A set of 25 task cards and exercises on reading literature of a children’s fiction story, “Alice in Wonderland” by Lewis Carroll. After working with these worksheets students will be able to: Spot the setting elements and describe the setting. Name the characters and make a character sketch. Discover the plot elements and develop the plot. Analyse the text to make a critical appreciation. Examine the lines from the text with reference to context. This download includes: (EXERCISE 1) Vocabulary check (EXERCISE 2) Identifying setting elements of the given story (EXERCISE 3) Describing the setting of the story (EXERCISE 4) Creating story setting (EXERCISE 5) Selecting best option to answer setting questions (EXERCISE 6) Spotting the traits of the characters in the story (EXERCISE 7) Identifying one of the main character’s elements in the story (EXERCISE 8) Making a character sketch (EXERCISE 9) Creating characters for the story (EXERCISE 10) Selecting best option to answer characterization questions (EXERCISE 11) Identifying plot description elements in the story (EXERCISE 12) Developing the plot of the story (EXERCISE 13) Making a story plot (EXERCISE 14) Selecting the best option to answer plot questions (EXERCISE 15) Identifying story elements by answering questions (EXERCISE 16) Identifying story elements of the story (EXERCISE 17) Making a critical appreciation of the story (EXERCISE 18) Writing a story (EXERCISE 19) Selecting the best option to answer story components questions (EXERCISE 20) Identifying summary elements (EXERCISE 21) Writing a summary using the template (EXERCISE 22) Identifying RTC elements for the given lines (EXERCISE 23) Explaining the line with reference to context (EXERCISE 24) Finding the context of the famous quotes (EXERCISE 25) Selecting the best option to answer inferential questions Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment

A set of 25 task cards and exercises on prose comprehension of a fictional story, “After Twenty Years” by O. Henry. After working with these worksheets students will be able to: Spot the setting elements and describe the setting. Name the characters and make a character sketch. Discover the plot elements and develop the plot. Analyse the text to make a critical appreciation. Examine the lines from the text with reference to context. This resource includes: (EXERCISE 1) Vocabulary check (EXERCISE 2) Identifying setting elements of the given story (EXERCISE 3) Describing the setting of the story (EXERCISE 4) Answering application-based questions (EXERCISE 5) Selecting best option to answer setting questions (EXERCISE 6) Spotting the traits of the characters in the story (EXERCISE 7) Identifying one of the main character’s elements in the story (EXERCISE 8) Making a character sketch of the main character (EXERCISE 9) Making character sketch of all the characters (EXERCISE 10) Selecting best option to answer characterization questions (EXERCISE 11) Identifying plot elements of the story (EXERCISE 12) Identifying plot description elements in the story (EXERCISE 13) Developing the plot of the story (EXERCISE 14) Making a story plots (EXERCISE 15) Selecting the best option to answer plot questions (EXERCISE 16) Identifying story elements by answering questions (EXERCISE 17) Identifying story elements of the story (EXERCISE 18) Making a critical appreciation of the story (EXERCISE 19) Writing a story (EXERCISE 20) Selecting the best option to answer story components questions (EXERCISE 21) Identifying summary elements (EXERCISE 22) Writing a summary using the template (EXERCISE 23) Explaining the line with reference to context (EXERCISE 24) Finding the context of the famous quotes (EXERCISE 25) Selecting the best option to answer inferential questions Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment

A set of 25 task cards and exercises on prose comprehension of an inimitable style story, “The Woman on Platform No 8” by Ruskin Bond. After working with these worksheets students will be able to: Spot the setting elements and describe the setting. Name the characters and make a character sketch. Discover the plot elements and develop the plot. Analyse the text to make a critical appreciation. Examine the lines from the text with reference to context. This resource includes: (EXERCISE 1) Vocabulary check (EXERCISE 2) Identifying setting elements of the given story (EXERCISE 3) Describing the setting of the story (EXERCISE 4) Answering application-based questions (EXERCISE 5) Selecting best option to answer setting questions (EXERCISE 6) Spotting the traits of the characters in the story (EXERCISE 7) Identifying one of the main character’s elements in the story (EXERCISE 8) Making a character sketch of the main character (EXERCISE 9) Making character sketch of all the characters (EXERCISE 10) Selecting best option to answer characterization questions (EXERCISE 11) Identifying plot elements of the story (EXERCISE 12) Identifying plot description elements in the story (EXERCISE 13) Developing the plot of the story (EXERCISE 14) Making a story plots (EXERCISE 15) Selecting the best option to answer plot questions (EXERCISE 16) Identifying story elements by answering questions (EXERCISE 17) Identifying story elements of the story (EXERCISE 18) Making a critical appreciation of the story (EXERCISE 19) Writing a story (EXERCISE 20) Selecting the best option to answer story components questions (EXERCISE 21) Identifying summary elements (EXERCISE 22) Writing a summary using the template (EXERCISE 23) Explaining the line with reference to context (EXERCISE 24) Finding the context of the famous quotes (EXERCISE 25) Selecting the best option to answer inferential questions Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment

