sadness”), where (e.g., “behind the bookshelf”), when (e.g., “in the morning”),
and why (e.g., “to buy groceries”).

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 PRACTICE

Underline the adverb or adverbial phrase and circle the verb it modifies.

1. Alexandra practiced soccer frequently.

2. The small girl eagerly licked her ice cream cone.

3. We expect rain all week.

4. On Saturday mornings, I go jogging.

5. In the office, Kara told me about her holiday.

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 5. Paragraphs
A paragraph is a group of sentences about one main idea. It can be short
or long, depending on the if the topic or idea you have been covering has been
fully explored in that paragraph.
To start a paragraph, you should indent the first line. Indents are moving
the first line of a paragraph to the right. It’s usually 2 finger spaces, or 5 letter
spaces. The first sentence of every paragraph should be indented to show where
the paragraph begins. The rest of the sentences should be lined up after.

Why do we use paragraphs?

• They break up long chunks of writing making it clearer and more
interesting for the reader.
• They provide a clear structure and order to our writing.

When to start a new paragraph?

1. Topic change/ New Idea: begin a new paragraph when a new topic takes
place. For example, if the author describes the setting and moves on to
describe the character’s thoughts or reactions to the setting, create a new
paragraph or if the author moves on from one of the following to the
other.
a. The idea that the author is discussing
b. The action that is happening
c. Whenever a sentence starts with the word ‘suddenly’ or if the
author makes any significant change.
d. The character that the author is writing about.
2. Setting Change: Remember that the setting includes both time and place.
If the story shifts from one place to another or one time to another, begin
a new paragraph.
3. In Dialogue, when a new character speaks: Each time a different
character speaks, create a new paragraph. Note that this is also true with
thoughts.

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 PRACTICE

I need a doctor screamed the woman as she rushed into Casualty. I’m a doctor
yelled Dr Crown, hurtling down the hospital corridor. What seems to be the
problem? I’ve gone deaf said the woman. I woke up this morning and I wasn’t
able to hear anything out of my right ear. And she went on it tickles. Oh dear
said Dr Brown. That does sound nasty. Let me take a look at it. He led her into a
consulting room and shone a bright light in her ear. Hmmm, yes he muttered.
Do you have any children madam? I have a little boy, Liam. He’s only four. But
what has that got to do with my ears? Did you make him have peas for dinner
last night? The woman nodded. I did, but I don’t see what this has got to do
with me going deaf. Keep quite still said Dr Brown. You may feel an odd
sensation but it shouldn’t hurt. Ow yelled the woman, who certainly appeared to
think that it had hurt. Aha! Exclaimed Dr Brown. He showed her the point of a
pen lid, on which perched a slightly waxy-looking pea. I think your son got his
revenge while you were asleep.

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 6. Commas

When should I use a comma Example

To separate items in a list or series.
To separate a word or phrase that
works as a sentence opener.
Before or after direct speech
Before and, but or so in a compound
sentence.
To introduce someone.
To address someone
To separate a city and country
To separate extra information that is
added to the sentence
I have a pen, pencil, eraser, and a ruler in
my pencil case.
Next, we will go shopping.
In the morning, we will go shopping.
She said, “I love winter.”
“It’s the best season!”, he replied.
I was cold, so I put my hat on.
My dog, Boo, loves to roll in the snow.
You need to study your lessons, Samar!
The weather is great in Cairo, Egypt.
The children, who are in my class, are
amazing.

PRACTICE
Add the missing commas to the following sentences.
1. Under the sofa I found an apple and a stuffed toy.
2. The bike was new red shiny and fast.
3. I will send this letter to Paris France.
4. I suggested pizza but everyone else wanted Chinese food.
5. Sadly I got sick and couldn’t go on vacation.
6. I went to the zoo and I saw a cheetah.
7. Ryan did you see that bird?
8. It’s raining so let’s grab our umbrellas.
9. Stop annoying me Sally!
10.My friend Sam is going to Madrid next summer.

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 7. Prefixes
A prefix is a group of letters we add to the beginning of the word.
Prefixes change the meaning of the word.

The most common prefixes are un , re and dis.

un Un means not (as in unhappy = not happy) or the reverse of,

or opposite of (as in untie).

dis dis means not or the opposite of, or the reverse of (as in disconnect)

re Re means again (redo = do again) or back (as in repay).

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 PRACTICE
Copy the sentences, changing each verb to give the opposite meaning.
1. After coming in, Ahmed bolted the door.
2. You have to connect the screen.
3. The football players obeyed the rules.
4. The dog trusted the man.
5. Jenny managed to please her sister.
6. I like apples.

Write the opposite of each verb by adding the prefix un or dis.

Word Opposite Word Opposite

wrap tie
allow fold
dress agree
trust please
arm like

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8. Prepositions

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 PRACTICE
Underline the preposition in each of the following sentences
1. A dog sat under the kitchen table.
2. There was a yellow ball in front of the sofa.
3. A toy doll was between two toy soldiers.
4. There was a cup next to a glass.
5. I was standing behind the counter.

Think of a preposition to complete each sentence.

1. Emma sat ______ the living room ___________ the warm fire.
2. Danny walked ______________ and ___________ the bathroom.
3. The new puppy hid ______________ the kitchen table.
4. Cara sent a card _______ Ellin _______ herr birthday.
5. Roy hit threw the ball _________ window and ran ___________ the
road.
6. You should always listen _____________ your parents.
7. The cat fell ______________ the tree.
8. We were all laughing _________ Eva’s joke.
9. Look _______ this amazing bird.
10. The magician gave __________ cards to his audience.

