Year 2

SPaG
Activity Booklet
 For Parents

This year 2 activity booklet has been created to help your child practise some of the key skills that they
have learnt in school during key stage 1. The national curriculum subjects of English and maths have been
split among the different booklets (for example, SPaG, number, shape and reading). These booklets include
clear explanations, examples and activities for your child to try at home in order to help them develop their
confidence and understanding of each area.

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 How to Use the Booklet
There is
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activit
Properties
Properites of 2D Shapes

A 2D shape is any shape that is flat. It can only be measured in two dimensions,
such as height and width, but not in a third dimension of depth or thickness.
You will probably recognise and use the more common, regular 2D shapes.

square pentagon

rectangle

kite

st part
The fir tivity octagon oval
hexagon
h ac
of eac d
e s y o ur chil
giv n
e x p l anatio
an ic
h a t t he top
of w ut.
is abo rhombus triangle
heptagon
circle
Can you think of any real-life examples of these 2D shapes? When you are
out and about, where might you see a circle or a square?
When might you need to draw a rectangle or triangle?
The next
section
gives yo
ur child
some ex
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amples
of how t
o use
the skill.

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 How to Use the Booklet

ill
a l l y , t here w
Fin activit
y
be an child to
r
for you applying
e
practis skill.
the Not all shape sequences use colours, some use shapes:

In this pattern, the rule is square, square, triangle (or 2 squares, followed by
a triangle).
What shape will be 8th in this sequence?
Repeating Pattern Colours and Shapes
Can you continue the patterns below?

Remind your child to look at the entire sequence when trying to work out the rule. Often, shape patterns are
made up of rules that include more than two shapes.

If your ch
finding a ild is
na
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too diffic ctivity

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port.

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Contents Page

Phonics Pages 1 - 11

High Frequency and Common Exception Words Pages 12 - 19

Full Stops Pages 20 - 23

Capital Letters Pages 24 - 35

Apostrophes Pages 36 - 40

Question Marks Pages 41 - 46

Commas in a List Pages 47 - 50

Exclamation Marks Pages 51 - 55

Contractions Pages 56 - 61

Conjunctions Pages 62 - 66

Adjectives Pages 67 - 73

Verbs and Adverbs of How Pages 74 - 77

Nouns Pages 78 - 85

Prefixes Pages 86 - 90

Suffixes Pages 91 - 100

Past and Present Tense Pages 101 - 110

Statement, Command, Exclamation or Question Pages 111 - 116

Answers

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Phonics
Phonics is made up of a series of letters that form the many different
sounds in the English language. When learning phonics, you will learn how
the different combinations of letters look and sound, blend them together
to read words and recognise the letters that look different but have the
same sound.
All this makes phonics really useful, not only for learning how to read
fluently, but also how to spell words.

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My Phase 2 Sound Mat
s a t p i m n d

g o c k ck e u r

h b f ff l ll ss
My Phase 3 Sound Mat
j v w x y z zz qu

ch sh th ng ai ee igh oa

oo oo ar or ur ow oi ear

air ure er

pure
 My Phase 4 Sound Mat
My Phase
My 4MyAdjacent
Phase
MyPhase
My
MyMy
4My
My Phase
Sound
Sound
Phase
4Phase
Phase
PhaseConsonants
Phase4 4
444MatSound
Sound
4MatSound
Sound
Sound
SoundMat
Mat
Mat
Mat Mat
Mat
Mat
nd
My
My
My
mpMy
My Phase
Phase
Phase
Phase 4
4 4
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4Sound
Sound
Sound
nt Sound Mat
Sound
Mat
Mat Mat
nkMat ft s
nd
st stnd
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ststst stst nd
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mp
mpndnd
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mp
ntmp
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mpmpmp nt
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nkntnt
ft
nkntnt ntnt nkftnknkftnk
sk
nk nknk ftskftsk
lt gr
ftftft ft ft skltskskltsksk sksk lt ltltltlt lt lt
stst stst stst nd ndnd
ndndnd mp mpmp
mpmpmp ntntntnt ntnt nk nknk
nknknk ftft ftft ft ft sksksksk sksk ltlt ltlt lt lt
sh hand lamp tent ink gift tus
starfish
andhand
tarfish
rfish
starfish
starfish
starfish lamp
starfish handhand
lamp
hand
hand
hand
hand tent
hand lamp
lamplamp
tent
lamp
lamp
lamp ink
lamp tent ink
tent
tent
tent
tenttent
tent inkgift
gift
ink
ink
ink
inkink tusk
tusk
ink gift
gift
giftgift
giftgift belt
gift tusk belt
tusk
tusk
tusk
tusktusk
tusk beltbelt
belt
belt bel
beltbelt
starfish
rfishstarfish
tarfish starfish hand
starfish hand
hand hand lamp
handhand lamplamp lamp tent
lamplamp tenttent
tenttenttent ink ink
inkink inkink gift gift gift tusk
giftgiftgift tusktusk
tusktusktusk belt belt
beltbeltbeltbel
lp
lplflplplflplplp lplp lf
lflklflflflklflflf lf lf lk
lkptlklkptlklklklklklk pt xt
ptxtptptxtptptpt ptptpt xttrxtxttrxtxtxt xtxt xttr
tr
drtrdr
trtrtrtr trtr dr
dr grtr
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dr drdr cl gr
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dr drdr grgrgrgr grgr
lplp lp lplp lflf lf lf lf lklk lk lklk ptpt pt ptpt xtxt xt xtxt trtr tr trtr drdrdr grgrgr

