A unit set of scaffolding notes with 6 sessions on teaching and learning resources of synonyms and antonyms based on New Bloom’s Taxonomy. After completing this unit students will be able to: SESSION 1 - REMEMBERING - Recall and recognise word relationships and meanings. SESSION 2 - UNDERSTANDING - Interpret and classify word relationships and meanings. SESSION 3 - APPLYING - Implement and execute accurate knowledge of word relationships and meanings. SESSION 4 - ANALYSING - Compare and contrast word relationships and meanings. SESSION 5 - EVALUATING - Experiment and judge the relationship between particular words. SESSION 6 - CREATING - Create and compose new sentences with word relationships and meanings. This download includes: Scaffolding Notes 1 - Vocabulary Overview Scaffolding Notes 2 - Relationship between Synonyms and Antonyms Scaffolding Notes 3 - Antonym Types Scaffolding Notes 4 - Synonyms and Antonyms Rubrics Scaffolding Notes 5 - Synonym – Word – Antonym Chart Scaffolding Notes 6 - Common Synonym List Scaffolding Notes 7 - Common Antonym List

A unit lesson plan with 6 sessions on teaching and learning resources of synonyms and antonyms based on New Bloom’s Taxonomy. After completing this unit students will be able to: Use the relationship between synonyms and antonyms to understand each words. Demonstrate understanding of words by relating them to their opposites: antonym types. Interpret and verbalise pictures of synonyms and antonyms. Find and present similarities and differences between synonyms and antonyms. Test and decide the appropriate use of synonyms and antonyms. Create new sentences using synonyms and antonyms. This download includes: EXERCISE 1: Match the terms (1-5) with their meanings (A-E). EXERCISE 2: Watch the video (Antonyms and Synonyms) and find antonyms and synonyms for the following words. EXERCISE 3: Think of a synonym and antonym for the words in the middle column. EXERCISE 4: Think of graded, complementary and relational antonyms for each of the word in the list. EXERCISE 5: Interpret and verbalise pictures of synonyms. EXERCISE 6: Interpret and verbalise pictures of antonyms. EXERCISE 7: Find and present similarities and differences between synonyms and antonyms (Part 1). EXERCISE 8: Find and present similarities and differences between synonyms and antonyms (Part 2). EXERCISE 9: Find and present similarities and differences between synonyms and antonyms (Part 3). EXERCISE 10: Test and decide the appropriate use of synonyms and antonyms (Part 1). EXERCISE 11: Test and decide the appropriate use of synonyms and antonyms (Part 2). EXERCISE 12: Create new sentences using synonyms and antonyms. Follow the rubrics. EXERCISE 13: Match the given words with their synonyms from the box. EXERCISE 14: Match the following words with their antonyms from the box. EXERCISE 15: Tell whether each pair of words are synonyms or antonyms. EXERCISE 16: Select the word that best completes the sentence. EXERCISE 17: Use Synonyms and Antonyms to answer questions as denoted by the BINGO lines.