Unit plans with 3 sessions on poetry comprehension – If- by Rudyard Kipling. After completing this unit students will be able to: Analyse the poem to make a critical appreciation (session 1). Identify the poetic devices and explain how they are used in the poem (session 2). Annotate the lines of the poem with reference to context (session 3). Lesson Preview: Poet and Introduction (Scaffold Notes 1) Poem and Summary (Scaffold Notes 2) SESSION 1: POETRY ANALYSIS AND CRITICAL APPRECIATION SESSION 2: POETIC DEVICES IN POETRY AND THEIR USAGE SESSION 3: POETRY ANNOTATION AND REFERENCE TO CONTEXT Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment

Interactive, collaborative and web-based google slides on teaching and learning of complex sentence structure. After completing this lesson, the students will be able to: Identify the functions of subordinating conjunctions. Identify the features of complex sentences. Use subordinating conjunctions to introduce a clause or link two clauses. Implement the features of complex sentences to discover their structure. Assess and verify the correct use of complex sentence patterns in writing. Create complex sentences with the given sentence structure and pattern. This download includes: Scaffolding Notes 1: Vocabulary Overview EXERCISE 1: Identify the subordinating conjunctions from the examples. Scaffolding Notes 2: Functions of Subordinating Conjunctions EXERCISE 2: Identify the functions of subordinating conjunctions. EXERCISE 3: Identify the subordinators from the given examples. Scaffolding Notes 3: Features of Complex Sentence EXERCISE 4: Identify how the subordinating conjunctions are used in the sentences. EXERCISE 5: Identify the features of complex sentences. EXERCISE 6: Think of a complex sentence to go with each given picture. EXERCISE 7: Identify the functions of clauses in general and their function in specific sentences – Part 1. EXERCISE 8: Identify the function of clauses in general and their function in specific sentences – Part 2. EXERCISE 9: Identify the function of clauses in general and their function in specific sentences – Part 3. EXERCISE 10: Implement the properties of complex sentences to discover their structure. Scaffolding Notes 4: Structure of Complex Sentence EXERCISE 11: Examine the structure and the pattern of the complex sentences. EXERCISE 12: Assess and verify the correct use of sentence patterns in writing. EXERCISE 13: Create complex sentences with the given sentence structure and pattern. EXERCISE 14: Demonstrate the mastery of the use of complex sentence structure in writing. Scaffolding Notes 5: Sentence Structure Rubrics EXERCISE 15: Complete the sentences with meaningful clauses. EXERCISE 16: Identify the main and subordinate clauses. EXERCISE 17: Place commas wherever necessary. EXERCISE 18: Join the sentences by using subordinators: when, where, if, although, because, since, while. EXERCISE 19: Split the following complex sentences into simple sentences. EXERCISE 20: Rewrite the following simple sentences as complex sentences. EXERCISE 21: Rewrite the following complex sentences as compound sentences.

