teaching speech year 6

• Facility Lettings
• Join the Team

Posted: 18 June 2017

Year 6 Graduation Speech Mr Sommerville

This week marks the end of your primary education. Congratulations – you made it- Whether you spent the last 6 years here or elsewhere, you made it through 240 PE and music lessons, 1080 English Lessons, Maths Lessons and lunchtimes… unless you were otherwise detained…  2160 Roll Calls. You might have issued 360 library books – and returned them all of course.  You made it through 3240 line ups and 6480 School bells.

Congratulations – because you are still standing… and you are about to start one of the most exciting times of your life. Exciting because over the next 6-7 years you get to choose more and more of how your life’s going to turn out. You choose more and more of what subjects you’ll study, what sports you’ll pursue, what kind of friends you’ll have. You’ll choose, what you’ll do after you finish school for good this time, and what kind of person you want to be.

And how do you make the most of those choices? Make good smaller choices.

Choose to work hard. Whatever way you put those 2 words together, work hard, or hard work, the message is the same – nothing of value will come without it.

Choose to not give up easily. Resilience will get you everywhere. JK Rowling was so poor she couldn’t afford a computer or even the cost of photocopying the draft of the Philosopher’s Stone, so she manually typed out each version to send to publishers. It was rejected over 20 times until finally a small London publisher, gave it a second chance, the rest is multi-million-dollar history.

Choose to listen. As I always say, you have 2 ears and one mouth for a reason – use your ears twice as much as your mouth. You’ll be surprised at how much you learn.

And above all, choose to be kind. Kindness cost nothing –  it’s what people remember. Winston Churchill said “You can make a living from what you get, but you’ll make a life from what you give.

I could go on, but choosing those four will let you have choice in all the big decisions you have to make later on.

So how to finish. Maybe Dr Seuss can help me – Remember this:

You have brains in your head. You have feet in your shoes. You can steer yourself  any direction you choose. You’re on your own. And you know what you know. And YOU are the guy who’ll decide where to go.

You’ll look up and down streets. Look ’em over with care. About some you will say, “I don’t choose to go there.” With your head full of brains and your shoes full of feet,  you’re too smart to go down any not-so-good street.

You’ll be on y our way up! You’ll be seeing great sights! You’ll join the high fliers who soar to high heights.

You won’t lag behind, because you’ll have the speed. You’ll pass the whole gang and you’ll soon take the lead. Wherever you fly, you’ll be best of the best. Wherever you go, you will top all the rest.

Except when you don’t. Because, sometimes, you won’t.

I’m sorry to say so but, sadly, it’s true that Bang-ups and Hang-ups can happen to you.

You will come to a place where the streets are not marked. Some windows are lighted. But mostly they’re darked. A place you could sprain both your elbow and chin! Do you dare to stay out? Do you dare to go in? How much can you lose? How much can you win?

And IF you go in, should you turn left or right… or right-and-three-quarters? Or, maybe, not quite? Or go around back and sneak in from behind? Simple it’s not, I’m afraid you will find, for a mind-maker-upper to make up his mind.

You can get so confused that you’ll start in to race down long wiggled roads at a break-necking pace and grind on for miles cross weirdish wild space, headed, I fear, toward a most useless place. The Waiting Place…

…for people just waiting. Waiting for a train to go or a bus to come, or a plane to go or the mail to come, or the rain to go or the phone to ring, or the snow to snow or the waiting around for a Yes or No or waiting for their hair to grow. Everyone is just waiting.

NO! That’s not for you!

Somehow you’ll escape all that waiting and staying You’ll find the bright places where Boom Bands are playing.

With banner flip-flapping, once more you’ll ride high! Ready for anything under the sky. Ready because you’re that kind of a guy!

Oh, the places you’ll go! There is fun to be done! There are points to be scored. There are games to be won. And the magical things you can do with that ball will make you the winning-est winner of all. Fame! You’ll be as famous as famous can be, with the whole wide world watching you win on TV.

Except when they don’t Because, sometimes  you won’t

But on you will go though the weather be foul. On you will go though your enemies prowl. On you will go though the wolves they will howl. Onward up many a frightening creek, though your arms may get sore and your sneakers may leak

On and on you will hike, And I know you’ll hike far and face up to your challenges whatever they are.

And will you succeed? Yes! You will, indeed! (98 and 3/4 percent guaranteed.)

KID, YOU’LL MOVE MOUNTAINS!

So… be your name Sabine or Vian or Bray or Mordecai Ali Van Tarq O’Shea, You’re off the Great Places! Today is your day! Your mountain is waiting. So…get on your way!

Go well Year 6, only  25 school bells to go.

Receive the Al Ain English Speaking School Newsletter

Subscribe for latest news, events and happenings

Our Partners

Working together to Achieve Excellence.

Resources you can trust

Writing a speech for year 6

All reviews

Have you used this resource?

Resources you might like

Teach Starter, part of Tes Teach Starter, part of Tes

Search  everything  in all resources

Parts of Speech Teaching Resources for Year 6

• Teaching Resource 263
• Lesson Plan 8
• Resource Pack 1
• Worksheets 113
• Interactive Games 22
• Teaching Slides 21
• Classroom Posters 18
• Colour By Code Worksheets 17
• Templates 15
• Card Games 10
• Cut and Paste Worksheets 10
• Task Cards 9
• Active Games 9
• Matching Games 7
• Board Games 6
• Sorting Activities 6
• Flashcards 4
• Word Walls 3
• Craft Activities 3
• Writing Templates 2
• Crossword Puzzles 2
• Classroom Bulletin Boards 2
• Printable Bookmark Templates 2
• Classroom Decor 2
• Dice Games 1
• Inquiry Based Learning Activities 1
• Exit Tickets 1
• Word Searches 1
• Preschool / Kindergarten 2
• Foundation Year 20

availability

• Premium 246

file formats

• Printable PDF 227
• Google Slides 122
• Microsoft PowerPoint (.pptx) 37
• Microsoft Word (.docx) 6
• Adobe Reader (.pdf) 3
• Google Sheets 1
• Teach Starter Publishing 273

Apostrophe of Possession Worksheet

A 2 page worksheet to help students consolidate their understanding of the apostrophe of possession.

Identifying Descriptive Language Worksheets - Nouns, Adjectives, Verbs and Adverbs

A set of 5 worksheets to help your students identify descriptive language in narrative texts.

Types of Verbs Poster Set

Explore the different types of verbs with this set of verb posters displaying the definition and examples of action, saying, thinking and relating verbs.

Apostrophes of Possession Teaching Presentation

Teach your students to use the correct forms of possessive nouns with an interactive teaching presentation.