Unit plans with 3 sessions on poetry comprehension – Tyger Tyger (The Tiger) by William Blake. 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 Discussion: Poetry Forms (Scaffold Notes 3) Poetry Structures (Scaffold Notes 4) Poetry Analysis Guide (Scaffold Notes 5) Poetry Analysis Template (Scaffold Notes 6) Collaborative Group Tasks: Pair-Share - Inferring the meaning of the words from the context of the poem (Exercise 1) Ask-Write - Writing lines to match with given questions (Exercise 2) Write-Advance – Critical appreciation of the poem (Exercise 3) Assessment - Poetry Analysis Rubrics (Scaffold Notes 7) Differentiated Tasks - Answering questions (Exercise 4) Plenary – Answering poetry elements questions (Exercise 5) SESSION 2: POETIC DEVICES IN POETRY AND THEIR USAGE Discussion: Comparison Devices (Scaffold Notes 8) Sound Devices (Scaffold Notes 9) Figures of Speech (Scaffold Notes 10) Collaborative Group Tasks: Pair-Share – Meaning of expressions used in the poem (Exercise 6) Ask-Write - Identification and explanation of poetic devices (Exercise 7) Write-Advance - Comparing two poems - The Tiger and The Lamb (Exercise 8) Assessment - Poetic Devices in Poetry Rubrics (Scaffold Notes 11) Differentiated Tasks - Answering differentiated questions based on poem theme (Exercise 9) Plenary – Answering poetic devices questions (Exercise 10) SESSION 3: POETRY ANNOTATION AND REFERENCE TO CONTEXT Discussion: Annotation Guide (Scaffold Notes 12) Annotation Template and Prompt (Scaffold Notes 13) Collaborative Group Tasks: Pair-Share - Summarizing the meaning of the poem (Exercise 11) Ask-Write - Identification of annotation elements (Exercise 12) Write-Advance - Annotating the lines of the poem (Exercise 13) Assessment - Annotation Rubrics (Scaffold Notes 14) Differentiated Tasks - Answering comprehension questions (Exercise 14) Plenary - Answering multiple choice questions (Exercise 15) Home Learning: Answering inferential questions (Exercise 16) Answering MCQs (Exercise 17) Common Core Standards - ELA.LITERACY.RL.6-8.1-4 Skills - Social and Cognitive 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 of 3 sessions on poetry comprehension – The Wind by Robert Louis Stevenson. 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). This unit includes: Lesson Preview: Poem and Summary (Scaffold Notes 1) Poet, Introduction, and Setting (Scaffold Notes 2) SESSION 1: POETRY ANALYSIS AND CRITICAL APPRECIATION Discussion: Poetry Forms (Scaffold Notes 3) Poetry Structures (Scaffold Notes 4) Poetry Analysis Guide (Scaffold Notes 5) Poetry Analysis Template (Scaffold Notes 6) Collaborative Group Tasks: Pair-Share - Identification of Poetry Elements (Exercise 1) Ask-Write - Completing the Summary (Exercise 2) Write-Advance – Critical Appreciation of the Poem (Exercise 3) Assessment - Poetry Analysis Rubrics (Scaffold Notes 7) Differentiated Tasks - Planning to write a poems (Exercise 4) Plenary – Selecting correct options for poem comprehension (Exercise 5) SESSION 2: POETIC DEVICES IN POETRY AND THEIR USAGE Discussion: Comparison Devices (Scaffold Notes 8) Sound Devices (Scaffold Notes 9) Figures of Speech (Scaffold Notes 10) Poetic Devices Prompts (Scaffold Notes 11) Collaborative Group Tasks: Pair-Share – Meaning of the expressions in poem (Exercise 6) Ask-Write - Identification of poetic devices (Exercise 7) Write-Advance - Explanation of the Poetic devices as used (Exercise 8) Assessment - Poetic Devices in Poetry Rubrics (Scaffold Notes 12) Differentiated Tasks - Creating poems (Exercise 9) Plenary – Comprehension questions (Exercise 10) SESSION 3: POETRY ANNOTATION AND REFERENCE TO CONTEXT Discussion: Annotation Guide (Scaffold Notes 13) Annotation Template and Prompt (Scaffold Notes 14) Explanation Prompts for Figures of Speech (Scaffold Notes 15) Collaborative Group Tasks: Pair-Share - Summarizing the meaning (Exercise 11) Ask-Write - Identification of annotation elements (Exercise 12) Write-Advance - Annotating the lines of the poem (Exercise 13) Assessment - Annotation Rubrics (Scaffold Notes 16) Differentiated Tasks - Analyzing poems (Exercise 14) Plenary - Select best for poem comprehension (Exercise 15) Home Learning 1 – Answering comprehension questions (Exercise 16) Home Learning 2 - Comparing 3 wind poems (Exercise 17) CCSS - Common Core Standards - ELA.LITERACY.RL.6-8.1-4 Skills - Social and Cognitive 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 – Full Moon and Little Frieda by Ted Hughes. 