A set of 16 task cards and exercises on poetry comprehension – A Thing of Beauty by John Keats. After working with these worksheets students will be able to: Analyse the poem to make a critical appreciation. Identify the poetic devices and explain how they are used in the poem. Annotate the lines of the poem with reference to context. This download includes worksheets on: Inferring the meaning of the words from the context of the poem (Exercise 1) Listing things of beauty and things that cause suffering (Exercise 2) Making a critical appreciation of the poem (Exercise 3) Answering think a bit questions (Exercise 4) Answering poetry elements questions (Exercise 5) Identifying the meaning of expressions used in the poem (Exercise 6) Identifying and explaining the poetic devices used in the poem (Exercise 7) Answering questions with short answers (Exercise 8) Thinking a bit and answering (Exercise 9) Answering poetic devices questions (Exercise 10) Summarizing the stanzas of the poem (Exercise 11) Identifying annotation elements (Exercise 12) Annotating the lines of the poem (Exercise 13) Answering comprehension questions (Exercise 14) Answering multiple choice questions (Exercise 15) Answering inferential questions (Exercise 16) 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 lesson plan that presents teaching and learning resources on story analysis. After completing this lesson, the students will be able to: Acquire knowledge of story elements. Discuss story components and story analysis guide. Analyse the assigned story to make a critical appreciation. Demonstrate mastery of story elements in writing. This Resource Includes: Well Formulated, Measurable, SMART Objectives and Outcomes Vocabulary Overview - Plot, Characters, Setting Flipped Lesson Part - Video - How to Analyze Literature Engaging and Creative Lesson Starter – A Picture is Worth 1000 Words Success Criteria - Story Analysis Checklist Scaffolding Notes - Story Components, 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 - Exercise Plenary to Assess Learning Outcomes - PEEL Technique Home Learning for Reinforcement – 4 Worksheets and Task Cards Common Core Standards - ELA-LITERACY.RL.9-10.1-6/9 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 set of worksheets with answers on verb forms in tenses based on New Bloom’s Taxonomy. This Download Includes: EXERCISE 1: Use the verb “eat” to give an example each for the present tense structure. EXERCISE 2: Relate verb forms in present tense to person and number – Part 1. EXERCISE 3: Relate verb forms in present tense to person and number – Part 2. EXERCISE 4: Use the verb “blow” to give an example each for the past tense structure. EXERCISE 5: Relate verb forms in past tense to person and number – Part 1. EXERCISE 6: Relate verb forms in past tense to person and number – Part 2. EXERCISE 7: Use the verb “sling” to give an example each for the future tense structure. EXERCISE 8: Relate verb forms in future tense to person and number – Part 1. EXERCISE 9: Relate verb forms in future tense to person and number – Part 2. EXERCISE 10: Use the given verbs to go with the present tense form stated in order to fill in the blanks. EXERCISE 11: Use the given verbs to go with the past tense form stated in order to fill in the blanks. EXERCISE 12: Use the given verbs to go with the future tense form stated in order to fill in the blanks. EXERCISE 13: Use the sentence stems to formulate sentences to go with the actions in the pictures and the present tense forms. EXERCISE 14: Use the sentence stems to formulate sentences to go with the actions in the pictures and the past tense forms. EXERCISE 15: Use the sentence stems to formulate sentences to go with the actions in the pictures and the future tense forms. EXERCISE 16: Analyse the functions of tense forms with examples. EXERCISE 17: Analyse the functions of present tense forms with timeline diagrams. EXERCISE 18: Analyse the functions of past tense forms with timeline diagrams. EXERCISE 19: Analyse the functions of future tense forms with timeline diagrams. EXERCISE 20: Analyse the functions of tense forms using the timeline they refer to. EXERCISE 21: Select the correct option to demonstrate the formulation and usage of verb forms – Part 1. EXERCISE 22: Select the correct option to demonstrate the formulation and usage of verb forms – Part 2. EXERCISE 23: Recognise and correct inappropriate shifts in verb tenses. EXERCISE 24: Demonstrate tense formulation and usage in writing. EXERCISE 25: Use your knowledge of verb tenses to write about one of the given topics. EXERCISE 26: Identify the errors in the use of verb tenses in the given passages and write the correction.