Text Connectives Posters for Upper Primary Students

Display this set of 8 grammar posters to remind students the types and examples of sentence connectives and conjunctions.

Everyday Grammar Parts of Speech Warm Ups - Upper Years Interactive PowerPoint

Learn and consolidate noun groups, adjectival phrases, adverbial phrases and more with this 44-slide interactive PowerPoint.

Colour by Parts of Speech - Nouns, Verbs, Adjectives, Pronouns, Prepositions and Adverbs - Toucan

Consolidate your parts of speech lesson by colouring nouns, verbs, adjectives, pronouns, prepositions and adverbs on the toucan.

Spelling Sentence Challenge Worksheet

A teaching resource to help consolidate their current spelling program and grammar use.

Fast Finisher Vocabulary Task Cards - Upper Grades

A set of 30 vocabulary task cards.

Grammar Game - Name That Noun!

A fun game for students to play in small groups to consolidate their understanding of nouns.

Verb Grammar Card Game – Flip It!

A fun game for students to play in small groups to consolidate their understanding of verbs.

Adjective Grammar Card Game – Flip It!

A fun game for students to play in small groups to consolidate their understanding of adjectives.

Strong Verbs Teaching Slides

Discover how to use strong verbs in sentences with this set of teaching slides.

Irregular Past Tense Verbs Worksheet

A worksheet that helps students identify irregular verbs.

Partner Sentence Challenge Worksheet

A teaching resource to help students consolidate the students’ knowledge of grammar and brainstorm vocabulary for writing.

Adverb Grammar Card Game – Flip It!

A fun game for students to play in small groups to consolidate their understanding of adverbs.

Types of Adverbs Teaching Slides

Explore five types of adverbs in this action-packed adverb adventure teaching slide deck! This resource covers adverbs of time, place, manner, frequency and degree.

Strong Verbs Word Wall

Print a set of strong verbs word wall cards to help your students boost their writing skills!

Apostrophes of Possession Card Game

An interactive card game for students to play when consolidating their understanding of apostrophes of possession.

Grammar and Punctuation Assessment Tool - Year 6

A set of 5 grammar and punctuation assessment tools suited to Year 6 students.

Grammar TVs

Grammar presented on TVs.

Possessive Google Interactive

Engage your learners with a Google Interactive activity designed to build skill with possessive nouns.

Read and Colour Worksheet – Possessive Nouns

Practise identifying possessive nouns with this worksheet.

Grammar Toss Active Game

An active game that allows students to test and build their knowledge of words and parts of speech.

Vivid Verbs Poster Pack

Teach your students to omit boring, overused verbs from their writing with a classroom set of vivid verb posters.

Paragraph Study Grammar Interactive PowerPoint

Interactive PowerPoint presentation allowing teachers and students to learn and revise grammar by highlighting paragraphs.

Shades of Meaning Verb Flashcards

Encourage your students to use different shades of meaning in their sentence writing with this set of shades of meaning verb flashcards.

Parts of Speech Word Cards Sorting Activity

Engage your students with this parts of speech group activity where they sort 112 word cards into categories (nouns, verbs, adjectives, adverbs, coordinating conjunctions or prepositions).

Five Wonders Theme Park: Fresh Start – Project

A project for students to use their literacy skills and creativity to rebrand Five Wonders Theme Park.

Punctuation Sentence Challenge Worksheet

A teaching resource to help consolidate the students’ knowledge of punctuation.

Adverbs of Frequency Poster

Use this eye-catching poster in your primary classroom when teaching children about adverbs of frequency.

Vibrant Varieties – Other Words for 'Very' Wheel

Replace the word 'very' in your students' writings by giving them a 'wheely' good synonyms reference guide.

• Parts of Speech for Foundation Year
• Parts of Speech for Year 1
• Parts of Speech for Year 2
• Parts of Speech for Year 3
• Parts of Speech for Year 4
• Parts of Speech for Year 5

The Secret Headteacher

Teaching Year 6? Congratulations!

For me, Year 6 is the best year to teach in Key Stage 2. I taught for 6 very happy years in Year 6, across 2 schools. I loved every minute of it, and I think it is a unique experience when it comes to teaching at primary. Can you always but your finger on why? No, but there is just something about it that makes it special, exciting and that little bit different. I was recently asked for tips of teaching in Year 6, so here we go. 

Fundamentally, it is no different

Good teaching is good teaching. For the vast majority of the year and for the vast majority of the subjects what you need to do is no different to what you would do in another year group. Find out what they need to know, find out what they do know and plan the best way to help them acquire that knowledge. Assess whether they’ve got it and move them forward accordingly. There is no special Year 6 formula that makes them learn more, or less, or differently. Stick to what you’ve done that has been good classroom practice before and you won’t go far wrong. 

Relationships are still key

Any effective teacher will be able to build relationships with those in their class. I’ve said before, and stand by, that a teacher with perfect practice and no relationships will get poorer outcomes than a weaker teacher who can really get to know those children and make them feel valued in that class. In a setting such as Year 6, of course there can be pressure on outcomes (more on that later) and good relationships will help you out much more as you get closer to the first half of the summer term. They are going through a lot of changes in Year 6, and it can lurch from one anxiety point to another. I work in a selective county and they go from 11+ test, to results, to applying for schools, to finding out schools, to SATs to transition. Chuck in hormones kicking in as well and it can be a really up and down year for an individual. It’s a stressful time for them and they need a teacher who understands that and can help them get through it. For some of them, it’ll all be a breeze, for others it will be much tougher. They need a teacher they can talk to, who they trust and who can be honest with them. 

The relationships are different, slightly. They are that bit older, they can understand some of the sarcasm a little more, they give you a little more of that banter back, but when you set up the right atmosphere in your classroom this can add to the joy of it rather than turning into a problem. Mostly, they get the line of when it’s time to work hard and when they can enjoy a bit of back and forth with you. It’s a lot of fun. Their increasing maturity means they think deeper, they respond in different ways to questions and conversations can take unexpected and deep turns. This is true in a lot of year groups, but I found it more prevalent in Year 6 and was a reason I enjoyed it so much. 

They are still children though

Sometimes we expect way too much from our older children. They are the biggest, the most mature, they take on the roles and responsibilities like prefects and buddies and we trust them with tasks we might not in the younger years. However, the fact that they are still just ten and eleven-year-old children is always driven home to me on two occasions during the year. First, residential. When they unpack and the toughest kids, or the ones that seem mature beyond their years dig out their teddy and give it pride of place on their bed once they’ve made it. Secondly at the end of their leavers show. Often they look at the clock at the end of it and turn and say something like “Wow, its half past eight, it’s so late!”. They are still small, thy are still just kids with kid’s emotions. They aren’t scary and big. They’ll have tantrums, they’ll act strangely. We can’t expect them to act like mini adults just because they are the oldest, because they won’t, they can’t. Accept and embrace the childlike qualities in them – it won’t be long before they are entering a teenage world when they may feel like they can’t act like that anymore. Give them one last chance to be a child. 