shelf
helf
elp
help
help
help
helphelp milk
help shelf shelf
milk
shelf
shelf
shelf
shelf milk milk
script
shelf script
milk
milk
milk
milk text
milk scriptscript
text
script
script
script
script tree
script text tree
text
text
text
texttext drawing
text drawing
tree
tree
tree
tree
treetree drawing
grandpa
tree drawingdrawing
grandpa
drawing
drawing
drawing
drawing grandpa
grandpa
grandpagran
grandpa
grandpa
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elp
helphelphelp
help shelfshelf
help shelf
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milk milk
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milk script
milk script
script script
scriptscript texttext
texttext
scripttext tree
text texttreetreetree
tree drawing
drawing
tree drawingdrawing
drawing
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tree grandpa
grandpagrand
grandpa gran
grandpa
dra
cr
brcrcr
brcrcr crcr
cr brfrbrbr
frbr
br brbr
br
br brbr fr
frblfrfrblfrfrfr frfr bl
blflblblflblblbl blbl fl
flglflflglflflfl fl fl gl
glplglglplglglgl glgl pl
plclplplclplplpl plpl cl clclclclcl clcl
crcrcrcr crcr brbrbr frfr fr frfr blbl bl blbl flfl fl fl fl glgl gl glgl plpl pl plpl clcl cl clcl
br fr bl fl gl pl
rush
rab crab
brush
crab
crab
crab
crab frog
crab brush brush
frog
brush
brush
brush
brush blackberry
brushblackberry
frog
frog
frog
frog
frogfrog blackberry
flagflag
frogblackberry glasses
blackberryglasses
blackberry
blackberry
blackberry
blackberry flag
flag
flag
flag
flagflag planeglasses
plane
flag glasses
glasses
glassesglasses clown
glasses
glasses plane plane
clown
plane
plane
plane
plane
plane clown clown
clown
clown
clown clo
clow
rabcrabcrab
crab
crab brush
crab brush
brush brush
brush brush frogfrogfrogfrog
frog blackberry
blackberry
frogblackberry
blackberry
blackberry
blackberryflag flagflag
flagflag glasses
flag glasses
glassesglasses
glassesglasses planeplane
plane
planeplane
plane clownclown
clown
clownclow
clo
My Phase 5 Sound Mat
ay ou ie ea oy ir ue ue

aw wh ph ew ew oe au ey

a-e e-e i-e o-e u-e u-e

You can use the phonics sounds as a way of spelling some words.
By understanding what the different sounds (phonemes) look like
(graphemes), you can use this information to work out how words
are spelt.

For example, the word beard is formed of the sounds -

b ear d

By knowing that the sounds appear as they do, you can combine them
to spell the word - beard.

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beard fair
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sure rocker
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went sport
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brown bleed
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slide chimney

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haunted nephew
When you use phonics to help you spell words, you have to be careful…
Some sounds have numerous ways of spelling them!

ai ay a-e

In these examples, all the words contain the same sound, but that sound is
spelt in a different way for each word.

ee ea ey e-e y

You have to think carefully about these alternative spellings of sounds

when using phonics to help you spell words.

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A) Alternative Spellings
Use the picture and grapheme to decide what the word may be. Use the
information to attempt to spell each word.

igh ie i-e y

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B) Phonics Word Search
Use your understanding of spelling with graphemes to find the words
in this word search.

e l e p h a n t f t u i
h g l p q w e d a f t g
k i y u m p t o e k i h
b r l j o w e r d f e u
z l b c n a q d g c j h
w m l p k c s q e r t a
e j k v e s t o s a j u
t b o y y m l p a y s n
r q k l p i y b c o s t
j e r g l u e b n n j e
k e r y g h k m v x a d
m c l o u d a q w y i n

cloud toe
tie monkey
boy glue
girl crayon
elephant haunted

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C) Phonics Picture Word Hunt
In this image, the pictures give you a clue as to what word you need to
spell. Use the sound to help spell the word.

ou
ey
au
ay

oy
ir
wh ph

ue
e-e

oe

Parent Tip Help your child to practise recognising sounds in words all around them. Give them a sound (e.g. the long 'a' sound) then see if they can spot
any words in the room that contain that sound (e.g. if they are in the garden - snail, acorn, basin, gate, spade).

Page 11 of 116
High Frequency and
Common Exception Words
High frequency words are the words that appear the most in our writing.
They are often words that don’t really have much meaning on their own,
but add flow and meaning to the sentences they are used in.
As these words are the most common you will use in writing, it is
important to learn how to spell these words and be able to write them
fluently and accurately.

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100 High Frequency Words
the his be big now if
and but like when came
a that some it’s oh help
to with so see about
said all not looked got Mrs
in we then very their
called
he can were look people
I are go don’t your
here
of up little come put
it had as will could
off
was my no into house
you her mum back old
asked
they what one from too
on there them children by saw
she out do him day
is this me Mr made make
for have down get time
at went dad just I’m an
Common exception words are words that do not follow the common
phonetic spelling rules you will learn in year 1 and 2.
They are words that occur regularly in writing and used often, which
means learning to spell them is very important.

Year 2 Common Exception Words

after cold improve plant
again door kind pretty
any even last prove
bath every many should
beautiful everybody mind steak
because eye most sugar
behind fast move sure
both father Mr told
break find Mrs water
busy floor old whole
child gold only who
children grass parents wild
Christmas great pass would
class half past
clothes hold path
could hour people

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A) High Frequency Words Practice
Below are five high frequency words. Practise reading, writing and spelling
the words, then use them in the sentence activities.

Look, Say Check and

Look and Say Cover and Write
and Write Write Again
told
sat
snow
across
horse

Fill in the missing word.

1. My friend lives the street.
2. I have never ridden a .
3. Will it today?
4. I my mum about the school trip.
5. I next to my sister in the cinema.

Write your own sentences using:

1. told 2. sat 3. snow 4. across 5. horse

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B) Common Exception Words Practice
Below are five common exception words. Practise reading, writing and spelling
the words, then use them to solve the puzzles.

Look, Say Check and

Look and Say Cover and Write
and Write Write Again
kind
mind
behind
child
children

Fill in the missing words to find the code word (you may need to re-
order the letters!).
1. The ☐☐☐ ☐ play in the playground.
2. I hide ☐☐☐☐☐ the tree.
3. I don’t☐☐☐ what we have for dinner.
4. He is a very helpful and ☐☐☐ boy.
Put the highlighted letters together to make the code word.
The code word is
Write a sentence using the code word.

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 Look, Say Check and
Look and Say Cover and Write
and Write Write Again
wild
climb
most
only
both

Fill in the missing words and complete the crossword.

1 2 Across
1. I up to the top of the mountain.
3 4
3. She had the cake.

5
5. The tiger roared.
Down
2. They had short hair.
4. He was the one left at school.