A unit set of worksheets and answers with 6 sessions on teaching and learning resources of adjective types based on New Bloom’s Taxonomy. After completing this unit students will be able to: SESSION 1 - REMEMBERING: Describe the key elements of adjectives. SESSION 2 - UNDERSTANDING: Explain the functions of adjectives in general sentences. SESSION 3 - APPLYING: Use adjectives depending on what is to be modified. SESSION 4 - ANALYSING: Deconstruct the functions of adjectives in particular sentences. SESSION 5 - EVALUATING: Assess and evaluate the use of adjectives in writing. SESSION 6 - CREATING: Form and use comparative and superlative adjectives depending on what is to be modified. This download includes: EXERCISE 1: List the characteristics of adjectives and give examples. EXERCISE 2: Classify adjectives based on their functional positioning and give examples. EXERCISE 3: Describe the nouns in a sentence using appropriate adjectives. EXERCISE 4: Explain the organization of adjectives in sentence patterns. EXERCISE 5: Identify the misplaced and dangling modifiers then suggest corrections. EXERCISE 6: Place adjectives within a sentence, recognizing and correcting misplaced and dangling modifiers. EXERCISE 7: Use adjectives to convey specific meanings and add variety and interest to writing. EXERCISE 8: Demonstrate the mastery of the use of adjectives in writing. Focus on the use of key elements, functions, structure, sentence patterns, misplaced and dangling modifiers as suggested by the rubrics. EXERCISE 9: Use the properties of adjectives to describe nouns. EXERCISE 10: Demonstrate your knowledge of the functions of adjectives. EXERCISE 11: Describe nouns using appropriate adjectives. EXERCISE 12: Decide the appropriate use of adjectives. EXERCISE 13: Decide how the underlined adjective is used in the sentence. EXERCISE 14: Identify the adjective types used in the sentences. EXERCISE 15: Identify the functions of adjective types. EXERCISE 16: Identify the adjectives which answer the questions: how, where and when. EXERCISE 17: Adjective quiz.

A unit set of worksheets with answers on reading information text of 6 sessions on teaching and learning based on New Bloom’s Taxonomy. This download includes: TEXT: Information Text on “Chocolate” 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.

A unit plan on vocabulary lesson with 6 sessions on teaching and learning of idioms based on New Bloom’s Taxonomy. After completing this unit students will be able to: SESSION 1: REMEMBERING - Recall the meaning of common idioms. SESSION 2: UNDERSTANDING - Determine the meaning of unknown words and phrases. SESSION 3: APPLYING - Clarify the meaning of multiple-meaning words and phrases. SESSION 4: ANALYSING - Analyse the use of idioms and their purpose in writing. SESSION 5: EVALUATING - Verify the meaning of a phrase by checking the inferred meaning in context. SESSION 6: CREATING - Demonstrate understanding of figurative language, word relationships and nuances in word meanings… This download includes: FLIPPED LESSON VIDEO: 10 Common Idioms - Examples & Meanings LESSON STARTER EXERCISE 1: Interpret and verbalise pictures of idioms and give meaning. (I = Idiom; M = Meaning) SESSION 1: REMEMBERING EXERCISE 2: Match the meanings with the common idioms they refer to. EXERCISE 3: Select the appropriate idiom for the blank. SESSION 2: UNDERSTANDING EXERCISE 4: Find meaning for the familiar idioms and expressions. EXERCISE 5: Find the meaning for the following familiar idioms. SESSION 3: APPLYING EXERCISE 6: Frame sentences with the given body related idioms. EXERCISE 7: Fill in the blanks with meanings of common idioms which students really need to know. SESSION 4: ANALYSING EXERCISE 8: What can you infer when the idiom says what it says. EXERCISE 9: Match the idiomatic expression used here with its real meaning. SESSION 5: EVALUATING EXERCISE 10: Test your understanding on clothing idioms. EXERCISE 11: Test your understanding on animal idioms. SESSION 6: CREATING EXERCISE 12: Demonstrate the mastery of using idioms in writing.