Interactive, collaborative and web-based google slides on teaching and learning of compound-complex sentence structure. After completing this lesson, the students will be able to: Identify the functions of coordinating and subordinating conjunctions. Identify the features of compound-complex sentences. Use coordinating and subordinating conjunctions to link two clauses. Implement the features of compound-complex sentences to discover their structure. Assess and verify the correct use of compound-complex sentence patterns in writing. Create compound-complex sentences with the given sentence structure and pattern. This download includes: Scaffolding Notes 1: Vocabulary Overview EXERCISE 1: Identify the coordinating conjunctions from the examples. Scaffolding Notes 2: Functions of Coordinating Conjunctions EXERCISE 2: Identify the subordinating conjunctions from the examples. Scaffolding Notes 3: Functions of Subordinating Conjunctions EXERCISE 3: Answer the given questions to demonstrate your understanding of coordinating and subordinating conjunctions. EXERCISE 4: Identify the coordinators and subordinators from the given examples of compound-complex sentences Scaffolding Notes 4: Features of Compound-Complex Sentences EXERCISE 5: Identify the parts of compound-complex sentences with examples. EXERCISE 6: Think of a compound-complex sentence to go with each of the picture. EXERCISE 7: Answer the given questions to demonstrate your understanding of compound-complex sentences. EXERCISE 8: Answer the given questions to demonstrate command of the conventions of compound-complex sentence structure. EXERCISE 9: Implement the properties of compound-complex sentence to discover its structure. Scaffolding Notes 5: Structure of a Compound-Complex Sentence EXERCISE 10: Answer the given questions to recognise variations in sentence structure as used in writing – Part 1. EXERCISE 11: Answer the given questions to recognise variations in sentence structure as used in writing – Part 2. EXERCISE 12: Identify the errors and revise the sentences. EXERCISE 13: Create compound-complex sentences with the given sentence structure and pattern. EXERCISE 14: Demonstrate the mastery of the use of compound-complex sentence structure in writing. Scaffolding Notes 6: Sentence Structure Rubrics EXERCISE 15: Identify coordinators and subordinators in the given compound-complex sentences. EXERCISE 16: Identify the independent clause and the dependent clauses in the given compound-complex sentences. EXERCISE 17: Place commas wherever necessary in the given compound-complex sentences. EXERCISE 18: Join each of the 3 given simple sentences to frame 1 compound-complex sentence using coordinators and subordinators. EXERCISE 19: Split each the given compound-complex sentence into three simple sentences.

A lesson presentation that presents teaching and learning resources on characterization. After completing this lesson, the students will be able to: Acquire knowledge of character types and traits. Discuss character descriptors and description guide. Identify the characters and their traits in a given story. Analyse and describe the characters. This Resource Includes: Well Formulated, Measurable, SMART Objectives and Outcomes Vocabulary Overview - Character, Trait, Role Flipped Lesson Part - Video - Characters and Character Qualities Engaging and Creative Lesson Starter – Guess the Character Success Criteria - Characterization Checklist Scaffolding Notes - Character Types, Descriptors, Template, Guide, Prompt Collaborative Group Tasks – Think-Share, Pair-Share, Think-Write, Write-Share Mini-Plenary with Critical Thinking Questions – 3 Online Quizzes Assessment Criteria for Outcome Expectations - Rubrics Differentiated Activities for Level Learners - Writing Task by Outcome Extensions to Challenge the High Achievers - Literary Elements Mapping, Character Games Plenary to Assess Learning Outcomes - PQP Technique Home Learning for Reinforcement – 8 Worksheets and Task Cards Common Core Standards - ELA-LITERACY.RL.6-8.3/6/9/9-10.3/W.9-10.3abd Skills to be addressed during the Lesson - Social and Cognitive Word-Bank: Connectives, Verbs, Adverbs, Adjectives Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment

A unit plan on reading information text with 6 sessions on teaching and learning based on New Bloom’s Taxonomy. This download includes: EXERCISE 1: Answer the following questions to demonstrate your knowledge of information texts. EXERCISE 2: Match the meanings (A-O) to the words (1-15) they refer to. EXERCISE 3: Determine the meaning of words and phrases as they are used in the text. EXERCISE 4: Skim, scan and close read to find reference for the use of language variety and vocabulary type in the text EXERCISE 5: Determine the central idea of the text. EXERCISE 6: Use IQC (Idea-Quote-Conclude) technique and comment on the author’s use of vocabulary type. EXERCISE 7: Write IQC (Idea-Quote-Conclude) paragraphs about the use of vocabulary type in the text. EXERCISE 8: Analyse the impact of specific word choices on meaning of the text. EXERCISE 9: Analyse the development of language and vocabulary over the course of the text. EXERCISE 10: Answer the questions to demonstrate your knowledge of the vocabulary used in the text. EXERCISE 11: Use IQC (Idea-Quote-Conclude) technique and comment on the author’s use of language variety. EXERCISE 12: Write IQC (Idea-Quote-Conclude) paragraphs about the use of language variety in the text. EXERCISE 13: Analyse in detail the role of particular sentences in developing and refining a key concept. EXERCISE 14: Draw conclusions based on visual clues. EXERCISE 15: Prepare your own comprehension question types with answers from the text. EXERCISE 16: Use the reading strategies to answer open-ended questions. EXERCISE 17: Use textual clues to answer the comprehension questions. EXERCISE 18: Cite the textual evidence that most strongly supports to answer the questions. EXERCISE 19: Use PEE (Point-Evidence-Explain) model to comment on the author’s use of language techniques. EXERCISE 20: Write PEEL (Point-Evidence-Explain-Link) paragraphs about the use of figurative language in the text. EXERCISE 21: Write PEEL (Point-Evidence-Explain-Link) paragraphs about the use of connotative language in the text. EXERCISE 22: Determine what can be inferred when the text says what it says. EXERCISE 23: Determine the meaning of words and phrases as they are used in the text, including figurative meanings. EXERCISE 24: Determine the meaning of words and phrases as they are used in the text, including connotative meanings. EXERCISE 25: Determine the text elements for the given information. EXERCISE 26: Evaluate the argument and specific claims in the text. EXERCISE 27: Determine the author’s point of view or purpose in the text. EXERCISE 28: Compare and contrast two texts and identify where the texts disagree on matters of fact or interpretation. EXERCISE 29-33: Write your own information text for a website. RUBRICS: Information Text Rubrics