You alone aren’t responsible for their outcomes

This is an important wellbeing one. The outcomes of Year 6 are a collective effort, not a solo performance by you. The results are the product of their time at the school, not their time in your class. Fortunately, the days of Year 6 teachers being the stars who can make magnificent progress with them and can take them from WTS to GDS in three months seem to be fading. It’s too much for one person. You can’t move mountains with every child. Yes, it may happen – they often to make good progress in Year 6, but you can only do what you can do. The weight of the school isn’t on your shoulders. If they come to you having had 6 years of poor teaching previously, you aren’t going to be able to turn that around by yourself. Accept that and be OK with it. If you’re in an atmosphere where that is put on you, maybe look to get out. It’s isn’t helpful and can make a stressful time even worse. 

You make the memories they take with them

This is why I love Year 6. When they look back at primary school, they often cite their leaving celebrations and residentials as some of their best times. You get to be part of that, and you get to share in their excitement and fun as well. There are milestones in Year 6 they don’t get in other year groups and you celebrate them with them. Amazing. 

It’s not all about the SATs

In my time teaching Year 6 I never taught an extra Maths or English lesson in a week. We did the daily sessions and that was it. Even in the run up to SATs. They need a varied curriculum. Why should they be denied it because they have exams coming up? They love finding out about foundation topics just as much as any other year group. They still need to be creative and express themselves, don’t take that away from them! I know the pressure can be tough, but there is fine line getting them there and pushing them so hard they go past the point of caring. Some of my favourite lessons have been exploring Science or World War II with Year 6. They are entitled to a full primary experience. Give it to them and reap the rewards. They can practice their skills, transfer their knowledge and learn more about how to learn. This will prepare them much better for the next stage of their education than drilling them for tests. Preparing them to move on is a huge part of what you do in Year 6 – they need to leave feeling confident and prepared. GDS across the board won’t be what does that. Prepare them to be good people, confident in what is special about them, not in their ability to pass a test. 

But we can’t ignore them

I fronted up with my Year 6’s early on. Yes, we’ve got to do them, yes they might be a pain, but together we’re going to make it as painless and stress free as we can. I played the together card strongly – it’s not just them. They’re taking the test, and I expected them to work hard, but it was up to me to get them ready for it. I went through a very specific timeframe to get them ready. I always likened it to the Olympics. An athlete has four years to peak at just the right time. It’s the same for those kids. Go to early and they’ve gone past the point of being ready and they are fed up and resent doing them, go to late and they aren’t quite ready. As I have said, I never taught extra English or Maths sessions, but that doesn’t mean we didn’t do anything. After Feb half term we gave them CGP books and asked them to do a double page a week, to start going over some topics. Nothing huge, it took about 15 minutes a week for them to do it. No pressure, that was all. We carried on teaching lessons as normal up until Easter. Post Easter, we went into revision mode. We’d finished the curriculum and they had normally 3-4 weeks. Still no extra whole class lessons – some TA support in the afternoons for those who needed a push, but nothing more than 20 minutes in one session and no more than twice a week. In the time between Easter and sitting the SATs we revised hard. Each couple of days was based around a topic and we went through things. Some we spent a day on, some longer. We supported it with Testbase packs based around the topic we were doing. They worked collaboratively though them, we played them as competitive games in teams, they spotted errors in completed tasks, and then we changed up topics. They didn’t need huge amounts of revision – the homework and good solid teaching helped them be ready. When we got one week out they had one final call for things they wanted to cover, and we went over those. I always used to give them a KS3 level 4-6 paper too. It was an amazing confidence boost for almost all of them! 

I found this got them ready, they knew what to expect, they’d seen the types of questions that would come up, they knew the process, but we hadn’t been drilling since November as I have seen some schools do. I always found they handled it amazingly well and I think it is because as a school and Year 6 team we didn’t overwork them. We didn’t make it bigger than it needed to be. They don’t need to know the school’s reputation hangs on their SATs results. Why would they? We made it very clear they just had to be able to go in on that morning and try their best. I could never ask any more of them than that. I told them, I’d be proud of their efforts, not their results. 

The last half term is not winding down. But it’s amazing. 

So much to fit in, tiring, but great. Leaver’s plays, leavers assemblies, residentials all the best weeks of the year. It’s a time to relax and enjoy they time they have left. They still need structure and they still need to learn, but I always felt a different dynamic about that period. There is time to get into transition properly to prepare them, to get into their worries and really unpack it with them. There is time to enjoy spending time with them and preparing them to move on. Of course, the last day is sad, they cry, and they say they don’t want to go. But they are ready – and that’s down the work you’ve done over the year. 

If I could teach a year group again I would choose Year 6 every time. Don’t be scared of them, embrace it for the opportunities and good times it offers. It’s a special time for them and to be part of it with them is a privilege. 

Share this:

Published by @secretht1.

Primary HT. Using this as a space to write honestly and freely about the state of education currently. View more posts

Leave a comment

Cancel reply.

• Already have a WordPress.com account? Log in now.
• Subscribe Subscribed
• Copy shortlink
• Report this content
• View post in Reader
• Manage subscriptions
• Collapse this bar

Find out why teachers and school leaders love PlanBee

• 📚 Cross-Curricular Topics
• ✂️ Design & Technology
• ♻️ Education for Social Responsibility
• 🌍 Geography
• ⛪️ Religious Education
• 🎉 Special Days
• 🦸‍♀️ Special People
• School Curriculum
• FREE teaching resources
• Objective Checker
• How does it work?

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).  

LESSON PACK One Thousand and One Arabian Nights

FREE Speech Verbs and Adverbs Word Mat

LESSON PACK Journey

FREE Direct Speech Punctuation Guide

Added to your cart:

What's Your Email?

Let customers speak for us

Clear and colourful 📚

Thank you for taking the time to leave us a review Karen. :)

I seem to be unable to open these documents and slides in our google drive, I am a bit disappointed

I'm sorry to hear that you're having trouble with the files. I've sent you an email to see if we can get them working for you.

A good power point full of information and photos.

Thanks Kate - we hope you enjoy using the resources!

I have been using Plan Bee for years,however this monthly subscription is great! Access to everything and loving just looking at the amazing activities and planning. Saves me so much time

We are so pleased to hear that you are finding your subscription helpful and time-saving, Michelle! Thank you for taking the time to leave us a review :-)

Ray's Review.