As common exception words don’t follow the usual phonetic spelling rules, your child will need to practise them
regularly in order to learn what they look like on sight.

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C) Spelling Common Exception Words
Look at the common exception word list, then read the instructions on the
next page.

door should old father

floor would cold class

poor who gold grass

because whole hold pass

find any told plant

kind many every path

mind clothes great bath

behind busy break hour

child people steak move

children water pretty prove

wild again beautiful improve

climb half after sure

most even fast sugar

only money last eye

Mrs Christmas even everybody

both Mr past could

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Word Families
Look at your common exception word list. Have you noticed that some of
the words contain the same string of letters – for example door, floor and
poor? Group the words into families with the same letter string and put
them into these houses:

door
floor
poor

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Full Stops

Full stops can be used in a variety of different ways in writing. You will
most often use full stops to end a sentence. They are used to show the
reader when a sentence has finished and the next one will begin.

Without full stops to end sentences, writing often doesn’t make sense.
I went to the rugby on Saturday the weather was sunny
Without using full stops, it is difficult to get the proper meaning from this
text. Did the person go to the rugby on Saturday? Or was the weather
sunny on Saturday? Or was it both?

I went to the rugby on Saturday. The weather was sunny.

I went to the rugby. On Saturday, the weather was sunny.

Full stops can also be used in abbreviations (shortened forms of

words or phrases).
Sun. = Sunday
e.g. = for example

Another place you will see full stops will be on the Internet, in
website addresses and in email addresses.
www.twinkl.co.uk

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Full Stops
Full stops are used to Full stops are used when an
abbreviation does not include Full stops are used for
end a sentence.
the last letters of the full word. abbreviations.
My name
is Ahmed.
‘Sunday’
becomes ‘Sun.’ e.g.
Full stops are used in email addresses.
[email protected]

Full stops are used in Internet addresses.

www.twinkl.co.uk
A) Spot the Full Stops
Can you spot where the full stops should be in these sentences?
My favourite food is cheese I love it melted
My room was a mess My mum told me to tidy it up
I fed my dog after school He had chicken

B) Full Stop Alien Postcard

Luvakass the alien has visited Earth. He is writing a postcard to his family
at home on the planet Inko. He needs your help to check his postcard for
missing capital letters and full stops.

dear mum and dad

Mum and Dad
Inko
i have now been on earth for two weeks
Milky Way West
Local Cluster
it is very different to inko

people drive around in metal boxes

food is eaten by putting it in your face

water falls out of the sky a lot

i miss you all

love from luvakass

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C) Identify the Full Stop Errors
Read the sentences below. Can you spot the full stops and capital letters that
are in the wrong places? Rewrite the sentences with the capital letters and
full stops in the correct places.

1. chris Found his Wallet in. the drawer




2. soup is A. healthy Kind of food




3. grown-ups Teach us at. school




4. snow and Rain are part of. our winter weather




The most common way your child will use full stops is to end a sentence. Get your child to act out sentences,
using actions and hand movements, then do a fist action to show a full stop at the end.

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Capital Letters

Capital letters are upper-case letters. They are larger than lower-case
letters and are only used at certain times in sentences.
You need to use capital letters at the beginning of sentences. Full stops tell
the reader when a sentence ends and capital letters start the next sentence.

Not only can capital letters be used at the beginning of sentences, but
they can also be used for proper nouns. This includes the names of
people, places, companies, days of the week and months of the year.
Capital letters are also used for the pronoun I (e.g. I went to
the shops).

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AB
CD
E F
GH
I J
K L
MN
OP
QR
S T
UV
WX
Y Z
When to Use a Capital Letter A B
C
Names of Names of Places At the Beginning of Titles
people and pets a Sentence
The Jolly Frog
Africa We went on a trip
Katie
James to the supermarket.

Tom

Big Ben

Days of the Week Months of the Year The Word ‘I’ Names of Religious
Festivals
Monday January August
February September “Please can I Christmas
Tuesday Diwali
have an apple?”
Wednesday March October
Thursday April November
Friday May December
Saturday June
Sunday July
A) Capital Letters for Names
Use your understanding of capital letters to answer the questions.

1. Use the pictures to help create your own sentence.

_________________________ and ------------------------------------ have a cat called ---------------------

2. Use the pictures to help create your own sentence.

The -------------------------------------------- lives in a big city called ---------------------------.

Challenge!
Finish this sentence. Remember: Capital letters for names.
My teacher is called -------------------------------------------- ----------------------------------------------------------------

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B) Spot the Capital Letter Mistakes
The following sentences are missing any capital letters or full stops. Can
you rewrite the sentence and add the correct punctuation?

1. my brother’s dog is called tess



2. on sunday she went to the park



3. the titanic sank in 1912



4. toby and mark are going to spain in march



5. martha took her children to the zoo yesterday



To help your child get used to recognising which capital letters correspond to which lower-case letters,
try playing flashcard style games, where you show your child an upper-case letter, then they write the
matching lower-case letter.

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C) Capital Letter and Full Stop Rewrite

On the Farm
Read the piece of writing below. Think about when a sentence ends
and when a new one begins. Write the sentences out yourself, adding
in any full stops and capital letters.
I will soon visit my nan at her farm nell and her sister may join me
she will let us feed the hens she has goats and cows as well as hens it
is fun on the farm

At the River
Read the piece of writing below. Think about when a sentence ends
and when a new one begins. Write the sentences out yourself, adding
in any full stops and capital letters that are needed. Can you add
your own sentences about something else that is happening at
the river?
max and vikram sail a wooden boat jeff chucks bits of a bun in the
river for the ducks yasmin sits on a rock and looks for fish bill and
bob see an eel ken the dog sits down in the mud and gets in a mess.

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Apostrophes
Apostrophes are a type of punctuation.
They are mainly used for two different purposes - for omission or
possession. Omission means they can show when we miss letters to
shorten a phrase. Possession means they can show when one thing
belongs to another.

Some phrases can be shortened into a word by removing a letter and

combining the remaining parts with an apostrophe.
These are called contractions. When we do this, we use an apostrophe
to replace the missing letter.
The children are not coming to the party.