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 Discussion: Poetry Forms (Scaffold Notes 3) Poetry Structures (Scaffold Notes 4) Poetry Analysis Guide (Scaffold Notes 5) Poetry Analysis Template (Scaffold Notes 6) Collaborative Group Tasks: Pair-Share - Inferring the meaning of the words from the context of the poem (Exercise 1) Ask-Write - Referring lines to match with given meanings (Exercise 2) Write-Advance – Critical appreciation of the poem (Exercise 3) Assessment - Poetry Analysis Rubrics (Scaffold Notes 7) Differentiated Tasks - Answering questions (Exercise 4) Plenary – Answering poetry elements questions (Exercise 5) SESSION 2: POETIC DEVICES IN POETRY AND THEIR USAGE Discussion: Comparison Devices (Scaffold Notes 8) Sound Devices (Scaffold Notes 9) Figures of Speech (Scaffold Notes 10) Collaborative Group Tasks: Pair-Share – Meaning of expressions used in the poem (Exercise 6) Ask-Write - Identification and explanation of poetic devices (Exercise 7) Write-Advance - Inferring clues for characters in the poem (Exercise 8) Assessment - Poetic Devices in Poetry Rubrics (Scaffold Notes 11) Differentiated Tasks - Answering differentiated questions based on poem theme (Exercise 9) Plenary – Answering poetic devices questions (Exercise 10) SESSION 3: POETRY ANNOTATION AND REFERENCE TO CONTEXT Discussion: Annotation Guide (Scaffold Notes 12) Annotation Template and Prompt (Scaffold Notes 13) Collaborative Group Tasks: Pair-Share - Summarizing the meaning of the poem (Exercise 11) Ask-Write - Identification of annotation elements (Exercise 12) Write-Advance - Annotating the lines of the poem (Exercise 13) Assessment - Annotation Rubrics (Scaffold Notes 14) Differentiated Tasks - Answering comprehension questions (Exercise 14) Plenary - Answering multiple choice questions (Exercise 15) Home Learning: Online Exercises Common Core Standards - ELA.LITERACY.RL.6-8.1-4 Skills - Social and Cognitive 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 5 sessions on prose comprehension of a fictional story, “Three Questions” by Leo Tolstoy. After completing this unit students will be able to: SESSION 1: Spot the setting elements and describe the setting. SESSION 2: Name the characters and make a character sketch. SESSION 3: Discover the plot elements and develop the plot. SESSION 4: Analyse the text to make a critical appreciation. SESSION 5: Examine the lines from the text with reference to context. Lesson Preview Author and Summary of the Story SESSION 1: STORY SETTING AND SETTING DESCRIPTION SESSION 2: STORY CHARACTERS AND CHARACTERIZATION SESSION 3: STORY PLOT AND PLOT DEVELOPMENT SESSION 4: STORY ANALYSIS AND CRITICAL APPRECIATION SESSION 5: REFERENCE TO CONTEXT Home Learning: Comprehension 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 – The Brook by Alfred Lord Tennyson. 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: Summary, Poet, and Introduction (Scaffold Notes 1) Poem (Scaffold Notes 2) SESSION 1: POETRY ANALYSIS AND CRITICAL APPRECIATION Discussion: Poetry Forms (Scaffold Notes 3) Poetry Structures (Scaffold Notes 4) Poetry Analysis Guide (Scaffold Notes 5) Poetry Analysis Template (Scaffold Notes 6) Collaborative Group Tasks: Pair-Share - Inferring the meaning of the words from the context of the poem (Exercise 1) Ask-Write - Sequencing the journey of the brook (Exercise 2) Write-Advance – Critical appreciation of the poem (Exercise 3) Assessment - Poetry Analysis Rubrics (Scaffold Notes 7) Differentiated Tasks - Answering questions (Exercise 4) Plenary – Answering poetry elements questions (Exercise 5) SESSION 2: POETIC DEVICES IN POETRY AND THEIR USAGE Discussion: Comparison Devices (Scaffold Notes 8) Sound Devices (Scaffold Notes 9) Figures of Speech (Scaffold Notes 10) Collaborative Group Tasks: Pair-Share – Meaning of expressions used in the poem (Exercise 6) Ask-Write - Identification and explanation of poetic devices (Exercise 7) Write-Advance - Comparing the journey of the brook with human life (Exercise 8) Assessment - Poetic Devices in Poetry Rubrics (Scaffold Notes 11) Differentiated Tasks - Answering differentiated questions based on poem theme (Exercise 9) Plenary – Answering poetic devices questions (Exercise 10) SESSION 3: POETRY ANNOTATION AND REFERENCE TO CONTEXT Discussion: Annotation