Interactive, collaborative and web-based google slides on teaching and learning of compound sentence structure. After completing this lesson, the students will be able to: Identify the functions of coordinating conjunctions. Identify the features of compound sentences with examples. Use coordinating conjunctions to coordinate or connect two clauses. Implement the features of compound sentences to discover their structure. Assess and verify the correct use of compound sentence patterns in writing. Create compound sentences with the given sentence structure and pattern. This download includes: Scaffolding Notes 1: Vocabulary Overview EXERCISE 1: Identify the coordinating conjunctions from the examples. Scaffolding Notes 2: Functions of Coordinating Conjunctions EXERCISE 2: Identify the functions of compound sentences. EXERCISE 3: Identify the features of a compound sentence with examples. Scaffolding Notes 3: Features of Compound Sentences EXERCISE 4: Identify the properties of compound sentences. EXERCISE 5: Answer the given questions to test your knowledge of the features of compound sentences. EXERCISE 6: Use coordinating conjunctions to coordinate or connect two clauses. EXERCISE 7: Answer the given questions to apply your knowledge of the compound sentences. EXERCISE 8: Implement the features of compound sentences to discover their structure. Scaffolding Notes 4: Structure of Compound Sentences EXERCISE 9: Examine the structure and the pattern of the compound sentences. EXERCISE 10: Assess and verify the correct use of compound sentence patterns in writing. EXERCISE 11: Create compound sentences with the given sentence structure and pattern. EXERCISE 12: Demonstrate the mastery of the use of compound sentence structure in writing. Scaffolding Notes 5: Sentence Structure Rubrics EXERCISE 13: Identify the coordinators in the given compound sentences. EXERCISE 14: Complete the sentences with meaningful clauses. EXERCISE 15: Use the coordinators (FANBOYS) to replace the semicolons in the compound sentences. EXERCISE 16: Use either coordinators or semicolons to join two independent clauses. EXERCISE 17: Split these compound sentences into two simple sentences. EXERCISE 18: Rewrite the given simple sentences as compound sentences…

Interactive, collaborative and web-based google slides on teaching and learning of simple sentence structure. After completing this unit students will be able to: Recall the properties of sentences with examples. Identify the parts of simple sentences with examples. Think of simple sentences to go with the given pictures. Implement the properties of simple sentences to discover their structure. Assess and verify the correct use of simple sentence patterns in writing. Create simple sentences with the given sentence structure and pattern. This download includes: Scaffolding Notes 1: Vocabulary Overview EXERCISE 1: Compare and contrast a phrase, clause and sentence. Use subject, verb and complete thought as criteria to differentiate. Use YES and NO to identify the difference. Scaffolding Notes 2: Phrase-Clause-Sentence Chart EXERCISE 2: Identify the properties of sentences in the given examples. Scaffolding Notes 3: Parts of a Sentence EXERCISE 3: Identify the parts of sentences. EXERCISE 4: Identify the parts of a simple sentence with examples. Scaffolding Notes 4: Features of a Simple Sentence EXERCISE 5: Answering questions to demonstrate the knowledge of sentence structure. EXERCISE 6: Think of a simple sentence to go with each picture. EXERCISE 7: Implement the properties of simple sentences to discover their structure. Scaffolding Notes 5: Structure of a Simple Sentence EXERCISE 8: Answer the following to recognise variations in sentence structure as used in writing. EXERCISE 9: Assess and verify the correct use of simple sentence patterns in writing. EXERCISE 10: Create simple sentences with the given sentence structure and pattern. EXERCISE 11: Demonstrate the mastery of the use of simple sentence structure in writing. Scaffolding Notes 6: Sentence Structure Rubrics EXERCISE 12: Identify the following as phrase, clause and sentence. EXERCISE 13: Identify subject and predicate from the given sentences. EXERCISE 14: Identify the subjects and verbs then decide whether the verbs are transitive or intransitive. EXERCISE 15: Put each group of words together in a sentence. EXERCISE 16: Complete each sentence by adding either a subject or a predicate.