In this sentence, the words ‘are not’ can be shortened using an

apostrophe.

An apostrophe replaces the

You begin by removing the o.
missing letter and what remains
= are n t is joined into a word.
= aren’t

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 Another way that you can use apostrophes is to show when one thing
belongs to another.
We call this using apostrophes for possession.

Kai is looking at the hoop that belongs to Isla.

Kai is looking at Isla’s hoop.

I ate a big slice of cake that belongs to Ali.

I ate a big slice of Ali’s cake.

Chloe got paint in the hair that belongs to Luna.

Chloe got paint in Luna’s hair.

In all these examples, the apostrophe and ‘s’ are added to the name of
the person who owns the thing.
The hoop is Isla’s, the cake is Ali’s and the hair is Luna’s. These
apostrophes show who owns each object.

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A) Matching Contractions
Match the contraction and apostrophe to the correct pair of words.

do not did not

it will she will

he will will not

can not has not

didn't it'll hasn't can't

she'll won't he'll dont't

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B) Possessive Apostrophe Word Search
Can you locate the words that contain possessive apostrophes?

t t h e s c h o o l ‘s s
h t h e c h i l d ‘s e o
e h m r a t a r l x ‘s v
g e d a p h t b f h a z
i w ‘s v o e e a m v t y
r o d i s m a d e l t d
l m u ‘s t a c o g ‘s j s
‘s a n k m n h g a f d f
v n ‘s n a ‘s e ‘s n q v y
t ‘s b k n v r a ‘s a p j
‘s m p x ‘s i ‘s a r k j x
p d q i e g t e d c d c

Megan’s the man’s a teacher’s

Ravi’s the woman’s a postman’s
the girl’s the school’s
the child’s a dog’s

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C) Possessive Apostrophe Pirates
These two characters are wanted by the police. Can you write a
description of them for the police using at least three possessive
apostrophes for each character? E.g. The girl’s hair is long and wavy.

Help your child to recognise the words that they can form contractions with by practising naming them
and spotting the words that form them. For example, ask your child to say which words make up can’t,
where’s or I’m.

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Questions Marks

A question mark is a piece of punctuation. It is a type of full stop that is

used to end a question sentence. When a direct question is asked, you need
to end the sentence with a question mark.

Where are you going?

How is the preparation going?
What is happening?

To help you identify if a question is being asked, keep an eye out for
question words. These words are function words that can be used to
ask questions.

Where is the pencil?

What is that sound?
How are you feeling?

Be careful - not all sentences that contain these words are question
sentences.

He didn’t know where he was going.

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 How?
Who?
Why? ?
? Question Mark ?
Wher
e? W ha t ?
?
 which?
what?
whose?
who? what if?
?
where how?
why?
when?
When to Use a Question Mark
Where is my
really cool
Who wants to hat?
When can I
come with me?
have a go?
What
time is it?
Why can’t
you wait a
little longer?
Question marks are used when a direct question is asked.
A) Question Mark or Full Stop
Decide if the sentence is a question or not. Put a question mark or full
stop in the box to finish the sentence.

1. Would you like a slice of cake

2. Can I play with you

3. What is Farhan doing

4. Mum is cooking dinner

B) Question or Command
Use your understanding of question marks to decide if each of these
sentences is a question or command. Then, decide which piece of
punctuation should end each sentence.

1. Use ‘Q’ and ‘C’ to show whether these sentences are questions or
commands. Add in the missing punctuation to help you.
a) Does milk come from cows __
b) Turn up the volume __
c) Why don’t you get some sleep __
d) Shall we get some chips __
e) Don’t speak to your mother like that __

To get your child used to recognising questions, get them to pose three questions. Ask them to think about
their day. Can they think of three questions about what has happened during the day? Remember to
remind them that each question needs a question mark.

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 2. Circle the best punctuation mark to finish these sentences.

a) Wipe your nose now . ! ?

b) Would you like some water . ! ?
c) Pass to me if you can . ! ?
d) Don’t shoot . ! ?
e) Is it far to go . ! ?

C) Creating Question Sentences

Can you write a question beginning with each of the question words on
the hand? Make sure to end the sentence with a question mark. Write
about the picture above each finger.
Where?
Wha

When?
t?

W h

Wh
y?

o?

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Commas in a List

A comma separates units of meaning in a sentence.

A comma separates items in a list.

Jenna bought some apples, grapes, bananas and pears for

her fruit salad.

Commas are an item of punctuation.

They can be used to provide a pause, or breath, in a list. When you write
a list of things, rather than putting one word continuously after the other,
you can break the list up using commas.
Remember, lists are not always objects. You can write a list of feelings,
thoughts or even adjectives.

When you write a sentence that contains a list, commas can make the
items clearer and separate from each other.

Simon bought a banana apple pear and orange from the shop.

In this sentence, there is a list of items that Simon has bought. You can
separate these items using commas. Place the first comma after the first
item in the list. Then, add a comma after each item in the list until you
reach the word ‘and’. You do not need to add a comma at this part of
the list because the word ‘and’ replaces the last comma.

Simon bought a banana, apple, pear and orange from the shop.

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A) Comma Correction Sentences
Rewrite these sentences using commas in the correct places. Then, tick
the sentences which have used commas correctly.

2. Rewrite these sentences with commas in the correct places.

a) My hobbies are football and skateboarding and tennis and climbing.
b) My parrot is red blue and green and yellow.
C) I like fish and chips and pizza and Chinese food and curries.

3. Tick the sentences in which you think commas have been

used correctly.
a) The goat ate grass and potatoes, grain and apples.
b) They searched all day for butterflies, birds and insects.
c) The drawer was full of, pins, pens, staples and stickers.
d) They kept donkeys, and chickens.

B) Spot the Correct Comma Lists

On each card, one sentence has used commas in a list correctly. Can
you circle which sentence is punctuated correctly?