Guide (Scaffold Notes 12) Annotation Template and Prompt (Scaffold Notes 13) Explanation Prompts for Figures of Speech (Scaffold Notes 14) Collaborative Group Tasks: Pair-Share - Summarizing the meaning of the poem (Exercise 11) Ask-Write - Identification of annotation elements (Exercise 12) Write-Advance - Annotating the lines of the poem (Exercise 13) Assessment - Annotation Rubrics (Scaffold Notes 15) Differentiated Tasks - Answering comprehension questions (Exercise 14) Plenary - Answering multiple choice questions (Exercise 15) Home Learning: Answering inferential questions (Exercise 16) Common Core Standards - ELA.LITERACY.RL.6-8.1-4 Skills - Social and Cognitive 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 of 3 sessions on poetry comprehension – Sympathy by Charles Mackay. 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). This unit includes: Lesson Preview: Poem and Summary (Scaffold Notes 1) Poet, Introduction, and Setting (Scaffold Notes 2) SESSION 1: POETRY ANALYSIS AND CRITICAL APPRECIATION Discussion: Poetry Forms (Scaffold Notes 3) Poetry Structures (Scaffold Notes 4) Poetry Analysis Guide (Scaffold Notes 5) Poetry Analysis Template (Scaffold Notes 6) Collaborative Group Tasks: Pair-Share - Identification of Poetry Elements (Exercise 1) Ask-Write - Critical Appreciation of the Poem (Exercise 2) Write-Share – Diary Entry (Exercise 3) Assessment - Poetry Analysis Rubrics (Scaffold Notes 7) Differentiated Tasks - Planning to write a poems (Exercise 4) Plenary – Selecting correct options (Exercise 5) SESSION 2: POETIC DEVICES IN POETRY AND THEIR USAGE Discussion: Comparison Devices (Scaffold Notes 8) Sound Devices (Scaffold Notes 9) Figures of Speech (Scaffold Notes 10) Poetic Devices Prompts (Scaffold Notes 11) Collaborative Group Tasks: Pair-Share – Meaning of the expressions in poem (Exercise 6) Ask-Write - Identification of poetic devices (Exercise 7) Write-Share - Explanation of the Poetic devices as used in the poem (Exercise 8) Assessment - Poetic Devices in Poetry Rubrics (Scaffold Notes 12) Differentiated Tasks - Creating poems (Exercise 9) Plenary – Comprehension questions (Exercise 10) SESSION 3: POETRY ANNOTATION AND REFERENCE TO CONTEXT Discussion: Annotation Guide (Scaffold Notes 13) Annotation Template and Prompt (Scaffold Notes 14) Explanation Prompts for Figures of Speech (Scaffold Notes 15) Collaborative Group Tasks: Pair-Share - Summarizing the meaning (Exercise 11) Ask-Write - Identification of annotation elements (Exercise 12) Write-Advance - Annotating the lines of the poem (Exercise 13) Assessment - Annotation Rubrics (Scaffold Notes 16) Differentiated Tasks - Analyzing poems (Exercise 14) Plenary - Online Quiz Home Learning – Online Exercise CCSS - Common Core Standards - ELA.LITERACY.RL.6-8.1-4 Skills - Social and Cognitive 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 ready to use unit lesson plan that presents teaching and learning resources of a poetry comprehension of the poem, “The Highwayman” by Alfred Noyes based on New Bloom’s Taxonomy. After completing this lesson, the students will be able to: Find the meaning of certain expressions in the poem. Write a brief summary of each stanza of the poem. Use textual clues to prepare and answer the comprehension questions. Use specified criteria to find poetry elements of the poem. Use PEE (Point-Evidence-Explain) model to analyse the poet’s use of figurative language and sound devices in the poem. Write PEEL (Point-Evidence-Explain-Link) paragraphs about the use of figurative language and sound poetic devices in the poem. This download includes: EXERCISE 1: Match the meanings (A-Z) with the expressions (1-26) they refer to. EXERCISE 2: Find meanings of certain expressions: words and phrases in the poem. EXERCISE 3: Determine meanings of words and phrases as they are used in the poem. EXERCISE 4: Analyse the development of vocabulary over the course of the text. EXERCISE 5: Read the poem and briefly summarise the meaning of each stanza. EXERCISE 6: Determine the central idea of the poem and analyse its development. EXERCISE 7: Match the different feelings (1-6) Bess would have at different points during the story with the time and the reason (A-H) she feels these different emotions. EXERCISE 8: Use textual clues to answer the comprehension questions – Part 1. EXERCISE 9: Use textual clues to answer the comprehension