Interactive, collaborative and web-based google slides on teaching and learning resources of kinds of sentences according to function based on New Bloom’s Taxonomy. This download includes: EXERCISE 1: Compare and contrast a phrase, clause and sentence. Use subject, verb and complete thought as criteria to differentiate. Use YES and NO to identify the difference. EXERCISE 2: Run through the slideshare presentation on Kinds of Sentences According to Function and name the kinds of sentences by function with an example each. EXERCISE 3: Watch the video on Kinds of Sentences by Function and identify the function of the given sentences. Provide an end punctuation to each of the sentence and state their type. EXERCISE 4: Match the sentence types (1-4) with their meanings (A-D). EXERCISE 5: Provide an end punctuation to each given sentence and state their function. EXERCISE 6: Think of varied sentences – declarative, interrogative, imperative, exclamatory - to go with the given pictures, end punctuation and functions. EXERCISE 7: Identify the emotion expressed by each of the emoji. EXERCISE 8: Match each of the expression with the given punctuation. EXERCISE 9: Answer questions to recognise the difference between the sentence kinds by function. EXERCISE 10: Answer questions to examine the functions of sentence kinds. EXERCISE 11: Answer questions to identify varied sentences used in writing. EXERCISE 12: Answer questions to demonstrate the use of sentences based on their function. EXERCISE 13: Assess and verify the correct use of sentence kinds by function in writing. EXERCISE 14: After reading the story, brainstorm things you would like to know about it, and then create four interrogative sentences (questions) with answers. EXERCISE 15: Demonstrate your knowledge of SENTENCE BY FUNCTION by attempting one of the following tasks. EXERCISE 16: Highlight by coloring declarative (black), interrogative (green), imperative (blue) and exclamatory (red) sentences in the story below. EXERCISE 17: Change the given sentences (without changing their meaning) as directed. Punctuate the sentences correctly. EXERCISE 18: Identify the sentences as: Declarative, Imperative, Interrogative or Exclamatory. EXERCISE 19: Add the correct end punctuation, and identify the function of each sentence. EXERCISE 20: Transform declarative sentences to interrogative and declarative sentences to exclamatory. EXERCISE 21: Transform declarative sentences to imperative and exclamatory sentences to declarative.

A ready to use Google Slides that present teaching and learning resources of a spelling lesson on words ending in -cious, -tious, -cial, -tial, -able, -ible based on New Bloom’s Taxonomy. After working with these Google Slides students will be able to: Provide examples for common suffixes based on their sound and meanings. Add suffices to root words (nouns or verbs) to form adjectives based on the spelling rules. Use common suffixes to form words ending in –tious and -cious (shus sound) and determine the meaning of new words. Use common suffixes to form words ending in –cial and –tial (shul sound) and use roots as clues to the meaning of new words. Use common suffixes to form words ending in –able and –ible and correct the inappropriate use of suffixes in forming new words. Create new word patterns with words ending in shus, shul and able sounds and frame sentences. This download includes: EXERCISE 1: Provide examples for common suffixes based on their sound and meanings. EXERCISE 2: Add suffices to root words (nouns) to form adjectives based on the spelling rules. EXERCISE 3: Add suffices to root words (verbs) to form adjectives based on the spelling rules. EXERCISE 4: Use common suffixes to form words ending in –tious (shus sound) and determine the meaning of new words. EXERCISE 5: Use common suffixes to form words ending in –cious (shus sound) and determine the meaning of new words. EXERCISE 6: Use common suffixes to form words ending in –tial (shul sound) and use roots as clues to the meaning of new words. EXERCISE 7: Use common suffixes to form words ending in –cial (shul sound) and use roots as clues to the meaning of new words. EXERCISE 8: Use common suffixes to form words ending in –ible and correct the inappropriate use of suffixes in forming new words. EXERCISE 9: Use common suffixes to form words ending in –able and correct the inappropriate use of suffixes in forming new words. EXERCISE 10: Create new word patterns with given suffixes and frame sentences with them. EXERCISE 11: Use a –cious word from the list to complete each of the sentences below. EXERCISE 12: Use a –tious word from the list to complete each of the sentences below. EXERCISE 13: Use the root words to create adjectives with the suffixes –cial or –tial. EXERCISE 14: Add –cial or –tial to complete each of these stem words. EXERCISE 15: Add the suffix –ible to form adjectives from the root words. EXERCISE 16: Use verbs as root words to form nouns and the suffix –ible to form adjectives. EXERCISE 17: Add the suffix –able to form adjectives from the root words. EXERCISE 18: Use verbs as root words to form nouns and the suffix –able to form adjectives. EXERCISE 19: Use –ible words from the list to complete the sentences below. EXERCISE 20: Use –able words from the list to complete the sentences below. ASSESSMENT CRITERIA RUBRICS: Spelling Rubrics