A ready to use Google Slides that present teaching and learning resources of a spelling lesson on words ending in -cious and -tious based on New Bloom’s Taxonomy. After working with these Google Slides students will be able to: Provide examples for suffixes –cious and –tious based on their sound and meanings. Add suffices –cious and –tious to root words (nouns) to form adjectives based on their spelling rules. Add suffixes –cious and –tious to stem words to form new words. Use the suffix -cious to form words and use roots as clues to the meaning of new words. Use the suffix -tious to form words and correct the inappropriate use of the suffix in forming new words. Create new word patterns with words ending in shus sound and frame sentences. This download includes: EXERCISE 1: Provide three examples each for suffixes –cious and –tious based on their sound and meanings. EXERCISE 2: Add suffices –cious and –tious to nouns to form adjectives based on their spelling rules. EXERCISE 3: Add –cious or –tious to complete each of these stem words. EXERCISE 4: Use the suffix -cious to form words and use roots as clues to the meaning of new words. EXERCISE 5: Use the suffix -tious to form words and correct the inappropriate use of the suffix in forming new words. EXERCISE 6: Create new word patterns with given suffixes and frame sentences with them. EXERCISE 7: Use a –cious word from the list to complete each of the sentences below. EXERCISE 8: Use a –tious word from the list to complete each of the sentences below. EXERCISE 9: Choose the correct word from each pair of words from the brackets to fill in each blank. EXERCISE 10: Use the nouns to create adjectives with the suffix –cious. EXERCISE 11: Use nouns to create adjectives with the suffix –tious. RUBRICS: Spelling 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 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 unit lesson plan with 6 sessions on teaching and learning resources of suffixes based on New Bloom’s Taxonomy. After completing this unit students will be able to: Match the terms associated with suffixes with their meanings. Add suffixes to high frequency and other studied words. Create new words with common suffixes based on their meanings. Use suffixes to form words and use roots as clues to the meaning of new words. Assess and evaluate the correct use of suffixes in forming new words. Create new word patterns with words beginning and ending in common suffixes 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 SUFFIXES with their MEANINGS. SESSION 3: APPLYING EXERCISE 3: Tick the correct option to find meaning for the common suffixes. EXERCISE 4: Create new words with each of the Greek suffixes based on their meaning. EXERCISE 5: Create new words with each of the noun suffixes based on their meaning. EXERCISE 6: Create new words with each of the adjective suffixes based on their meaning. EXERCISE 7: Create new words with each of the verb and adverb suffixes based on their meaning. EXERCISE 8: Create new words with common suffixes used in Mathematics, Science and Social Studies Curriculum. SESSION 4: ANALYSING EXERCISE 9: Interpret and verbalise the graphics by adding suffixes to the root words. EXERCISE 10: Use suffixes to form words and use roots as clues to the meaning of new words – Part 1. EXERCISE 11: Use suffixes to form words and use roots as clues to the meaning of new words – Part 2. EXERCISE 12: Use suffixes to form words and use roots as clues to the meaning of new words – Part 3. EXERCISE 13: Use suffixes to form words and use roots as clues to the meaning of new words – Part 4. EXERCISE 14: Use suffixes to form words and use roots as clues to the meaning of new words – Part 5. SESSION 5: EVALUATING EXERCISE 15: Assess and evaluate the correct use of suffixes in forming new words. SESSION 6: CREATING EXERCISE 16: Demonstrate the mastery of using SUFFIXES in writing. Focus on remembering, understanding, analysing and creating of suffixes as suggested by the RUBRICS. RUBRICS: Suffixes Rubrics HOME LEARNING: EXERCISE 17: Choose the correct suffix to fill in the blanks: -less, -ment, -ing, -ly, -able. EXERCISE 18: Make words using the given suffixes to go with the meaning.

This Unit Lesson Plan is perfect for teaching Punctuation – Question Marks and Exclamation Marks. 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. After completing this New Bloom’s Taxonomy-based lesson 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. 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 Answers are perfect for teaching Reading Comprehension – Comparing Winter Poems and Reading Poetry. 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. After attempting these New Bloom’s Taxonomy-based activities students will be able to: Compare and contrast the two poems based on the poet’s description of winter and snow. Provide an objective summary of the meanings of poems. Use textual clues to infer the central idea including its relationship to the setting and characters of the poems. Use specified criteria to find poetry elements of the poems for poem analysis. Use PEE (Point-Evidence-Explain) model to analyse the poet’s use of figurative language in the poems. Write PEEL (Point-Evidence-Explain-Link) paragraphs about the use of figurative language in the poems.