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 9. Pronouns
A pronoun takes the place of a noun.
Subject pronouns act as the subject (or the doer of action) in a sentence.
Object Pronouns act the object (or receiver of action) in a sentence.

PRACTICE
Replace the underlined word with a pronoun.
1. Sam and I are going to the swimming pool on Saturday. Sam and I are going to
the cafe afterwards. ______________
2. I got a dog from Pet Rescue. The dog is called Scrubby. ______________
3. The students have been practicing a new song. The students will perform it for
their parents during the morning line. ______________
4. The girl is learning about animals. The girl will make a presentation about their
different habitats. ______________
5. My mother was carrying a lot of bags. I carried some of them to help my
mother. ______________
Replace the noun in brackets with a pronoun to complete the sentences.
1. I made a margarita pizza for ________________. (Sally and John)
2. Mom will set up the game for ____________. (You and I)
3. Paul and Laura missed the bus. _________ were late for the birthday party.
(Paul and Laura)
4. The coach gave the team vests to ________________. ( Ben and I)
5. You couldn’t wait to show your report card to ____________. ( your parents)

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 10. Main Clauses

A main clause (sometimes referred to as an independent clause) must contain a

subject and a predicate.
It makes sense on its own and can be used as a whole sentence.
The predicate is the verb and the rest of the sentence which tells what is
happening.

PRACTICE

Circle the subject, underline the predicates and tick the verb in each sentence.
1. The Earth is round.

2. Emily sang at the party.

3. The dog was chewing the bone.

4. The music sounds soothing.

5. The shoes look expensive.

Write these sentences again, changing the subject with the object in each one.

1. The truck was before the green car.

________________________________________________________

2. Mom will set the game for us.

________________________________________________________

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3. I made a pizza for them.

________________________________________________________

4. The book is on the box.

________________________________________________________

5. Sam yelled at the children.

________________________________________________________

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 II. Writing
1. Features of a Traditional Story (Fiction)

o A traditional story is a fiction or made-up story that is set in the past.

o It has been passed on from generation to another.
o Setting is usually the countryside or a forest.
o Lesson learnt at the end of the story. (Moral)
o Story follows the story mountain structure with a beginning, build up,
problem, resolution and an ending that’s usually happy for the main
characters.
o POV: 3rd person
o Written in the past tense
o Example stories from the book: The clever Farmer, Abunawasi’s House, The
Brave Baby

2. Features of a Realistic Fiction Story (Fiction)

o The Characters are realistic and believable. They have ordinary feeling and
problems. They make mistakes just like anyone else.
o The setting is realistic and believable. It may be a real place or a made-up
place. It seems familiar to us.
o The plot is realistic and believable. The character has a problem or a goal.
Realistic steps are taken to solve the problem or achieve the goal. The
resolution is true to life; no magic involved!
o The theme applies to real- life situations. Actions that were taken by the
characters make the reader realise something about his or her own life.
Sometimes it teaches a lesson.
o POV: 3rd person
o It includes dialogue between characters.
o Written in the past tense.
o Example stories from the book: Meeting Mr Faulkner, The New Boy
o Examples for problems /plots; Getting hurt or falling down, being bullied,
wiggly tooth, fighting with a friend, moving to a new school, breaking a
bone, etc…

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3. Features of a Newspaper Report (Non-Fiction)
o It must include;
• The name of the newspaper at the top.
• An interesting headline (written in the present tense) that can use puns,
rhymes or alliteration.
• By-line to mention the name of the author/journalist and his
• The introductory paragraph (summary sentence) should include the 5 Ws;
What, Where, When, Who and Why.
• Include pictures and add captions to explain to the reader what is
happening in a picture. The caption is usually placed underneath
the picture.
• Include facts about the main events. Main events are presented in
chronological order.
• Add quotes from people involved in the story. Quotations can help to make
the story credible by giving the reader the opinions of the people involved.
Remember to use inverted commas!
• Written in 3rd person POV and in past tense.
• Concluding paragraph is often used to tell the reader what might happen
next.
o Example from the book: Malala’s award, Mini Mars Mission.
o Ideas for reports: A report about a Famous person’s achievements; i.e.
sportsperson, celebrity, scientist, etc.. or a report about an important
event; i.e. a royal visit to the school, finding dinosaur fossils in the
backyard, the updates on school football tournament.

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4. Features of a Fantasy Story (sci/Fi) (Fiction)
o Fantasy stories are stories about people, creatures and places that not real.
o The setting of the story is in an imaginary world.
o Writers often use expressive and descriptive language to help the reader to
imagine the setting, the characters, how the characters feel or the general
atmosphere of the story. (use strong adjectives, powerful verbs, adverbs,
similes, etc..)
o It includes;
• A title to interest the reader.
• A beginning to introduce the characters from another world or time.
• Characters feelings to build tension.
• A futuristic or space-themed setting.
• A build-up to give hints about what is going to happen.
• A dilemma based on a character being alone
• A resolution where the character solves the dilemma.
• An ending to close the story or provide a cliff-hanger
• Dialogue to create the desired atmosphere and advance the action.
• Sentences with varied lengths and use short snappy sentences for effect.
o Example from the book: Sheetal’s First Landing.

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III.Reading Comprehension

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