Thanks, Ray!

• Primary Hub
• Art & Design
• Design & Technology
• Health & Wellbeing
• Secondary Hub
• Citizenship
• Primary CPD
• Secondary CPD
• Book Awards
• All Products
• Primary Products
• Secondary Products
• School Trips
• Trip Directory
• Trips by Subject
• Trips by Type
• Trips by Region
• Submit a Trip Venue

Trending stories

Top results

• Direct Speech And Indirect Speech Resources And Worksheets Ks2

Direct speech and indirect speech – 9 of the best resources and worksheets for KS2 SPaG

Help children know when and how to use speech marks in direct speech, and why not to use them in indirect speech, with these lessons, activities, worksheets and more for Key Stage 2 grammar…

What is direct speech?

Direct speech in writing is where you are writing down a direct quotation of someone’s actual words, and these are marked by inverted commas eg “I’ll meet you at the library tomorrow morning,” Sharon said.

What is indirect speech?

Indirect speech (or reported speech), on the other hand, is where you are given a rough approximation of what someone said, not their exact words, and doesn’t require quotation/speech marks, eg ‘Sharon told them she’d see them in the library tomorrow.’

What are inverted commas?

Inverted commas go before and after direct speech, surrounding what was said.

Direct speech examples

• “I’m tired,” she yawned.
• “What’s that sound?” he asked. “It’s coming from under the floorboards!” Elle replied.
• The police officer shouted, “There they are!”

Indirect speech examples

• Mrs Weismann asked you to go see her in her office.
• My dad told me to clear up my room.
• Jerry said he found the book out in the playground.

1 | Getting speech punctuation right at KS2 guide

Perfectly punctuating dialogue is something that can trip up even experienced editors – but this quick guide should help pupils get it right, from the start.

Read it here.

2 | Punctuating direct speech resource pack

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

Get this resource pack here.

3 | Direct speech challenge worksheets

Similarly, this bright, appealing grammar worksheet is an excellent way to practise and revise using direct speech in Year 4.

It is divided into five sections: understand, challenge, test, explain and apply.

Activities include SATs style questions and opportunities for creative writing responses, with eye-catching images as prompts.

Find this one here.

4 | Learn speech conventions through knock, knock jokes worksheet

This resource sheet from Rachel Clarke uses a small-steps approach to slowly scaffold children through the rules and conventions of dialogue. In the first instance pupils are simply asked to rewrite knock, knock jokes in speech bubbles.

Once they’ve got the hang of this, they should then be encouraged to write the name of the speaker and ‘said’ before each speech bubble. The second level asks pupils write each line of the knock, knock joke using inverted commas.

Each example on this sheet starts with the reporting clause before the dialogue, which enables pupils to practise adding a comma after the reporting clause.

Download it here.

5 | Speech marks washing line

This handy idea was created by Clarice Morley, an English teacher in a Pupil Referral Unit, who found her boys were struggling with the use of speech marks.

They invented three characters – male, female and a rabbit – and produced some labels such as “Rory exclaimed” and “Brenda whispered”. Clarice then stretched a washing line across the board, and had two pegs with the speech marks on.

The boys would write something someone would say onto a piece of paper, then they matched one of the labels with one of their speeches, and hung the speech on the washing line.

They soon grasped it is only the reported speech that hangs on the line, and the pegs (speech marks) keep it in place.

Print out the worksheet for this resource here.

6 | How to use inverted commas video guide

For a nice little introduction or recap to inverted commas, watch this video of Mr Thorne take you through their uses.

It’s clearly explained with large captions across the bottom so that children can see his examples written out with the correct punctuation.

7 | Speech mark rules

There are many “rules” of speech marks, but no definitive list, and you don’t want to overwhelm children with too many while they’re just learning.

So this Rising Stars list of five rules is a nice size for children to read and take in.

Check it out here.

8 | Quotation marks worksheet

This two-page worksheet has six tasks and an extension all revolving around punctuating speech.

So it starts with putting speech marks into sentences, then putting speech marks and all other punctuation, before building up to punctuating longer passages.

Print it here.

9 | Inverted commas worksheet set

This resource set has three parts. One is ‘Witch and Tiger Conversation’, which shows ten pictures with blank speech bubbles. Children choose names for the witch and the tiger, then create the contents of the conversation.

Next they re-write this conversation in the form of a story by adding phrases such as ‘said Tom’ and ‘asked Joe’ as well as speech marks and other punctuation.

The second and third parts are ‘Missing Speech Marks’ worksheets, where children need to add speech marks to sentences.

Get all this here.

Browse more  SPaG games .

Sign up to our newsletter

You'll also receive regular updates from Teachwire with free lesson plans, great new teaching ideas, offers and more. (You can unsubscribe at any time.)

Which sectors are you interested in?

Early Years

Thank you for signing up to our emails!

You might also be interested in...

Why join Teachwire?

Get what you need to become a better teacher with unlimited access to exclusive free classroom resources and expert CPD downloads.

Exclusive classroom resource downloads

Free worksheets and lesson plans

CPD downloads, written by experts

Resource packs to supercharge your planning

Special web-only magazine editions

Educational podcasts & resources

Access to free literacy webinars

Newsletters and offers

Create free account

By signing up you agree to our terms and conditions and privacy policy .

Already have an account? Log in here

Thanks, you're almost there

To help us show you teaching resources, downloads and more you’ll love, complete your profile below.

Welcome to Teachwire!

Set up your account.

Lorem ipsum dolor sit amet consectetur adipisicing elit. Commodi nulla quos inventore beatae tenetur.

I would like to receive regular updates from Teachwire with free lesson plans, great new teaching ideas, offers and more. (You can unsubscribe at any time.)

Log in to Teachwire

Not registered with Teachwire? Sign up for free

Reset Password

Remembered your password? Login here

New Jersey Department of Education

Official site of the state of new jersey.

• FAQs Frequently Asked Questions

The State of NJ site may contain optional links, information, services and/or content from other websites operated by third parties that are provided as a convenience, such as Google™ Translate. Google™ Translate is an online service for which the user pays nothing to obtain a purported language translation. The user is on notice that neither the State of NJ site nor its operators review any of the services, information and/or content from anything that may be linked to the State of NJ site for any reason. - Read Full Disclaimer

• Search close

New Jersey Student Learning Standards

2023 njsls-ela grade 6, language domain (l).

L.SS.6.1. Demonstrate command of the system and structure of the English language when writing or speaking.