This Unit Lesson Plan is perfect for teaching Punctuation – Apostrophes and Brackets. 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. After completing this New Bloom’s Taxonomy-based lesson 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. 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 Answers are perfect for teaching Figurative Language - Simile. 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. This Download Includes: EXERCISE 1: Watch the video – Similes – and answer the following questions. EXERCISE 2: Note the signal words, comparison and meaning of the examples to identify them as simile or metaphor. EXERCISE 3: Note the types, definitions and patterns and identify the similes from the examples. EXERCISE 4: Take the following quiz based on the understanding of simile. EXERCISE 5: Match the two parts of the sentences to complete the simile statements. EXERCISE 6: Create expressions for similes using the given patterns. EXERCISE 7: Find an adjective to go with a noun to form both ‘as’ and ‘like’ similes. Form at least 5 each. EXERCISE 8: Identify the similes used in the advertisement slogans – Part 1-2. EXERCISE 9: Fill the blank in these similes to go with the pictures. EXERCISE 10: Fill the blank with an adjective to complete the simile. EXERCISE 11: Fill the blank with an adverb to complete the simile. EXERCISE 12: Choose a noun from the options that completes the simile. EXERCISE 13: What are the two unlike things that are compared in the following simile statements. EXERCISE 14: What is the meaning of the underlined words in the following simile statements. EXERCISE 15: Identify the similes in the following statements and say what they mean. EXERCISE 16: Compare the two things in each of the illustrations using simile. EXERCISE 17: Choose the best description (simile) used for each of the image. EXERCISE 18: Fill in the blanks with appropriate similes. EXERCISE 19: Complete the sentences by adding appropriate similes. EXERCISE 20: Determine the meaning of the similes – Part 1-3. EXERCISE 21: Identify the examples of simile in the following sentences. EXERCISE 22: Identify the impact of the use of simile in the given text. EXERCISE 23: Analyse what is being compared in the following similes. EXERCISE 24: Identify the examples of simile from the following literature extracts. EXERCISE 25: Follow PEE model to evaluate the author’s use of simile in the given poem. EXERCISE 26: Follow the PEEL model to explain the reader impact of the use of simile in the poem. EXERCISE 27: Use your knowledge of metaphor to write about one of the following. EXERCISE 28: Change the following metaphors into similes.

These Worksheets with Answer Key are perfect for teaching Reading Comprehension – Free-Verse Poetry - Mother to Son by Langston Hughes. These no prep activities would be great for ELA lessons. Your students will love these challenging exercises that are well-designed for student engagement. After attempting these activities, your students will be able to: Give/explain the meaning of words in context. Identify/explain how meaning is enhanced through choice of words and phrases. Retrieve and record information/identify key details from the text. Summarise main ideas from the text. Identify how language, structure and presentation contribute to meaning. Make comparisons within the text. Predict what might happen from details stated and implied. Evaluate how authors use language, including figurative language, considering the impact on the reader. Make inferences from the text/explain and justify inferences with evidence from the text. More Reading Poetry Resources by the same Author: The Song of Hiawatha by W. H. Longfellow Crack-a-Dawn by Brian Morse Views of Winter by Ogden Nash and Emma Barnes The Highwayman by Alfred Noyes The Titanic by Gillian Clarke Geography Lesson by Brian Patten The Giantess by Carol Ann Duffy Mother to Son by Langston Hughes

Embark on a journey of literary exploration with this resource, “Mastering Literary Devices.” This resource provides a scaffolded approach to guide students through understanding and effectively using comparison devices such as simile, metaphor, hyperbole, and analogy. Aligned with Bloom’s Taxonomy and Common Core Standards for Language, it encompasses a range of objectives and success criteria across multiple cognitive domains, ensuring a holistic learning experience. Objectives: This resource aims to achieve various objectives, from recalling and identifying examples of comparison literary devices in provided texts to demonstrating mastery by independently creating original pieces of writing that effectively utilise these devices. Students will comprehend the meaning of comparison devices in different contexts, analyse their impact on the overall meaning and tone of a text, and assess their effectiveness in various literary works.

