PDF version of presentation for KS2 about adding suffixes to different types of words.

For KS2 classes. A spelling starter covering the rules governing spelling of adverbs ending in -ly. The presentation could be used a slide at a time as short starters over a week, or in one longer session.

This is the first of a series of short texts for teaching SPaG. I was looking for material that I could use for teaching spelling, grammar and punctuation, and which could be used at the end of the week as a dictation assessment. Unable to find anything suitable, I ended up scribbling them myself on a Monday morning. Most of the themes are directed at the class I was teaching at the time, but some teachers may relate to them. I called them The Monday Nag, for obvious reasons! The pack contains a PowerPoint presentation, and five activities. There is a spelling sheet covering the points highlighted in the text, a Cloze activity, a supported dictation worksheet for lower ability learners, a writing task, and a crossword on grammatical terms best suited for more able pupils. I would suggest working through the PowerPoint on the first session of the week and leading up to the writing task and the dictation at the end of the week, by which time children should be thoroughly familiar with both text and SPaG content.

Sheets of focussed marking comments for printing onto small Avery labels. 65 labels per sheet - 20+ each of positive and next stop comments. For pain free marking of technical aspects of writing at KS3 and upper KS2.

This is a PowerPoint game consisting of over 100 slides. It’s great for starting a lesson - played as a whole class vocabulary challenge. Good for plenaries too and as an occasional filler activity for any subject. The teacher selects the initial category from the first slide without letting pupils see it. The go button on the on screen timer starts the clock, and a word is displayed. Pupils have a minute as the clock ticks to write as many words associated with the on screen word as they can. At the end of the minute, the word disappears, an alarm rings, and a link arrow to the next category appears at the bottom of the screen. Alternatively, the resource could be used as a speaking activity on the lines of the Radio 4 Quiz show: pupils have one minute to talk (without hesitation, deviation etc) on the topic displayed. It generates a lot of excitement in the classroom! Good for adults too!

These three tests each comprise a pupil sheet with a list of the target homophone pairs/groups, and a teacher sheet with 10 sentences each containing one of the homophones. The sentences are read out one by one and the pupils have to circle the correct spelling on their sheets. Great for diagnostic testing or for a quick revision activity.

Proof-reading practice for Y5-8 to improve pupils’ SPAG skills and increase the accuracy of their writing. A PDF presentation for the whiteboard. Five 15 minute exercises, each consisting of sentences with errors of punctuation, spelling, grammar or usage. Pupils write out each sentence correctly, underlining the correction they have made.

Five folders each containing 10 worksheets with answers. Spelling lists included - alphabetical and randomised. Also a list for Look Say Cover Write Check activity, Could be used in class as starter activities, or set as homework. For more of my resources, please visit my shop: https://www.tes.com/teaching-resources/shop/ReallLanguages

The homophones 'there, their and they’re are difficult for many pupils to master, and they benefit from regular revisiting. This resource is aimed at KS2 and KS3,but would also be valuable for groups of older pupils (and sometimes staff) who are still a bit unsure. The animated presentation begins with a slide which shows how all three homophones are used. It is teacher controlled, so can be shown a line at a time to allow for discussion and explanation as required. It is followed by 15 animated slides where a sentence with a blank is displayed so that pupils can either respond orally, or have a go at writing answers on individual white boards. The answer is shown at the click of the mouse. A text file is provided explaining why there is some confusion over whether ‘there’ (in ‘there is’) is sometimes classified as a pronoun. There is a set of 40 accompanying cards for printing and possibly laminating. Each shows a sentence containing a blank, similar to those on the presentation. The task is a multiple choice one, requiring pupils simply to fill in the letter a,b or c corresponding to the word needed to fill the blank. A pupil sheet is provided for this, as well as a teacher answer sheet.