• Ensure that pronouns are in the proper case (subjective, objective, possessive).
• Use intensive pronouns (e.g., myself, ourselves).
• Recognize and correct inappropriate shifts in pronoun number and person.
• Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
• Use punctuation (commas, parentheses, dashes) to set off nonrestrictive and parenthetical elements.
• Recognize spelling conventions.

L.KL.6.2. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

• Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.
• Gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
• Vary sentence patterns for meaning (syntax), reader/listener interest, and style/voice.
• Maintain consistency in style and tone.

L.VL.6.3. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, including technical meanings, choosing flexibly from a range of strategies.

• Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
• Determine the meaning of words and phrases as they are used, including figurative, connotative, and technical meanings.
• Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
• Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
• Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

L.VI.6.4. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

• Interpret figures of speech (e.g., personification) in context.
• Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
• Analyze the impact of a specific word choice on meaning and tone.
• Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

Reading Domain (R)

RL.CR.6.1. Cite textual evidence and make relevant connections to support analysis of what a literary text says explicitly as well as inferences drawn from the text.

RI.CR.6.1. Cite textual evidence and make relevant connections to support analysis of what an informational text says explicitly as well as inferences drawn from the text.

RL.CI.6.2. Determine the theme of a literary text (e.g., stories, plays or poetry) and explain how it is supported by key details; provide a summary of the text distinct from personal opinions or judgments.

RI.CI.6.2. Determine the central idea of an informational text and explain how it is supported by key details; provide a summary of the text distinct from personal opinions or judgments.

RL.IT.6.3. Describe how a particular text’s structure unfolds in a series of episodes and use textual evidence to describe how the characters respond or change as the plot moves toward a resolution.

RI.IT.6.3. Analyze how a particular text’s (e.g., article, brochure, technical manual, procedural text) structure unfolds by using textual evidence to describe how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.

RL.TS.6.4. Analyze how a particular piece (e.g., sentence, chapter, scene, stanza, or section) fits into the overall structure of a text and contributes to the development of the ideas, theme, setting, or plot.

RI.TS.6.4. Use text structures (e.g., cause-effect, problem-solution), search tools, and genre features (e.g., graphics, captions, indexes) to locate and integrate information.

RL.PP.6.5. Determine how an author conveys or develops perspective in a text (through the narrator or speaker when appropriate).

RI.PP.6.5. Identify author’s purpose perspective or potential bias in a text and explain the impact on the reader’s interpretation.

RL.MF.6.6. Compare and contrast information or texts to develop a coherent understanding of a theme, topic, or issue when reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text.

RI.MF.6.6. Integrate information when presented in different media or formats (e.g., visually, quantitatively) to develop a coherent understanding of a topic or issue.

RI.AA.6.7. Trace the development of and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. icon of hand holding a plant to denote opportunity to integrate climate change education.

RL.CT.6.8. Compare and contrast literary texts in different forms, by different authors, or from different genres (e.g., stories and poems; historical novels and primary source documents, scientific journals and fantasy stories) in terms of their approaches to similar themes and topics.

RI.CT.6.8. Compare and contrast informational texts in different forms, by different authors, or from different genres (e.g., a memoir written by and a biography on the same person, historical novels and primary source documents, infographics and scientific journals) in terms of their approaches to similar themes and topics.

Writing Domain (W)

W.AW.6.1. Write arguments on discipline-specific content (e.g., social studies, science, math, technical subjects, English/Language Arts) to support claims with clear reasons and relevant evidence.

• Introduce claim(s) about a topic or issue and organize the reasons and evidence logically.
• Support claim(s) with logical reasoning and relevant, accurate data and evidence, that demonstrate an understanding of the topic or text, using credible sources.
• Use words, phrases, and clauses to link and clarify the relationships among claim(s), reasons and evidence.
• Establish and maintain a formal/academic style, approach, and form.
• Provide a concluding statement or section that follows from the argument presented.

W.IW.6.2. Write informative/explanatory texts (including the narration of historical events, scientific procedures/ experiments, or technical processes) to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

• Introduce a topic and organize ideas, concepts, and information, using text structures (e.g., definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g., headings, graphics, and multimedia) when useful to aid in comprehension.
• Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
• Use appropriate transitions to clarify the relationships among ideas and concepts.
• Use precise language and domain-specific vocabulary to inform about or explain the topic.
• Acknowledge and attempt a formal/academic style, approach, and form.
• Provide a concluding statement or section (e.g., sentence, part of a paragraph, paragraph, or multiple paragraphs) that follows from and supports the information or explanation presented.

W.NW.6.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

• Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
• Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
• Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
• Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
• Provide a conclusion that follows from the narrated experiences or events.

W.WP.6.4. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning; flexibly making editing and revision choices; sustaining effort to fit composition needs and purposes; and attempting to address purpose and audience.

W.WR.6.5. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

W.SE.6.6. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. icon of hand holding a plant to denote opportunity to integrate climate change education.

W.RW.6.7. Write routinely over extended time frames (time for research, reflection, metacognition/self- correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Speaking and Listening Domain (SL)

SL.PE.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

• Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
• Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
• Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
• Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

SL.II.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. icon of hand holding a plant to denote opportunity to integrate climate change education.

SL.ES.6.3. Deconstruct a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

SL.PI.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate speaking behaviors (e.g., eye contact, adequate volume, and clear pronunciation).

SL.UM.6.5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

SL.AS.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

2023 NJSLS-ELA K–12 (Word)

2023 NJSLS-ELA

• Kindergarten
• Grades 9–10
• Grades 11–12

Symbols Key

icon of hand holding a plant to denote opportunity to integrate climate change education. : opportunity to integrate climate change education

• CAREER CENTER
• JOIN + RENEW
• NEW MSC HOW-TO

TASA Names 6 Finalists for 2025 Texas Teacher of the Year

Sep 4, 2024 | Press Release , TASA News , Texas Teacher of the Year

TASA has announced that six outstanding educators from across Texas have been chosen as finalists in the 2025 Texas Teacher of the Year program.

Texas Elementary Teacher of the Year Finalists

Texas Secondary Teacher of the Year Finalists

“Texas teachers perform miracles every day as they inspire children even in the most challenging of times,” said Kevin Brown, executive director of TASA, which has coordinated the Texas Teacher of the Year program since 2011. “Public school teachers are critical to the success of individual children and our society as a whole. Those who choose to teach are national heroes, and these six finalists are the best among them. They have distinguished themselves among thousands of outstanding, dedicated teachers across our nation have who have answered the call to serve.”

On August 14, a panel of judges composed of representatives of Texas teacher associations and last year’s Texas Teacher of the Year finalists selected the finalists from the 40 Texas Regional Teachers of the Year — one elementary and one secondary teacher from each of the 20 Texas Education Service Center regions.