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 a) This year John is playing football

To get your child used to recognising questions, get them to pose three questions. Ask them to think about
a) The dog likes to fetch, run and swim.
cricket and volleyball.
1. 4.

their day. Can they think of three questions about what has happened during the day? Remember to
b) This year John, is playing football
b) The dog likes to fetch run and swim.
cricket, and volleyball.
c) This year John is playing football,
cricket and volleyball. c) The dog, likes, to fetch run, and swim.
a) My mum, planted peppers, tomatoes and
courgette, in the garden.
2.
b) My mum planted peppers, tomatoes and
courgette in the garden.

remind them that each question needs a question mark.

c) My mum planted peppers tomatoes and
courgette in the garden.
a) Timothy’s favourite colours are blue
orange yellow and green.
3.
b) Timothy’s favourite colours are blue,
orange, yellow and green.
c) Timothy’s favourite colours, are blue,
orange, yellow and green.
C) What’s in my basket?
Tick which of these sentences is punctuated with commas correctly.

Little Red Riding Hood took a sandwich, a jar of jam, a cupcake,

an apple and some sweets to Granny.

Little Red Riding Hood took, a sandwich and a jar of jam, a

cupcake and an apple, and some sweets to Granny.

Little Red Riding Hood, took a sandwich a jar of jam a cupcake an

apple and some sweets, to Granny.

Write your own sentence about what you would put in Little Red
Riding Hood’s basket. Make sure you use commas in your list!


Help
To yourchild
getyour childtoused to recognising
get used to creatingquestions, get themusing
lists of adjectives to pose three questions.
commas. Get them toAsk them tosomething
describe think about
their day.
around theCan theyusing
house, think three
of three questions
adjectives. about
When what
they sayhas happened
their during
description, getthe day?
them toRemember
add commas.to
remind
For them that
example, “Theeach
spoonquestion
is shinyneeds a question
(comma) mark.
silver and clean.”

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 Exclamation Marks
Use exclamation marks to:

• show surprise

• add emphasis

• show strength

• show shouting

Exclamation marks are a type of punctuation.

They are used to end exclamation sentences.
Exclamation sentences show a strong emotion, express surprise, add emphasis
or show raised voices.

These sentences are all They show a range of strong

examples of exclamation emotions including excitement, anger,
sentences. frustration, joy and wonderment.
• I can’t figure this out! Exclamation marks can also be used to
show shock or surprise.
• We won the championship!
• Oh no!
• I’ve just won the lottery!
• The door burst open!
• What a beautiful bird!

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 “Help!”
“What a fantastic
“What a beautiful smile house you have!”
you have!” exclaimed he exclaimed.
the dentist.
Exclamation
marks are also
used at the end
of exclamation
Exclamation Marks
sentences, which
start with ‘what
or ‘who’ and
contain a verb.
Avoid using
"What a
“Go away!” she exclamation
“Good heavens!” ridiculous idea!"
shouted at him. marks too much
he said. she shouted.
or they will lose
“Is that true?”
their impact.
Exclamation marks are used to indicate strong feelings or a raised voice in speech.
A) Exclamation Sentences

Put the exclamation mark into these sentences in the correct place.
• The concert was amazing
• Wow That star is really bright.
• What a lovely smile you have
• “Sit down and be quiet ” the man shouted.

Full stop or exclamation mark?

1. I saw Daniel Radcliffe in a film last
night What a brilliant actor he is
2. “Help ” shouted the boy
3. The wolf looked at Little Red Riding Hood “What
big ears you have ” she said nervously
4. Bang The fireworks exploded in the air
5. The woman gave some money to charity How generous she is

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B) Using Exclamations
Create a short piece of writing about each picture. Try to use some
exclamation sentences within each section of writing.

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C) Stormy Exclamations
Write a paragraph about this image which includes some exclamation
sentences.

Interjections are words that can be used on their own, with an exclamation mark, to express sudden emotions
(such as joy, excitement or surprise). These words form sentences of their own. Get your child to practise
using these words in spoken sentences. E.g. Wow! Stop! Hooray! Help!

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Contractions
Contractions are shortened forms of words and phrases. When you combine
a set pair of words together, remove letters, then recombine what is left
with an apostrophe, this is a contraction.

Contraction for she will Contraction for who is

she ’ll who ’s

Contraction for they are Contraction for Should have

they ’re should ’ve

In these examples, you can see the words and phrases have been
shortened using an apostrophe.
The first word in the pair doesn’t change. One or more letters are removed
from the second word in the pair and the two pieces are joined, with an
apostrophe replacing the missing letters. This then forms a new, shortened
form of the word - a contraction.

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Not all pairs of words can be shortened to form contractions.
Generally, in English, the following verbs can be used to form contractions:

• be • have
• will • had
• would

These verbs are combined with the following pronouns or adverbs to form
contractions:

•I • we • where
• you • they • when
• he • that • why
• she • who • how
• it • what

Contractions can also be formed by negating a verb (adding not):

• is not
• are not
• was not
• do not
• could not
• etc…

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My Contractions Word Mat
should have could not do not I will we are
should’ve couldn’t don’t I’ll we’re
could have let us they will you have would have
could’ve let’s they’ll you’ve would’ve
cannot have not must not he would does not
can’t haven’t mustn’t he’d doesn’t
it is shall not they are had not she is
it’s shan’t they’re hadn’t she’s
should not I am was not would not
shouldn’t I’m wasn’t wouldn’t
Apostrophes are used when letters are missing.

I am I’m

you are you’re

they will they’ll

does not doesn’t

could have could’ve

who is who’s

do not don’t

he will he’ll

she will she’ll

A) Match the Contraction
Can you spot the correct contraction for each pair of words and draw a line
to join them together? Some are not the correct contraction.

you’ve
hadn’t

I’ll could’ve

she’s had
not
you could
have have
I’m they’ll
he they
would will
would he’d
not

couldn’t wouldn’t

doesn’t
wasn’t

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B) Identify the Parts of the Contraction
Which pairs of words form these contractions?

is short for...

can’t

didn’t

hasn’t

haven’t

mustn’t

C) Which Contraction?
Use your understanding of contractions to fill in the missing information.

1. did + not =

2.  + not = couldn’t

3. have + not =

4. + not = can’t

5. + will = he’ll

6. + would = I’d

7. should + have =

8. should + not =

Use sticky notes to write the two words that make a contraction. Get your child to practise overlaying the
words and using an apostrophe to see how the words change to form a contraction. This will act as a visual
aid for your child.