These Worksheets with Answer Key are perfect for teaching Reading Comprehension – Narrative Fiction Short Story. These no prep activities would be great for ELA lessons. Your students will love these challenging exercises that are well-designed for student engagement. After attempting these exercises, your students will be able to: Give or explain the meaning of words in context. Identify/explain how meaning is enhanced through choice of words and phrases. Identify key details from fiction. Retrieve and record information from fiction. Summarise main ideas from the text. Make inferences from the text. Make comparisons within the text. Predict what might happen from details stated and implied. Identify/explain how information or narrative content is related and contributes to meaning as a whole. Explain and justify inferences with evidence from the text. 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

These worksheets are perfect for teaching how to write an Information Text - Sequence. These no prep activities would be great for ELA lessons. Your students will love these exercises that are carefully planned for student engagement. After attempting these activities, your students will be able to: Group up sequentially the given information: process, order, chronology, timeline and sequence. Identify the clue or signal words used in information texts that arrange the ideas in particular order. Determine the organisational methods used in structuring information texts that tell the order in which events happen. Plan and write an information text on a given topic that organises events and things in a specific logical order. Identify areas to improve by peer evaluating an information text and respond to the peer feedback. Select a task that goes with their level and create an information text that explains the steps of an event in time order. Teachers can use these task cards to enhance the vocabulary, reading, and writing skills of the learners. 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 are perfect for teaching how to write an Information Text - Problem-Solution. 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 activities, your students will be able to: Identify the problems and solutions in the given texts, situations and visuals. Identify the clue or signal words used in information texts that identify problem and suggest solution. Determine the organisational methods used in structuring information texts that identify problem and suggest solution. Plan and write an information text on a given topic that identifies the problem and proposes solution. Identify areas to improve by peer evaluating an information text and respond to the peer feedback and write the final draft. Select a task that goes with your level and create an information text that identifies problem and suggests solution.

These Worksheets with Answers are perfect for teaching how to write an Information Text - Description. These no prep activities would be great for ELA lessons. Your students will love these exercises that are carefully planned for student engagement. This Download Includes: EXERCISE 1: Provide one-sentence descriptions to the following diagrams. EXERCISE 2: Identify the text structure (Description, Problem-Solution, Cause-Effect, Compare-Contrast, Sequence) of the following paragraphs. EXERCISE 3: Identify the text elements of the following paragraph. EXERCISE 4: Identify the transitions or sentence starters and clue/signal/key words used to signify information text that describes a bar chart. EXERCISE 5: Identify the vocabulary used in the following description of the bar chart that compares the distribution of NGRT scores by gender with the national sample. EXERCISE 6: Use the given vocabulary to fill in the blanks of the given text that describes a table. You may use some words or phrases more than once. EXERCISE 7: Use the given vocabulary to rewrite the given text that describes a pie chart. EXERCISE 8: Identify the generic structures and language features of the following description. EXERCISE 9: Identify the structure of the text that describes a line graph. Use the text structure. EXERCISE 10: The pie chart shows the preference of teenagers for different types of music. Describe the preference of the youth for music. Use the planning frame to plan the first draft. EXERCISE 11: The pie chart shows the preference of teenagers for different types of music. Describe the preference of the youth for music. Use the sentence frame and the vocabulary bank to write the first draft. EXERCISE 12: Peer evaluate an information text, respond to the peer feedback and write the final draft. Use the rubric. EXERCISE 13: Select a task that goes with your level and create an information text. EXERCISE 14: Write your own description on any one of the following.

These Google Slides are perfect for teaching Spelling – Shul Sounding Suffixes -cial and -tial. 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. Objectives of this lesson are: To recall the spelling rules associated with shul sounding suffixes. To understand the rules for spelling adjectives ending with the shul sound. To apply the conventions of spelling for adding shul sounding suffixes to existing words. To analyse the use of shul sounding suffixes and roots as clues to the meaning of a word. To evaluate the correct use of shul sounding suffixes in forming adjectives. To create adjectives from nouns using shul sounding suffixes. After attempting these New Bloom’s Taxonomy-based activities students will be able to: Recall that the shul sound is spelt ‘-cial’ after a vowel and ‘-tial’ after a consonant. Choose a correct shul sound (-cial or -tial) to form an adjective from a noun. Spell words ending with the shul sound (-cial or –tial) correctly. Use the shul sound (-cial or –tial) to form adjectives, and use nouns as clues to the meaning of adjectives. Exercise error identification to assess the correct use of shul sound (-cial or –tial) to form adjectives. Spell words ending with the shul sound (-cial or –tial) correctly in their own writing.