2025 Texas Regional Teachers of the Year

The six finalists will be interviewed October 24 by a panel of judges composed of representatives of educational leadership associations, community and business leaders, a member of the State Board for Educator Certification, a member of the State Board of Education, and prior Texas Teachers of the Year.

The panel will select two state-level winners — Elementary Teacher of the Year and Secondary Teacher of the Year — and designate one to represent Texas in the National Teacher of the Year program. The winners will be announced at an awards ceremony October 25 Kalahari Resort & Convention Center in Round Rock, Texas, where the 40 Regional Teachers of the Year will also be recognized.

The Texas Teacher of the Year program has honored excellence in classroom education since 1969. The program, facilitated by TASA since 2011, annually recognizes and rewards teachers who have demonstrated outstanding leadership and excellence in teaching. In 2015, Texas Teacher of the Year Shanna Peeples of Amarillo ISD became the second Texas teacher to be named the National Teacher of the Year.

The Texas Teacher of the Year program operates with financial support and in-kind contributions from the following:

• Premier Sponsors: H-E-B, Imagine Learning, and TASA
• Gold Sponsor: ??????
• Silver Sponsors: Association of Texas Professional Educators (ATPE), Texas Association of School Boards (TASB), Texas Association of Secondary School Principals (TASSP), Texas Classroom Teachers Association (TCTA), Texas Elementary Principals and Supervisors Association (TEPSA), Texas PTA, and the Texas School Public Relations Association (TSPRA), and the Texas State Teachers Association (TSTA)

• International
• Education Jobs
• Schools directory
• Resources Education Jobs Schools directory News Search

Direct Speech Worksheets (KS2)

Subject: English

Age range: 7-11

Resource type: Worksheet/Activity

Last updated

22 February 2018

• Share through email
• Share through twitter
• Share through linkedin
• Share through facebook
• Share through pinterest

Creative Commons "Sharealike"

Get this resource as part of a bundle and save up to 69%

A bundle is a package of resources grouped together to teach a particular topic, or a series of lessons, in one place.

A bundle of resources linked to speech. Also included is a grammar and punctuation resource.

Your rating is required to reflect your happiness.

It's good to leave some feedback.

Something went wrong, please try again later.

janempowell

Inaccurate. You need a comma before speech starts: The fans shouted, “Come on City!”

Empty reply does not make any sense for the end user

Thanks for sharing.

thanks, they are so helpful

Report this resource to let us know if it violates our terms and conditions. Our customer service team will review your report and will be in touch.

Not quite what you were looking for? Search by keyword to find the right resource:

Pickerington North takes on Central in tonight's Friday Night Rivals at 7 p.m.

Former 'Minnesota Teacher of the Year' charged with raping 14-year-old student

by KRISTINA WATROBSKI | Crisis in the Classroom

MINNEAPOLIS (CITC) — A former "Minnesota Teacher of the Year" recipient was charged late last week with sexually assaulting a 14-year-old student in 2017.

The incident allegedly occurred while Abdul Jameel Wright was teaching eighth grade English at Harvest Best Academy in Minneapolis. Wright, now 38, is accused of "grooming" the then-14-year-old student by "giving her special treatment," including eating lunch with her and calling her daily.

The teacher also developed a close relationship with the student's mom so he would be "trusted to take [the student] places," according to court documents.

Wright allegedly sexually assaulted the student in 2017, with the assaults continuing for almost a year. The incidents occurred at Harvest Best Academy, in Wright's car and temporary home, and in the student's mother's apartment, according to court documents.

Wright worked at Harvest Best Academy from August 2011 to April 2023, according to his LinkedIn profile. He was named "Minnesota Teacher of the Year" in 2016.

The "Minnesota Teacher of the Year" award is described as going to educators who "exemplify the type of excellence and dedication that takes place regularly in classrooms" throughout the state.

Harvest Best Academy did not respond to a request for comment from Crisis in the Classroom (CITC). The school told KMSP-TV it is gathering all information relevant to the allegations.

"We are limited in what we can share until this thorough investigation has been conducted and we are fully cooperating with all authorities," the school reportedly said. "We understand these allegations may be concerning, and our top priority remains the safety and security of our school community."

Wright most recently worked at St. Louis Park High School, but resigned on June 10, according to FOX9. Court documents show the student's mother filed the related police report against Wright in May.

• Skip to Main Content
• Skip to audio player to listen live

Enter the username on file and we'll send you a code to reset your password.

A verification code has been emailed to

Former Minnesota Teacher of the Year charged with sexually assaulting student

Create an account or log in to save stories.

Thanks for liking this story! We have added it to a list of your favorite stories.

Minnesota’s 2016 Teacher of the Year is facing charges that allege he sexually assaulted a 14-year-old student in 2017.

Abdul Jameel Wright was charged with first degree criminal sex conduct in Hennepin County late last week.

The charging documents allege that Wright, now 38, assaulted one of his students while he was an eighth-grade English teacher at Harvest Best Academy in Minneapolis. The charges say the student’s mother reported it to police earlier this year.

According to the criminal complaint, the former student told officers that Wright singled her out, inviting her to spend time in his classroom and later to come to his home. The student described the behavior as “grooming.”

Support Local News

When breaking news happens, MPR News provides the context you need. Help us meet the significant demands of these newsgathering efforts.

She said Wright then sexually assaulted her regularly over the course of a year, until around the time she started ninth grade.

Harvest Best Academy said in a statement that Wright has not been employed there since 2021. The school said staff are gathering information about the allegations. 

“We are limited in what we can share until this thorough investigation has been conducted and we are fully cooperating with all authorities,” Harvest Best wrote. “We understand these allegations may be concerning, and our top priority remains the safety and security of our school community.”

Wright is not in custody. His first court appearance is scheduled for later this month. 

A 24-hour statewide sexual violence and domestic violence hotline is available in Minnesota. You can call  Minnesota Day One  at  (866) 223-1111  or text  (612) 399-9995 .

• Trump gets criminal sentencing delayed till after presidential election
• Former teacher, coach in Minneapolis faces new charges of sexually assaulting children
• Teen charged in Georgia school shooting and his father to stay in custody after hearings

• Crime/Public Safety

Walz helped secure funding for research center that worked with Chinese…

Sen. nicole mitchell’s burglary trial set for jan. 27, two weeks…, state fair poll yields surprising result on bans of rainbow flag…, state rep. walter hudson hired by minnesota gop as new outreach…, harris edges out trump among minnesota fairgoers, but many struggle to…, ‘legal extortion’: otsego homeowner shares warning about ‘zombie mortgages’, speaker johnson targets harris-walz record on crime, economy outside abandoned mpls…, veteran who blew the whistle on tim walz: ‘this guy is…, former minnesota mayor speaks out about ‘broken’ elections, voting, former minnesota teacher of the year charged with rape of 14-year-old student.