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Conjunctions
Conjunctions are words that are used to link clauses, ideas, sentences and
words together and create cohesion within your writing.
They join together sentences and ideas, helping you to build more
complex sentences, rather than just using simple sentences.

and but when that

because if or

The two main types of conjunctions that you will use are coordinating and
subordinating conjunctions.
Coordinating conjunctions are used to join or link words, phrases or
clauses together. One thing is linked to another.

Subordinating conjunctions can be used at the beginning or middle

of a sentence to join two phrases or clauses together. When using a
subordinating conjunction, one part of the phrase or clause depends on
the other part.
One thing happens because of another thing.
One thing happens when another thing happens.
One thing happens if another thing happens.

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 Danni will be eating
Romario mowed the I like to play doughnuts and she
grass and his friends tennis and I love to will be drinking
helped him. walk my dog. milkshake.

James needed to wear The tiger was hungry

She likes apples but
sun cream but he had but he was too
she doesn’t like pears.
forgotten to pack it. tired to hunt.

Would you like a Nikita would love a Noah could win the
cheese or would you pet dog or she might skipping race or
like a ham sandwich? like a pet cat. Barnaby might win.
You can have a sticker Cheng was happy When I’ve finished my
when you have tried when his family vegetables, please can
your best. surprised him. I have a pudding?

George bought a I stayed in a

Thomas knows a new stationery pack great hotel that
great game that he is that would be very had a fabulous
sure you will like. useful at school. swimming pool.

The boy was

allowed to have a
Put your hand up If you set off to
pudding if he ate all
if you need me to school now, you will
his sprouts.
help you. arrive on time.

We played a board I opened the door

Monika doesn’t
game because it because someone
drink milk because
was a rainy day. had been knocking.
she is allergic to it.
A) Which Conjunction?
Look at the sentences below. Can you choose the best conjunction to join the
two clauses together?

and but or

a. I wanted to go swimming but the swimming pool was closed.

b. I fell over I bumped my head.

c. Would you like to go to the park would you rather play on

your bike?

d. I wanted to go to the beach mum said we couldn’t go.

e. I like to watch football I can’t play it.

f. I took my dog for a walk across the field we both got muddy.

B) Matching Conjunction Sentences

Match the beginning of these sentences with their endings.

Jenna went to the park but they danced to the music.

Do you want cake or it began to rain.

At the party the children played games and ice cream for dessert?

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C) Identify the Coordinating or Subordinating Conjunctions
Underline the subordinate or co-ordinating conjunctions in
these sentences.

I have never liked heights so I didn’t go to the top.

Make a sandwich, unless you’re eating out.

He still shouted at me and I cried.

Whether you like it or not, I’m going to the cinema.

They were going to build a road, but people didn’t want them to.

I’ll do it because I’m going there anyway.

Try playing ‘tell me more’ with your child. This works by asking your child about something, then when they
respond, ask them to tell you more. They then use conjunctions to add further detail to the sentence.

E.g. What is that bird doing?

It’s singing.
Tell me more.
It’s singing and shaking its wings.
Tell me more.
It’s singing and shaking its wings because it wants to find another bird.

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Adjectives
Adjectives are describing words. They tell the reader more about things or
places (nouns).
• Adjectives can describe all sorts of things. They can tell you about
what something looks like, feels like or how it behaves.
• They are used to add more detail and description to sentences.

You can use adjectives in sentences to create expanded noun phrases.

Expanded noun phrases add descriptive detail and specific
information by adding adjectives.

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clever long

green

Adjectives
helpf ul
ul beautif

An adjective is a word that describes a noun (the name of a thing

or place).
Adjectives
People Objects Comfortable Uncomfortable Size Time
feeling feelings
adorable bright brave angry big ancient
adventurous clear calm annoyed colossal brief
aggressive distinct cheerful anxious enormous early
annoying drab comfortable ashamed gigantic fast
beautiful elegant courageous awful great late
caring filthy determined bewildered huge modern
confident gleaming eager bored immense old
clumsy grotesque elated confused large quick
confident long encouraged defeated little rapid
considerate magnificent energetic defiant long short
excitable precious excited depressed mammoth slow
glamorous sparkling exuberant disgusted massive swift
grumpy spotless fantastic disturbed meagre young
happy strange fine dizzy mighty
helpful unsightly healthy embarrassed miniature
important unusual joyful envious minuscule
intimidating valuable pleasant frightened petite
 Monster Adjectives
Size Colour Personality greedy
tiny red scary kind
small mean friendly
orange
miniscule
yellow grumpy caring
miniature
green fearsome smiley
huge
enormous blue ferocious excitable
Using the adjectives, gigantic purple unfriendly interesting
you can create expanded
colossal pink aggressive special
noun phrases to describe
the monster. tall grey terrifying cute
short
The monster had purple and
spotty fur. Patterns Shape
The monster’s huge body stripy round
stepped forward.
spotty square
The colourful monster looked
grumpy and scary but he checked long
was actually very friendly. speckled pointy
A) Expand the Noun Phrases
Can you use two adjectives, separated by a comma, to describe each noun
in the sentence? E.g.

The small, hungry mouse ate the smelly, yellow cheese.

Three boys played a joke.

rainbow is
The sky.
in the

teacher gave
My sticker.
me a

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B) Find the Adjectives

Read the
sentences and circle
1. The cat had pretty eyes. the adjectives in
each of them.
2. Mark has long legs.
3. She cut her hand on the rough log.
4. The shiny diamond sparkled in the bright sun.
5. The calm penguin looked around the pebbly beach.
6. The huge elephant drank from the murky waterhole.
7. The small dog has fluffy, brown fur.

Now, choose five of the sentences above and rewrite them below, changing
the adjectives to make them more exciting.
Example: The cat had attractive eyes.

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C) Character Descriptions Using Adjective Phrases
Use some of the adjective examples to write a character description for the
two characters from the Jack and the Beanstalk story.

caring
happy
clever
cross
brave
horrible
bold
sly
Giant
wise kind grumpy scary
angry helpful rude cunning
ugly gentle mean furious
nasty handsome noble smart
unkind wicked polite evil
friendly pretty shy cruel
beautiful honest calm charming

Can you write a paragraph about this character?