questions – Part 2. EXERCISE 10: Use textual clues to answer the comprehension questions – Part 3. EXERCISE 11: Use the specified criteria to find poetry elements of the poem. EXERCISE 12: Analyse the impact of specific word choices. EXERCISE 13: Answer questions to check your understanding of poetry elements. EXERCISE 14: Use PEE (Point-Evidence-Explain) model to analyse poet’s use of comparison poetic devices in the poem. EXERCISE 15: Answer the questions to check your understanding of comparison poetic devices used in the poem. EXERCISE 16: Use PEE (Point-Evidence-Explain) model to analyse poet’s use of sound poetic devices in the poem. EXERCISE 17: Answer the questions to check your understanding of sound poetic devices used in the poem. EXERCISE 18: Use PEE (Point-Evidence-Explain) model to analyse poet’s use of figurative language in the poem. EXERCISE 19: Answer the questions to check your understanding of the figurative language used in the poem. EXERCISE 20: Write a PEEL (Point-Evidence-Explain-Link) paragraph on any one of the comparison poetic devices used in the poem. EXERCISE 21: Write a PEEL (Point-Evidence-Explain-Link) paragraph on any one of the sound poetic devices used in the poem. EXERCISE 22: Write a PEEL (Point-Evidence-Explain-Link) paragraph on any one of the figures of speech used in the poem. EXERCISE 23: Use the guide to describe the character of the highwayman based on what you learn in the poem.

This compact review of Direct and Indirect Speech for quick referencing is perfect for teaching Grammar. These no prep scaffolding notes would be great for ELA lessons or ELA centers. Your students will love this information that is well-planned for student engagement. After attempting these New Bloom’s Taxonomy-based activities students will be able to: List the similarities and differences between direct and indirect speech. Identify the changes seen in adverbs, modal verbs and pronouns when converting direct into indirect speech. Identify the structure of the sentences when the speech is direct and indirect. Test their understanding of the changes seen in verb tenses when converting direct into indirect speech. Use commas, inverted commas and relevant end punctuation to mark direct speech and quotations. Use narrative techniques, such as dialogue to develop experiences, events and characters. This download includes: SN 1: Vocabulary Overview SN 2: Features of Direct and Indirect Speech SN 3: Direct vs Indirect Speech: Differences and Similarities SN 4: Adverb Changes when Direct Speech becomes Indirect SN 5: Modal Verb changes when Direct Speech becomes Indirect SN 6: Pronoun Changes when Direct Speech becomes Indirect SN 7: Tense Changes when Direct Speech becomes Indirect SN 8: Rules followed in changing Functional Sentences from Direct to Indirect Speech SN 9: Structure of the Sentences in Direct and Indirect Speech SN 10: Direct and Indirect Speech Rubrics 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

This compact review of Active and Passive Voice for quick referencing is perfect for teaching Grammar. These no prep scaffolding notes would be great for ELA lessons or ELA centers. Your students will love this information that is well-planned for student engagement. With the help of these scaffolding notes 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. This download includes: SN 1: Vocabulary Overview SN 2: Structure of Sentences in Active and Passive Voice SN 3: Present Tense Forms of Active and Passive Verbs SN 4: Past Tense Forms of Active and Passive Verbs SN 5: Future Tense Forms of Active and Passive Verbs SN 6: Modal Verb Forms of Sentences in Active and Passive Voice SN 7: Active and Passive Voice Rubrics

This Unit Lesson Plan is perfect for teaching Grammar - Direct and Indirect Speech. 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: List the similarities and differences between direct and indirect speech. Identify the changes seen in adverbs, modal verbs and pronouns when converting direct into indirect speech. Identify the structure of the sentences when the speech is direct and indirect. Test their understanding of the changes seen in verb tenses when converting direct into indirect speech. Use commas, inverted commas and relevant end punctuation to mark direct speech and quotations. Use narrative techniques, such as dialogue to develop experiences, events and characters. Here are some other 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

