This resource includes a comprehensive teacher Notebook to introduce the four main types of adverbials to the children - manner, time, place and frequency. It takes the children through how to use them step by step and how to reorganise their sentence to include a fronted adverbial. Once they are familiar with using them, there are some independent student tasks to ensure the children can recognise a range of different adverbials within sentences. The resource could be easily adapted to be used across KS2.

This resource includes a comprehensive teacher Notebook which ensures the children understand how to use the auxiliary verb ‘had’ before looking at how to use verbal rehearsal to identify the simple past tense and past participle forms of verbs. It then teaches them how to combine these skills to write in the past perfect form before learning some of the scenarios where they might apply it in their writing. There is also an independent task sheet for the children to put their learning into practice and a challenge activity that ensures they recognise when to use the past perfect tense and when to just use the simple past.

This resource introduces the fact that clauses have a subject doing a verb before looking at the difference between main and subordinate clauses. It then introduces phrases and helps the children distinguish them from the two types of clauses by focusing on their features. The challenge activity allows the children to mark and give feedback on some of the main misconceptions.

This resource introduces how to embed parenthesis within a main clause and how to punctuate it with commas, dashes or brackets. It then looks at when parenthesis comes at the end of a sentence and how it needs to be punctuated differently depending on whether you choose to use commas/dashes or brackets. Challenge then looks at choosing the most appropriate punctuation to mark the parenthesis depending on the formality of the writing and the punctuation that is already evident within the sentence in order to avoid confusion.

This resource looks at how traditionally commands may have been perceived as bossy, starting with an imperative verb. The children are taught to recognise these types of command before looking at ones that may seem more polite and not start with the imperative. In recognising these types of commands, the children will also revise questions, statements and exclamatory sentences. Following this, the children are taught about the impact of modal verbs and how these stop a sentence being a command even though they can sound bossy. The children are then challenged to identify all the different sentence types within a paragraph and punctuate them appropriately.

This resource teaches the children how to use the 5 relative pronouns, including the more complex pronouns ‘whose’ and ‘whom’. The challenge then looks at defining and non-defining clauses to help the children understand when they can use ‘that’ before focusing on the conditions that are needed for the pronoun to be omitted from the relative clause completely.

This resource includes a comprehensive teacher Notebook which ensures the children can maintain subject - verb agreement with ‘am’, ‘is’ and ‘are’ before looking at spelling rules for adding ‘ing’. It then teaches them how to write in the present progressive before learning some of the scenarios where they might apply it in their writing. There is also an independent task sheet for the children to put their learning into practice and a challenge activity that ensures they recognise when to use the progressive tense and when to just use the simple present.

This resource includes a comprehensive teacher Notebook to introduce the five main types of adverbs to the children - manner, time, place, degree and frequency. It takes the children through how to use them step by step and how to reorganise their sentence to include a fronted adverb. Once they are familiar with using them, there are some independent student tasks to ensure the children can recognise the range of different adverbs in sentences. The resource could be easily adapted to be used across KS2.

This resource includes a comprehensive teacher Notebook which ensures the children are secure with using commas between adjectives and in simple lists before introducing more complex lists that already contain commas to mark parenthesis or adjectives and therefore require semi colons to separate the items. There is an independent task sheet for the children to put their learning into practice and a challenge activity that will help to assess their level of understanding.

This resource includes a comprehensive teacher Notebook which ensures the children are secure with singular and plural subjects before introducing them to 1st, 2nd and 3rd person. The resource then encourages the children to apply these skills by identifying singular, 3rd person subjects that will need an ‘s’ adding to the verb to maintain subject-verb agreement. It also asks the children to suggest subjects that will match the verb as well as looking at their ability to apply spelling rules when adding ‘s’ to a verb. There is also an independent task sheet for the children to put their learning into practice and a challenge activity that introduces some of the more complicated rules for maintaining the subject - verb agreement.

This resource includes a comprehensive teacher Notebook which introduces using commas between adjectives in extended noun phrases before looking at examples where two or more adjectives are acting together as one, and ensuring the children understand that these need a hyphen between them to connect them together rather than a comma. There is an independent work sheet for the children to put their knowledge into practice as well as providing an opportunity to revise different word classes. There is also a challenge activity that asks the children to identify how hyphens can help to avoid ambiguity in sentences when they are writing.

This resource includes a comprehensive teacher Notebook which introduces the fact that adjectives modify nouns whereas adverbs can modify verbs, adjectives or other adverbs. It then goes on to introduce the fact that some words can act as both an adjective and an adverb depending on the word they are modifying in the sentence. The children are given the opportunity to write their own sentences applying this knowledge before taking part in a challenge activity to see whether they can identify whether words are functioning as adjectives or adverbs.

This resource introduces relative pronouns before looking at how they start a relative clause, which may be embedded within or come after the main clause. The challenge activity then introduces the children to the fact that relative clauses may be defining or non-defining and the impact that this has on comma use.

This resource teaches the children a variety of ways to use dashes effectively in their work from linking lists to main clauses; showing interruption or a change of thought in speech; and extending a main clause with an example, afterthought or explanation. The challenge then tests their understanding by seeing if they are able to identify when it is appropriate to use a dash and when they should be using a hyphen.

This resource builds on the children’s knowledge of 1st and 3rd person and the different verb forms that they will need in order to achieve the objective. It gives the children a step-by-step guide on how to convert direct speech into reported speech before giving them some examples of their own to convert. The challenge then really ensures that they understand the objective by asking them to identify common conversion errors and correct them.

This resource initially guides the children in how to correctly punctuate direct speech. It then moves into converting reported speech into direct and takes the children through the steps of changing pronouns and determiners to 1st person and changing the tense to present tense verb forms as well as how questions may affect the word order. The challenge then offers an opportunity to consolidate their learning by converting all the reported speech in a passage to direct, and introducing new speaker, new line.

This resource supports the children to extend simple sentences by adding adjectival and adverbial prepositional phrases. This puts the focus on the different jobs of prepositional phrases which then helps the children to recognise them within sentences. They learn that prepositions come at the start of these phrases. The challenge then extends the children’s understanding by looking at words that can act as a preposition or conjunction within a sentence depending on whether they are used as part of a phrase or clause.

This resource introduces how to use hyphens correctly in numbers and with prefixes before supporting the children to create examples of their own. The challenge activities then really test their understanding by ensuring they can explain which sentences have used hyphens correctly before asking them to explain how hyphens can change the meaning of a sentence and the importance of using them correctly to avoid ambiguity.

This resource looks at how to use exclamation marks before moving on to exclamatory sentences which must start with ‘how’ or ‘what’. The children are taught how to structure these including ensuring they include a verb. ‘How’ and ‘what’ questions are then introduced to ensure the children can distinguish between questions and exclamatory sentences. The children are then challenged to identify different sentence types within a paragraph and punctuate them appropriately.

This resource teaches the children how to use the adverbial conjunctions ‘consequently’, ‘therefore’ and ‘as a result’ to show an ‘expected’ result, and ‘however’ and ‘nevertheless’ to show an ‘unexpected’ result. It then teaches the children how to use these adverbial conjunctions to join two main clauses punctuated correctly with a semi colon and a comma. The challenge asks the children to choose the most appropriate adverbial conjunction based on the content of the two main clauses.