The charging document states that a parent came forward to police in May of this year and alleged that in 2017, her then 14-year-old daughter was sexually assaulted by Wright.

Abdul Jameel Wright was named Minnesota Teacher of the Year in 2016. That same year, he allegedly began a sexual relationship with a then 14-year-old student that lasted nearly a year; Wright was 30 at the time.

According to a summons filed in Hennepin County District Court late last week, Wright, who is also known as “AB,” has been charged with one felony count of first-degree criminal sexual conduct involving a minor age 13 to 15 while in a position of authority.

The allegations against Wright, now 38, surfaced earlier this spring in a public social media post by a woman who accused Wright of “taking a little girls (sic) innocence.”

Following the spread of the social media post, St. Louis Park High School sent an internal email to staff stating that a teacher had been placed on leave following allegations of “serious misconduct,” and that an investigation was underway. Wright was not named by the school in the email, but was employed as a language arts teacher, according to the school’s online staff directory at the time and his LinkedIn bio .

2/ UPDATE: Here's the social media post referenced in the St. Louis Park HS email which appears to implicate Minnesota 2016 Teacher of the Year Abdul Wright in alleged sexual allegations involving a minor. pic.twitter.com/72W7pkwTBA — CrimeWatchMpls (@CrimeWatchMpls) May 17, 2024

The charging document states that a parent came forward to police in May of this year and alleged that in 2017, her then 14-year-old daughter was sexually assaulted by Wright. The child victim, who is now an adult, also gave a statement to police and to a forensic interviewer saying that Wright had been her 8th-grade teacher at Harvest Best Academy, which is located in north Minneapolis.

The victim described Wright’s behavior as “grooming,” and stated that he began singling her out and giving her special treatment. She described eating lunch with Wright in his classroom, and that Wright would play music for her and would tell her how it reminded him of her. The victim said that Wright started calling her every day and that Wright also developed a close relationship with the victim’s mother so that he would be trusted to take the victim places and that she would be allowed to stay after school to babysit Wright’s children.

Charges state that Wright’s behavior toward the child at the time included conversations of a sexual nature and led to various levels of sexual contact and eventually repeated sexual intercourse. The victim stated that the sexual contact lasted for almost a year and took place at the school, in Wright’s vehicle, at a home where Wright was staying, and on one occasion, at the victim’s mother’s apartment.

Alpha News reached out to Harvest Best Academy back in May but did not receive an answer to questions about whether the school had been aware of any misconduct allegations against Wright before or after his employment.

Note: Wright has been charged by summons requiring him to appear in court on Sept. 18; therefore, there is no booking photo available yet.

– – –

Minnesota Crime Watch & Information publishes news, info and commentary about crime, public safety and livability issues in Minneapolis, the Twin Cities and Greater Minnesota.

Crime Watch MN

Related articles more from author, devin foley: two years of failure—two paths for change, man charged with attempted murder after attacking staff with an ax at seniors’ apartment, moriarty congratulates herself on murder sentence after offering the domestic abuser a prior plea deal, hopkins school board member questions if people will survive climate change, white supremacy, suspected illegal alien charged with reentering country after conviction for aggravated felony, hennepin county board approves pay rate increases for themselves, other elected officials.

Register to Vote | Voting Location | What's On My Ballot? | Contact Your Elected Official

© 2024 Alpha News MN | View Our Privacy Policy | View Our Standards

• Share this —

• Watch Full Episodes
• Read With Jenna
• Inspirational
• Relationships
• TODAY Table
• Newsletters
• Start TODAY
• Shop TODAY Awards
• Citi Concert Series
• Listen All Day

Follow today

More Brands

• On The Show
• TODAY Plaza

6-year-old who shot teacher won’t face charges, prosecutor says

The city prosecutor in Newport News, Virginia, said Wednesday that he would not seek charges against the  6-year-old boy who shot his elementary school teacher  in January but has yet to decide whether any adults associated with the case could be held criminally liable.

In an interview with NBC News, Newport News Commonwealth’s Attorney Howard Gwynn said the “prospect that a 6-year-old can stand trial is problematic” given that a child that young wouldn’t have the competency to understand the legal system and what a charge means or adequately assist an attorney. It’s not unheard of for an adolescent of that age to be  arrested in general , and theoretically, a 6-year-old child could be criminally charged under Virginia law.

But Gwynn said that he does not believe there is a legal basis to charge a child and that his office, after  receiving the case in February  from Newport News police, is focusing on others.

“Our objective is not just to do something as quickly as possible,” Gwynn said. “Once we analyze all the facts, we will charge any person or persons that we believe we can prove beyond a reasonable doubt committed a crime.”

The shooting on Jan. 6 at Richneck Elementary School in Newport News has led to a potential lawsuit expected to be filed on behalf of the teacher,  Abigail Zwerner , the  ouster of the school’s superintendent  and an assistant principal, and the  installation of metal detectors .

According to a lawyer for Zwerner, a first-grade teacher, the boy had behavioral issues and a pattern of troubling interactions with school staff and other students. A notice of intent to sue said the boy was given a one-day suspension for breaking Zwerner’s cellphone, and returned the next day with a 9mm handgun that he used to shoot his teacher in the classroom while she sat at a reading table.

Diane Toscano, Zwerner’s lawyer, said at a news conference in January that three teachers went to the school administration about the boy’s behavior and that he was believed to have had a gun on campus.

Toscano said the shooting was “entirely preventable” if the administration “had taken action when they had knowledge of imminent danger,” adding, “But instead, they failed to act, and Abby was shot.”

Zwerner, 25, was seriously wounded in a hand and her chest, but police said she still managed to safely escort about 20 students out of her classroom. She was hospitalized for nearly two weeks.

Newport News Police Chief Steve Drew has described the shooting as intentional. In a Facebook Live video last month in which he said prosecutors would begin reviewing the case, Drew told viewers that it took time for detectives to interview children and examine forensic evidence.

“This is a lot more than just someone bringing a gun to school and that gun was found,” he said.

In the wake of the shooting, the family of the 6-year-old boy said in a statement that the weapon was “secured” in the home and that they have “always been committed to responsible gun ownership and keeping firearms out of the reach of children.”

The family also said the boy has an acute disability and was receiving the “treatment he needs” under a court-ordered temporary detention at a medical facility.

Police said the child’s mother legally purchased the gun he used, but haven’t specified how he obtained it or if it was safely secured as the family has claimed.