A ready to use PowerPoint presentation that presents teaching and learning resources of a spelling lesson on words ending in -cious, -tious, -cial, -tial, -able, -ible based on New Bloom’s Taxonomy. After completing this lesson students will be able to: Provide examples for common suffixes based on their sound and meanings. Add suffices to root words (nouns or verbs) to form adjectives based on the spelling rules. Use common suffixes to form words ending in –tious and -cious (shus sound) and determine the meaning of new words. Use common suffixes to form words ending in –cial and –tial (shul sound) and use roots as clues to the meaning of new words. Use common suffixes to form words ending in –able and –ible and correct the inappropriate use of suffixes in forming new words. Create new word patterns with words ending in shus, shul and able sounds and frame sentences. This download includes: EXERCISE 1: Provide examples for common suffixes based on their sound and meanings. EXERCISE 2: Add suffices to root words (nouns) to form adjectives based on the spelling rules. EXERCISE 3: Add suffices to root words (verbs) to form adjectives based on the spelling rules. EXERCISE 4: Use common suffixes to form words ending in –tious (shus sound) and determine the meaning of new words. EXERCISE 5: Use common suffixes to form words ending in –cious (shus sound) and determine the meaning of new words. EXERCISE 6: Use common suffixes to form words ending in –tial (shul sound) and use roots as clues to the meaning of new words. EXERCISE 7: Use common suffixes to form words ending in –cial (shul sound) and use roots as clues to the meaning of new words. EXERCISE 8: Use common suffixes to form words ending in –ible and correct the inappropriate use of suffixes in forming new words. EXERCISE 9: Use common suffixes to form words ending in –able and correct the inappropriate use of suffixes in forming new words. EXERCISE 10: Create new word patterns with given suffixes and frame sentences with them. EXERCISE 11: Use a –cious word from the list to complete each of the sentences below. EXERCISE 12: Use a –tious word from the list to complete each of the sentences below. EXERCISE 13: Use the root words to create adjectives with the suffixes –cial or –tial. EXERCISE 14: Add –cial or –tial to complete each of these stem words. EXERCISE 15: Add the suffix –ible to form adjectives from the root words. EXERCISE 16: Use verbs as root words to form nouns and the suffix –ible to form adjectives. EXERCISE 17: Add the suffix –able to form adjectives from the root words. EXERCISE 18: Use verbs as root words to form nouns and the suffix –able to form adjectives. EXERCISE 19: Use –ible words from the list to complete the sentences below. EXERCISE 20: Use –able words from the list to complete the sentences below. RUBRICS: Spelling Rubrics

A ready to use PowerPoint presentation with 6 sessions on teaching and learning resources of prefixes based on New Bloom’s Taxonomy. After completing this unit students will be able to: Match the terms associated with prefixes with their meanings. Add prefixes to high frequency and other studied words. Create new words with common prefixes based on their meanings. Use prefixes to form words and use roots as clues to the meaning of new words. Assess and evaluate the correct use of prefixes in forming new words. Create new word patterns with words beginning and ending in common prefixes and frame sentences. This download includes: SESSION 1: REMEMBERING EXERCISE 1: Match the TERMS (1-4) with their MEANINGS (A-D). SESSION 2: UNDERSTANDING EXERCISE 2: Match the PREFIXES with their MEANINGS. SESSION 3: APPLYING EXERCISE 3: Tick the correct option to find meaning for the common prefixes. EXERCISE 4: Create new words with each of the Latin prefixes based on their meaning. EXERCISE 5: Create new words with each of the Greek prefixes based on their meaning. EXERCISE 6: Create new words with each of the negative prefixes based on their meaning. EXERCISE 7: Create new words with each of the preposition prefixes based on their meaning. EXERCISE 8: Create new words with common prefixes used in Mathematics, Science and Social Studies Curriculum. SESSION 4: ANALYSING EXERCISE 9: Use prefixes to form words and use roots as clues to the meaning of new words – Part 1. EXERCISE 10: Use prefixes to form words and use roots as clues to the meaning of new words – Part 2. EXERCISE 11: Use prefixes to form words and use roots as clues to the meaning of new words – Part 3. SESSION 5: EVALUATING EXERCISE 12: Assess and evaluate the correct use of prefixes in forming new words. SESSION 6: CREATING EXERCISE 13: Demonstrate the mastery of using PREFIXES in writing. Focus on remembering, understanding, analysing and creating of prefixes as suggested by the RUBRICS. RUBRICS: Prefixes Rubrics HOME LEARNING: EXERCISE 14: Choose the correct prefix to fill in the blanks: inter-, auto-, mis-, under-, super-. EXERCISE 15: Make words using the given prefixes to go with the meaning.