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 caring
happy
clever
cross
brave
horrible
bold
sly
Jack
wise kind grumpy scary
angry helpful rude cunning
ugly gentle mean furious
nasty handsome noble smart
unkind wicked polite evil
friendly pretty shy cruel
beautiful honest calm charming

Can you write a paragraph about this character?

Adjectives are all around us. You will find them in books, magazines, adverts and instructions as just a few
examples. Use these examples to get your child to practise spotting adjectives. Can they tell you which
words are the adjectives in sentences?

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Verbs and Adverbs of How
Verbs are action words. They are doing words. They tell the reader what
is being done.
When a character, person or thing is doing something, the name of that
action is called a verb.

bounce carry jump leap

collapse crawl live pull

dance dash sneak spin

An adverb describes a verb. It adds further detail and information to an

action. At this stage, the adverbs you are most likely to use are adverbs of
how. These adverbs tell you how an action is being carried out.

angrily anxiously doubtfully elegantly

quickly sadly cautiously cheerfully

enthusiastically foolishly safely shyly

You can combine verbs and adverbs in sentences in a variety of

different ways.
• The adverb can come immediately after the verb:
The cat ran quickly through the grass.
• It can also come at the end of the sentence, after you have
described the action: The cat ran through the grass quickly.

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A) Using Verbs
Complete the sentences below, using these verbs.

ate chased watched stopped got

ran read rode jump rained climbed
flooded flew missed disappeared

1. The dog the cat.

2. Rana for the bus but she it anyway.

3. Kuba a chocolate ice cream.

4. I a scary film and it made me !

5. The lift and a lot of people out on the fifth floor.

6. Kareena her book and then her bike.

7. It so much last night that the garden was .

8. It was very late by the time Jack into bed.

9. The bird high in the sky and soon from sight.

B) Verb and Adverb Challenges

Use your understanding of verbs and adverbs to complete the challenges.

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Circle the verb in the sentence.

The bird waved

his beautiful
wings and
feathers.
twinkl.com

Circle the adverb in the sentence below.

The sun shone

brightly in the
morning sky.

twinkl.com

Write one adverb to complete the

sentence below.

The birds were

singing  .

twinkl.com
C) Identify the Adverbs
Circle the adverbs in these sentences.
Then use your own adverbs to complete the sentences.

Circle the adverbs in these sentences.

1. Tim slept quietly.

2. She ran fastest.
3. Claire walked carefully.
4. The sun shone brightly.
5. The wind blew wildly.

Use your own adverbs to modify these sentences.

1. Make sure you climb the ladder .

2. The children played .
3. The ship sailed .
4. I drove .
5. He looked at his friend .

Verbs happen around us all day. There are always things happening around your child for them to describe
using adverbs. Get them to practise using adverbs by describing the different actions they see all around them.

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Nouns
Nouns name things. Their job is to make sure that people, places, things,
feelings and animals have a name.

There are different types of nouns.

Abstract nouns name feelings, thoughts and ideas. They are called
abstract because they are the name of things that don’t have a
physical presence (you can’t see or touch them).
Collective nouns name groups of things. They tell you what a
collection or group of objects, things, animals or people are called.
Concrete nouns give you specific names of things, objects
and animals.
Compound nouns are combinations of nouns that form a new noun.
Two names of things are combined to create a name of something
else. For example, paper + work = paperwork.
Pronouns are words that are used to refer to people directly in
the sentence or people or things mentioned somewhere else in the
sentence.
Proper nouns are names of specific, individual people, places, days,
months and objects.

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Name of a Person

Scarlett
footballer
doctor
teacher
boy
popstar

Name of a Place

school
London
shop
church
swimming pool
beach

Name of a Thing

book
cat
pencil
television
ball
chair

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 pirate d i ce
girl

Noun
t te rf l y
ball bu

Nouns are used to name people, animals, things, places or ideas.

Nouns
Abstract Collective Concrete Compound Pronoun Proper

love team table hockey stick he London

hate family door toothpaste she Jane
fear group plane underground it Friday
imagination herd book haircut they December
longing pack banana output them Australia
despair swarm snow armchair her Taj Mahal
excitement bunch cloud headphones him Mr. Smith
confusion pile friend suntan his Mount
Kilimanjaro
peace collection teacher childhood ours
Titanic
leadership chimney iceberg I
Romeo
and Juliet
A) Noun Hunt
Search around you and find as many nouns for people, places and things
that you can.

People

Places

Things

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B) Form the Compound Nouns
Draw a line to match the two nouns that make a compound noun. For
example, paper + work = paperwork.

fire bird

butter sticks

fish chair

note bowl

chop coat

arm man

lady cup

vine yard

green house

rain book

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C) Noun or Verb
Some words can be used as nouns or verbs.

The word ‘point’ can be both a noun and verb.

To use ‘point’ as a noun, put a determiner like ‘a’, ‘an’ or ‘the’
before it,
e.g. Henry sharpened his pencil to a point. (noun)
To use ‘point’ as a verb, put the word ‘to’ before it,
e.g. The little girl started to point out of the coach window. (verb)

1. Read these sentences. Is the underlined word being used as a noun

or a verb?

a) Gemma wrote the email and pressed ‘send’. Standing

by the computer, Adam waited for his friend to email him.

b) Every time he told a joke, Amina’s dad giggled to himself.

Isabelle liked to joke with her friends.

c) Abigail quickly ate some breakfast – she knew she would need to
race to school so she wasn’t late. Jumping as fast as
he could, Daniel won the race.

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 2. Now it’s your turn. Use these words in two different sentences: one
where the word is used as a noun and one where it is used as a verb.

a) Write a sentence using the word ‘smile’ as a verb.

Write a sentence using the word ‘smile’ as a noun.

Help your child identify the different types of nouns by asking them to tell you which type of noun
a word is. For example, if you see a sign while out and about, ask them which type of noun ‘sign’
is (sign = concrete noun).

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Prefixes
Prefixes are groups of letters that can be added to words to change their
meaning. By adding these letters, you can make words mean completely
different things.
For example, the prefix ‘un’ means not. So, the word ‘tie’ means to tie
something, whereas ‘untie’ means to not tie, or undo a tie.
The prefix ‘mis’ means wrong. So, the word ‘spell’ means to use the correct
letters to spell a word, whereas ‘misspell’ means spelling a word incorrectly.