Covering the Y6 NC requirement relating to synonyms and antonyms, this constitutes a week’s unit of work leading to a writing outcome. A separate lesson plan is supplied for each day, with suggested timings for each section. Towards the beginning of the first lesson, individuals fill in the first two sections of a Know/Wonder/Learnt chart which they give in and complete at the end of the week. The lesson presentation includes pupil activities, such as finding antonyms and preparing synonym charts. Pupils will need to use dictionaries and thesauri for this. The final slide consists of a formal exercise for completion in exercise books. This provides an assessment opportunity. A class list of common words to be avoided in writing is begun and added to each day. On Day 2 there is more work on antonyms, but as the week progresses, the focus is more on synonyms. The main activity for this lesson is a drama activity which pupils should find fun. Day 3 begins with a pelmanism game on antonyms , and is followed by some teacher-directed work on antonyms and synonyms. The main activity is an antonym crossword, which can be used as assessment. There are three versions of the crossword, to allow for differing levels of ability. In the plenary, the concept of showing rather than telling is introduced, along with the beginning of what will become the subject of an extended writing task. The fourth lesson begins with a synonym contest in which pupils win points for coming up with answers nobody else thinks of. Then there is a writing warm-up followed by the start of writing: initially paired work, but leading to an independent task. In the plenary, pupils share their work with each other in a simple speaking and listening activity. The final day, there is an extended writing session to be used for formal assessment. During the plenary, pupils feed back briefly on the week’s work, and then complete the final column of the KWL chart.

The resource addresses the Y6 NC requirement to use ‘the perfect form of verbs to mark relationships of time and cause’. It is a challenging unit of work, and would be appropriate for KS3 as well as KS2. Originally, it was written as a single lesson, but given the scope of the vocabulary and concepts covered, It is probably better to extend it over two sessions. The colourful presentation has teacher-operated conceal/reveal animation, and ends with a paired pupil exercise to be completed in the first lesson and reviewed in the second one. There is a KWL (know/wonder/learnt) chart to encourage self-assessment by pupils and give teachers insight into achievements and difficulties. The unit ends with a pupil worksheet at two levels to allow for differentiation. Weaker pupils can be set just exercise A, where the auxiliary verb and past participle appear consecutively in the sentence, and more able ones can be set the additional challenge of exercise B, where the auxiliary and past participle are split by other elements (eg adverbs, negatives) in almost all sentences. Two of the slides have been saved in png format so that they can be printed out for classroom display.

Practise antonymns with these worksheets: 3 crosswords, 3 wordsearches and 3 multiple choice. All with answers.

A 13-slide presentation consisting of the text of Dickinson’s poem, together with questions on language, style and context to be explored either as a whole class or set as individual or paired challenges.

This resource consists of 2 sets of 40 task cards which will need either to be laminated or printed onto card. In the first set, a multiple choice activity, pupils have to identify the sentence type on each card and fill in the corresponding letter on the pupil answer sheet. For more able pupils, an extension activity is provided, where the verbs in each sentence have to be identified and written down on the challenge sheet. This task is trickier than it sounds, and could generate some discussion and further teaching, since some of the verbs are disguised within negative constructions or in contractions. The second set consists of pairs of cards labelled A and B. The A cards are all main clauses, and the B cards are subordinate clauses. Cards have to be paired to make complex sentences which make sense. There is no punctuation provided, so that the subordinate clause can go either first or second. Individual teachers may wish to direct the class to begin by putting the main clause first, then teaching/revising the punctuation rule which they need to apply if the order of clauses is reversed. Pupils’ work should be done in exercise books. A supporting poster is supplied for each set of cards.

The second in a series of short reading passages written for Lower KS2. It is followed by a mini- comprehension task where pupils have to choose which of three statements is true . There is a SPaG exercise linked to the passage. The final activity is extended writing.

This is the third of a series of short reading passages written for Lower KS2. It is followed by a mini- comprehension task where pupils have to choose which of three statements is true . There is a SPaG exercise linked to the passage. The final activity is extended writing.

This presentation includes slides showing how adverbs in a sentence can appear in 4 different positions, but do not form part of the SVO structure. The accompanying worksheets are coded with animal symbols. (Horse = High; Monkey = Middle; Leopard = Low). There are two worksheets for each level. Answers are supplied.

Three worksheets to help in the teaching of number formation. The instructions are on the sheet, but will need teacher modelling and reinforcement.