This PowerPoint Presentation is perfect for teaching Words Ending in -ent, -ence and -ency. These no prep activities in the presentation would be great for ELA lessons or ELA centers. Your students will love these exercises that are carefully planned for student engagement. After attempting these New Bloom’s Taxonomy based activities students will be able to: Use suffixes based on the spelling rules and meanings to form nouns and adjectives from the given verbs. Use the root words (verbs and nouns) to form –ent, -ence and –ency words. Add the correct suffixes –ent, -ence or -ency to complete the stem words. Use suffixes –ent, -ence and –ency to form words and use roots as clues to the meaning of new words. Assess and evaluate the correct use of suffixes –ent, -ence and –ency in forming new words. Create new word patterns with words ending in –ent, -ence and –ency to use in writing. This download includes: SESSION 1: REMEMBERING EXERCISE 1: Use suffixes based on the spelling rules and meanings to form –ent, -ence and –ency words (nouns or adjectives) from the given verbs or stem words. SESSION 2: UNDERSTANDING EXERCISE 2: Use the root words (verbs and nouns) to form –ent, -ence and –ency words. EXERCISE 3: Add suffixes –ent, -ence and –ency to root words (verbs) to form nouns or adjectives. EXERCISE 4: Use the stem words to list words that end in all the three suffixes –ent, -ence and –ency. SESSION 3: APPLYING EXERCISE 5: Add correct suffixes to stem words to complete the words. EXERCISE 6: Choose the correct word from each set of words from the brackets to fill in each blank. SESSION 4: ANALYSING EXERCISE 7: Use suffix –ent to form words and determine the meaning of new words. EXERCISE 8: Use suffix -ence to form words and use roots as clues to the meaning of new words. EXERCISE 9: Use suffix -ency to form new words. SESSION 5: EVALUATING EXERCISE 10: Assess and evaluate the correct use of suffixes –ent, -ence and –ency in forming new words. SESSION 6: CREATING EXERCISE 11: Demonstrate the mastery of using words ending in –ent, -ence and –ency in writing. HOME LEARNING: EXERCISE 12: Use –ent words from the brackets to complete each of the sentences below. EXERCISE 13: Use -ence words from the list to complete each of the sentences below. Use each word only once. EXERCISE 14: Add –ancy or –ency to complete the words in the sentences below. EXERCISE 15: Use verbs as root words to form adjectives ending in -ent and nouns ending in -ence. EXERCISE 16: Add suffixes –ent, –ence or –ency (as indicated) to the verbs (root words) to form nouns. EXERCISE 17: Change the adjectives ending in –ent to nouns ending in –ence. EXERCISE 18: Change the adjectives ending in –ent to nouns ending in –ency. ASSESSMENT CRITERIA RUBRICS: Spelling Rubrics

These Google Slides are perfect for teaching Spelling - Words Ending in -ary, -ery and -ory. These no prep activities would be great for ELA lessons or ELA centers. Your students will love these exercises that are carefully planned for student engagement. After attempting these New Bloom’s Taxonomy-based activities students will be able to: Use suffixes based on the spelling rules and meanings to form nouns and adjectives. Use the root words to form –ary, -ery and –ory words. Use –ary –ery and –ory words to complete the given sentences. Use suffixes –ary, -ery and –ory to form words and use roots as clues to the meaning of new words. Assess and evaluate the correct use of suffixes –ary, -ery and –ory in forming new words. Create new word patterns with words ending in –ary, -ery and –ory to use in writing.