A lawyer for the family declined to comment Wednesday about the prosecutor office’s ongoing investigation and the decision that it would not seek charges against the child.

The law firm representing Zwerner could not immediately be reached for comment.

A spokeswoman for the Newport News School District said it had no additional comments about the investigation, and the district has previously said it couldn’t share any information in the child’s educational record,” citing the police investigation.

Gwynn told The Associated Press last month that his office had received three binders of information from police in the case. His team is also reviewing police bodycam footage of officers who responded to the scene.

Legal experts  had previously said  the child is unlikely to face charges because of competency concerns, although his parents could be charged with reckless endangerment or child neglect.

Gwynn said that if there is a decision to charge someone in connection with the case, it would either be through a grand jury or in consultation with police.

While there is no timeline for when charges might be brought, Gwynn drew a distinction with a parallel incident in Norfolk, Virginia, last month in which  charges were quickly filed against a mother  whose 6-year-old brought a gun to an elementary school. In that case, no one was injured and police charged the mother with contributing to the delinquency of a minor and allowing a child access to a loaded firearm.

“In our case, the police decided to turn the file over to us to make a decision,” Gwynn. “And we have to make our decision based on our ability to prove beyond a reasonable doubt a crime occurred.”

This story first appeared on NBCNews.com .

Owner of hospitalized US Olympic gymnastics therapy dog gives update

Pets & animals.

Hunter Woodhall and wife Tara embrace after he wins his first gold medal at the Paralympics

Paris olympics.

Hunter Woodhall wins gold! Paralympian reveals moving message for late uncle on his bib

Who is Nicole Virzi, PhD student accused of killing her friend's baby?

How to ask parents about guns in the house

Katie Gaudreau reflects on ‘unthinkable’ moment she learned about her brothers’ deaths

Father of accused georgia school shooter arrested and charged with murder.

The NFL will play its first-ever game in Brazil. Here’s how to watch

Angel Reese addresses speculation about feud between her and Caitlin Clark

Kansas City Chiefs beat Baltimore Ravens in NFL season opener with Taylor Swift in the stands

New York, New York

Oakland, California

Westport, Connecticut

LAKE FOREST, Illinois

Bethesda, Maryland

Natick, Massachusetts

Los Angeles, California

Atherton, California

San Diego, California

Lexington, Kentucky

Belmont, California

Cambridge, Massachusetts

Washington, Connecticut

Brooklyn, New York

Houston, Texas

Watchung, New Jersey

Wellesley, Massachusetts

Hoboken, New Jersey

Springfield, Massachusetts

Indianapolis, Indiana

Captcha / Bot check:

Posted: 06-Sep-24

Location: New York, New York

Type: Part Time

Salary: $25.00 per hour

Categories:

Preferred Education:

We are seeking an experienced and dependable aftercare teacher to engage, supervise and tend to PreK 3 & 4 year old students after school. Monday - Friday from approx. 3:00pm - 6pm.

• An understanding and commitment to this position is necessary.
• Must be able to communicate in a clear and direct way and adhere to school policies.
• Professional interaction with other teachers, administrators and parents required. Ensures children safety at all times.
• Ability to abide by HWIS policies is necessary.
• Direct childcare responsibilities including but limited to diaper changing.
• Wipes down room , toys, doorknobs, surfaces, etc., before leaving.

Qualifications:

• Bachelors degree in early childhood education preferred.
• Must possess patience and classroom management skills.
• Teacher support experience preferred.
• Experience with pre-school age children desired.
• Excellent verbal communication skills needed.
• Strong organizational and classroom management skills necessary.

Must have a positive attitude and a love of helping children.

Please send resume and cover letter.

Thank you for your interest in HWIS.

Job Type: Part-time

Pay: $25.00 per hour

Expected hours: No less than 15 per week

We’re sorry, this feature is currently unavailable. We’re working to restore it. Please try again later.

• Our network

The Sydney Morning Herald

Knox grammar teacher allegedly asked teen if they felt ‘hot’, by matt o'sullivan, save articles for later.

Add articles to your saved list and come back to them any time.

A teacher at Sydney’s prestigious Knox Grammar accused of online grooming allegedly asked a 15-year-old whether they felt “hot” that they were as old as some of his students.

William Roberto Gulson was granted bail under strict conditions in the Parramatta Bail Court on Saturday after appearing via video link from the Surry Hills Police Centre.

Knox teacher William Gulson has been charged with child grooming.

The 27-year-old English teacher was charged on Friday with one count of procuring or grooming a child under 16 for unlawful sexual activity.

Court papers listed the details of the offence as procuring a 15-year-old child for unlawful sexual activity between August 25 and 27 at Wahroonga.

The prosecutor said there was an “extremely strong case” against Gulson, who faced up to 12 years’ imprisonment if convicted of the charge.

The court heard that Gulson allegedly contacted a year 9 student who was 15, telling them: “Sorry dude, I feel super conflicted. Do you feel it hot that you are as old as some of my students?”

Gulson, who appeared in handcuffs and wearing a green shirt bearing an emblem, was supported by his mother and brother at court during the hearing.

In opposing bail, the prosecution said there were “very real concerns” for the safety of the community.

However, legal aid solicitor Ned Gilson said Gulson did not have a criminal history and the accused would be vulnerable if he was remanded in custody, adding that he would face a relatively long period in remand.

The solicitor said that the circumstances of the alleged offence were “effectively a form of vigilantism” and “entrapment” by the community.

He proposed a series of bail conditions, including that Gulson reside at his mother’s home in Wahroonga.

In granting bail, the magistrate placed conditions on Gulson that prevent him from accessing dating apps or social media or contacting anyone under 18.

Gulson is also prevented from loitering near Knox Grammar, and has to give police the PIN of his mobile phone so that officers can access it where necessary. He has to surrender his passport within 48 hours and is prevented from entering international airports.

In a letter on Friday to parents at the north shore private school, Knox Grammar headmaster Scott James said the “alleged exchange occurred outside school hours and premises and did not involve any school IT equipment”.

“When this was brought to our attention, the teacher concerned was immediately removed from the school and his employment was terminated,” James said.

“Police have informed us that there is no other individual at risk and that there is no evidence that this behaviour extended beyond the online environment.”

According to Gulson’s LinkedIn profile, he was a former student of Knox, graduating in 2014.

He has held a number of roles at Knox, including as a drama and English teacher and a year 7 mentor. In 2023, he received a “Living Our Values” award from the Knox Grammar School Council.

Gulson will next appear in court at Hornsby on September 25.

Start the day with a summary of the day’s most important and interesting stories, analysis and insights. Sign up for our Morning Edition newsletter .

• For subscribers
• Private schools

Most Viewed in National