This compact review of Bullet Points and Ellipses for quick referencing is perfect for teaching Punctuation. These no prep scaffolding notes would be great for ELA lessons or ELA centers. Your students will love this information that is well-planned for student engagement. After studying these students will be able to: Consider the functions of bullet points and ellipses to identify the signs that exemplify the punctuation marks in a text. List the similarities and the differences between bullet points and ellipses. Apply punctuation rules to identify the appropriate use of bullet points and ellipses in a text. Use bullet points to list unordered series of items; to give the reader information quickly; and to simplify big chunks of writing. Use ellipses to indicate an omission from the text; and to show hesitation or an interruption. Demonstrate command of the conventions of Standard English punctuation – bullet points and ellipses – when writing. This Resource Includes: SN 1: Functions of Bullet Points and Ellipses SN 2: Meaning and Functions of Ellipses SN 3: Functions and Rules of Bullet Points SN 4: Bullet Points and Ellipses Rubrics Here are some other 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

This compact review of Question Marks and Exclamation Marks for quick referencing is perfect for teaching Punctuation. These no prep scaffolding notes would be great for ELA lessons or ELA centers. Your students will love this information that is well-planned for student engagement. With the help of these scaffolding notes students will be able to: Consider the functions of question marks and exclamation marks to identify the signs that exemplify the punctuation marks in a text. List the similarities and the differences of question marks and exclamation marks. Apply punctuation rules to identify the appropriate use of question marks and exclamation marks. Use question marks to mark WH direct question ends; and to mark auxiliary verb question ends. Use exclamation marks to mark exclamatory sentence ends; and to mark one-word interjection ends. Use question marks and exclamation marks to aid cohesion in writing; to convey specific meanings; and to add variety to writing. This Resource Includes: SN 1: Functions of Question Marks and Exclamation Marks SN 2: Question Marks vs Exclamation Marks SN 3: Question Marks Rules SN 4: Exclamation Rules SN 5: Rubrics Here are some other 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

This compact review of Hyphens and Dashes for quick referencing is perfect for teaching Punctuation. These no prep scaffolding notes would be great for ELA lessons or ELA centers. Your students will love this information that is well-planned for student engagement. With the help of these scaffolders students will be able to: Consider the functions of apostrophes and brackets to identify the signs that exemplify the punctuation marks in a text. List the similarities and the differences apostrophes for possession and contraction or omission. Apply punctuation rules to identify the appropriate use of apostrophes and brackets in a text. Use apostrophes to show singular and plural possession; and to show omission or contraction. Use brackets to enclose additional information or brief explanation; and to enclose incidental information. Use apostrophes and brackets to aid cohesion in writing; to convey specific meanings; and to add variety to writing. This Resource Includes: SN 1: Vocabulary Overview SN 2: Functions of Hyphens and Dashes SN 3: Uses of Hyphens and Dashes SN 4: Hyphens vs Dashes SN 5: En Dash vs Em Dash SN 6: Dashes Rules SN 7: Hyphen Rules SN 8: Hyphen Rules for Prefixes and Suffixes SN 9: Examples of Compound Words with Prefixes and Suffixes SN 10: Hyphens and Dashes Rubrics Here are some other 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