This PowerPoint Presentation is perfect for teaching Spelling - Words Ending in -ary, -ery and -ory. These no prep activities in the presentation would be great for ELA lessons or ELA centers. Your students will love these exercises that are carefully planned for student engagement. After attempting these New Bloom’s Taxonomy-based activities students will be able to: Use suffixes based on the spelling rules and meanings to form nouns and adjectives. Use the root words to form –ary, -ery and –ory words. Use –ary –ery and –ory words to complete the given sentences. Use suffixes –ary, -ery and –ory to form words and use roots as clues to the meaning of new words. Assess and evaluate the correct use of suffixes –ary, -ery and –ory in forming new words. Create new word patterns with words ending in –ary, -ery and –ory to use in writing.

These Google Slides are perfect for teaching Grammar - Active and Passive Voice. These no prep activities would be great for ELA lessons or ELA centers. Your students will love these exercises that are carefully planned for student engagement. After attempting these New Bloom’s Taxonomy-based activities students will be able to: Identify and define the structure of a sentence when verbs are active and passive. Group and order tense forms into active and passive verbs. Form and use verbs in the active and passive voice. Analyse verb tenses to determine whether constructions rely on active or passive voice. Recognise and correct inappropriate shifts in verb voice. Produce and present well-written sentences with appropriate active and passive verbs. Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment More Grammar Resources by the same Author: Active and Passive Voice Direct and Indirect Speech Subject-Verb Agreement Standard English Conventions Grammatical Cases Verbals Moods of Verbs

These Google Slides are perfect for teaching Moods of Verbs - Indicative, Imperative, Interrogative, Conditional, Subjunctive. These no prep activities would be great for ELA lessons or ELA centers. Your students will love these exercises that are carefully planned for student engagement. After attempting these New Bloom’s Taxonomy-based activities students will be able to: Recall the meaning of the terms associated with verb moods. Consider the functions of verb moods to identify the signs that exemplify the verb forms in the given text. Form and use verbs in the indicative, imperative, interrogative, conditional and subjunctive mood. Investigate and identify the mood of the given verb. Recognise and correct inappropriate shifts in verb moods. Create their own sentences showing the mood of the verb. Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment More Grammar Resources by the same Author: Active and Passive Voice Direct and Indirect Speech Subject-Verb Agreement Standard English Conventions Grammatical Cases Verbals Moods of Verbs

These Google Slides are perfect for teaching Verbals – Gerunds, Participles and Infinitives. These no prep activities would be great for ELA lessons or ELA centers. Your students will love these exercises that are carefully planned for student engagement. After attempting these New Bloom’s Taxonomy-based activities students will be able to: Match the terms associated with verbals with their meanings. Consider the definitions and functions of verbals to identify the signs that exemplify the verbals in the given text. Provide finite verbs to the given actions and convert them to non-finite verbs (verbals) – gerund, participle and infinitive. Identify the functions of verbals in particular sentences. Verify and correct misplaced and dangling modifiers and inappropriate use of verbals. Use verbals to convey specific meanings and add variety and interest to writing. This download includes: EXERCISE 1: Match the TERMS (1-14) with their MEANINGS (A-N). EXERCISE 2: Watch the video - Verbals: Gerunds, Infinitives and Participles – to gather information about verbals, gerunds, infinitives, participles and the dangling participle. Then try the task that follows. EXERCISE 3: Identify the verb, verbal, verbal type and its function in the following sentences. EXERCISE 4: Consider the definitions and functions of verbals to identify the signs that exemplify the verbals in the given text. EXERCISE 5: Identify the verbals. Use the labels given below to name the parts of the sentences. EXERCISE 6: Provide finite VERBS to the below actions and convert them to non-finite verbs (VERBALS) – gerund, participle and infinitive. EXERCISE 7: Test your understanding of verbals. EXERCISE 8: Identify the verbals used in the given sentences. EXERCISE 9: Identify the verbals and their types in the given sentences. EXERCISE 10: Identify the functions of verbals in the given sentences. EXERCISE 11: Assess and evaluate the correct use of verbals. EXERCISE 12: Verify and correct misplaced or dangling modifiers and inappropriate use of verbals. EXERCISE 13: Use verbals (non-finite verbs) to convey specific meanings and add variety and interest to writing. EXERCISE 14: Demonstrate the mastery of using verbals (non-finite verbs) in writing. EXERCISE 15: Underline the verbals in the following paragraph and identify what kind of verbals they are - gerunds, participles or infinitives. EXERCISE 16: Identify the errors in the use of non-finite verbs in the following passages and write the correction.