This compact review of commas and inverted commas for quick referencing is perfect for teaching Punctuation - Commas and Inverted Commas. These no prep scaffolding notes would be great for ELA lessons or ELA centers. Your students will love this information that is well-planned for student engagement. After studying these students will be able to: Consider the functions of commas and inverted commas to identify the signs that exemplify the punctuation marks in a text. List the similarities and the differences between commas and inverted commas. Apply punctuation rules to identify the appropriate use of commas and inverted commas in a text. Use commas to separate elements in a series; to clarify meaning; to mark fronted adverbials; to mark transition words; to introduce an introductory statement before a quote; to mark the end of quote within inverted commas; to separate two independent clauses; and to introduce an introductory subordinate clause. Use inverted commas to mark quoted speech or direct speech and to enclose titles of minor works. Demonstrate command of the conventions of Standard English punctuation – commas and inverted commas – when writing. This Resource Includes: SN 1: 10 Uses of Commas SN 2: 9 Rules of Inverted Commas SN 3: Functions of Commas and Inverted Commas SN 4: Rubrics Here are some other 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

These Worksheets with Answer Key are perfect for teaching Punctuation – Hyphens and Dashes. These no prep activities would be great for ELA lessons or ELA centers. Your students will love these ready to use exercises that are well planned for student engagement. This Download Includes: EXERCISE 1: Match the terms (1-5) with their meanings (A-E). EXERCISE 2: Consider the functions of hyphens and dashes to identify the signs that exemplify the punctuation marks in the text. EXERCISE 3: Watch the video – Hyphens and Dashes – to complete the following table with required details for hyphens and dashes. EXERCISE 4: Use Venn Diagram to compare and contrast hyphens and dashes to find their differences and the similarities. EXERCISE 5: Use Venn Diagram to compare and contrast em dash and en dash to find the differences and the similarities. EXERCISE 6: Select the correct option to identify the appropriate use of hyphens and dashes. Tick all the correct answers. EXERCISE 7: Use hyphens to join two or more words to create new meaning; and to create compound words with prefixes and suffixes. EXERCISE 8: Use hyphens to clarify meaning; to write fractions or numbers; and to indicate a missing element. EXERCISE 9: Use dashes to introduce an explanation or clarification; to replace semicolons; and to enclose extra information. EXERCISE 10: Use dashes to replace a pair of commas; to replace a pair of brackets; and to replace ellipsis. EXERCISE 11: Use hyphens and dashes to aid cohesion in writing; to convey specific meanings; and to add variety to writing. EXERCISE 12: Give an example each for the given dash rules. EXERCISE 13: Give 14 examples for hyphenated compound words. Give 8 examples for suspended compound words. EXERCISE 14: Identify the hyphen rules used in the following sentences. EXERCISE 15: Identify the hyphen rules used in the following prefixes and suffixes. EXERCISE 16: Supply dashes or hyphens wherever necessary. Replace other punctuation marks with either hyphens or dashes. EXERCISE 17: Frame compound words using hyphens with the following prefixes and suffixes. EXERCISE 18: Choose the sentences that contain a compound adjective, use hyphens to form those possible.

This compact review of Apostrophes and Brackets for quick referencing is perfect for teaching Punctuation. These no prep scaffolding notes would be great for ELA lessons or ELA centers. Your students will love this information that is well-planned for student engagement. After studying these students will be able to: Consider the functions of apostrophes and brackets to identify the signs that exemplify the punctuation marks in a text. List the similarities and the differences apostrophes for possession and contraction or omission. Apply punctuation rules to identify the appropriate use of apostrophes and brackets in a text. Use apostrophes to show singular and plural possession; and to show omission or contraction. Use brackets to enclose additional information or brief explanation; and to enclose incidental information. Use apostrophes and brackets to aid cohesion in writing; to convey specific meanings; and to add variety to writing. This Resource Includes: SN 1: Functions of Apostrophes and Brackets SN 2: Uses of Brackets SN 3: Apostrophes – Possession vs Contraction SN 4: Round and Square Brackets Rules SN 5: Uses of Apostrophes SN 6: Apostrophes and Brackets Rubrics Here are some other 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