Below are some prefixes, along with their meanings and some
examples of words using them.

un (not) dis (not/no) il (not) ir (not)

untie disappear illegal irregular
unhappy disobey illegible irresponsible
unload disagree illogical irrelevant
unfair dishonest illiterate irreplaceable
in (no/not/non) disappoint im (no/not/non) irresistible
inactive mis (wrong) immature re (again/back)
incorrect misspell impossible refill
incomplete misbehave impatient redo
invisible misread imperfect rewrite
misheard immortal reinvent
mislead

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 re-n
agai un-
not
dis-
opposite of suepr qeural-ity
bett anti-ainst
opposite or ag co-
t
ogether

er-
ovmuch -
too same
auorto
Prefixes self

m i m - il -
o
is-
ppos
in- ot
n
ite de-e
reduc

A prefix is added to the beginning of a word to make a new word.

You can use the prefix to work out what words mean.

superhuman = super + human

The prefix ‘super’ means better quality or exceptional.
So, ‘superhuman’ is a better quality or exceptional human.

autopilot →= auto + pilot

The prefix ‘auto’ means self or same.
So, ‘autopilot’ means a self-controlling pilot.

A) Sorting Prefixes
Choose the correct prefix for each word, then write the words in the correct box.

‘dis’ prefix words

frozen
fasten
obey
happily
beaten
obedient
‘un’ prefix words
agree
beatable
covered
loyal

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B) Adding Prefixes
Look at the words below. Write a prefix in the space to create a new word.
There may be more than one prefix that could work. For example, port +
re = report.
1. port

2. claim

3. dote

4. calculate

5. fiction

6. behave

7. terior

8. writer

9. clockwise

10. place

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C) Using Prefixes
Can you use the information about each prefix to think of three more examples
of words that use them?

Write down 3 more examples

prefix meaning example
of words with this prefix

re to do again return

bi two bicycle

dis not dislike

mis wrong misbehave

pre before prehistoric

over too much overcook

un not unhappy

Get your child to practise understanding what prefixes mean by playing the definitions game. Take it
in turns with your child to give a definition of a word that uses a prefix. For example, ‘Have a different
opinion to each other’ or ‘Do not agree with someone else’ = disagree.

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Suffixes
Suffixes are groups of letters that can be added to the end of words to
change their meaning.
Each suffix has a meaning, which contributes to what the new word means.

For example, ‘ful’ means to be full of or filled with. So, ‘joyful’ means
to be full of joy.
The suffix ‘ness’ means a state of something. So, ‘sadness’ means to
be in a state of feeling sad.

When adding suffixes, you may need to use a range of different

spelling rules.
• For example, when adding ‘ing’ to a word that ends in
‘e’, you remove the ‘e’ before adding the ‘ing’.
• When adding 'ed' to a word with a short vowel sound ending in
just one consonant, you double the consonant and then add the
'ed' - for example, 'slip' becomes 'slipped', but 'trick' just becomes
'tricked' because it has two consonants at the end of the word.

When adding suffixes that begin with a consonant, you generally just add
the suffix straight to the root word without making any changes. The main
exceptions to this rule are the word ‘argue’, which becomes argument and
root words ending in ‘y’ with a consonant before it.
For example:

merry → merriment happy → happiness

plenty → plentiful

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 -ment -ly
action tells how
something is done
-ful
full of
-lesoust
with -ness
a state or quality
-ous
full of

ation- -est
an action
or process
Suffixes comparative,
meaning
'the most'

-ify -ise -atea verb

to create a v
erb e
to create a verb to creat

A suffix is added to the end of a word to make a new word.

 -able -ion
Suffixes Suffixes
e.g. adorable e.g. concentration

can be the result of

-ly -less
Suffixes Suffixes
e.g. lovely e.g. flawless

tells how
something is done without
 -ful -ed
Suffixes Suffixes
e.g. painful e.g. jumped

filled with past tense

-ing -s and -es

Suffixes Suffixes
e.g. jumping e.g. flowers

present tense plural

 -est -ness
Suffixes Suffixes
e.g. biggest e.g. sadness

comparative the state

‘the most’ of something

-ist -ic
Suffixes Suffixes
e.g. cyclist e.g. magnetic

involved describes certain

in activity trait
Suffixes -ing, -ed, -er, and -est

-ing -ed -er -est

beg begging chat chatted angry angrier big biggest
hit hitting clap clapped bumpy bumpier fit fittest
nod nodding bully bullied nice nicer glum glummest
put putting bury buried pale paler hot hottest
come coming dry dried wise wiser pretty prettiest
hope hoping empty emptied early earlier nice nicest
joke joking envy envied foggy foggier wide widest
fake faking hop hopped furry furrier crazy craziest
slide sliding knit knitted rude ruder early earliest
hide hiding bake baked hairy hairier easy easiest
take taking close closed crazy crazier fluffy fluffiest
tune tuning dance danced late later friendly friendliest
swim swimming tap tapped dirty dirtier noisy noisiest
drive driving wrap wrapped ripe riper scary scariest
dive diving tiny tiniest
Suffix Word List
ful ness ly ment less
spiteful illness slowly statement careless
painful quietness lovely refreshment thoughtless
watchful fatness quickly disappointment homeless
mouthful closeness sadly engagement lifeless
fearful kindness strangely development fearless
stressful freshness coldly placement jobless
delightful rudeness cleverly amazement thankless
cheerful sadness brightly replacement headless
thankful boldness shyly punishment speechless
wonderful wetness quietly enlargement endless
hateful darkness sweetly entertainment hopeless
harmful goodness softly achievement helpless
useful tightness cleanly agreement harmless
truthful shyness wisely enjoyment shameless
restful baldness rudely treatment tuneless
helpful awkwardness loudly shipment childless
colourful helpfulness firstly measurement worthless
forgetful awareness bravely amusement painless
A) Suffix Word Search
Find the words hidden in the grid.

p m s t t t t m v f q f o i u
i t h o u r l y v b t i r v n
q c o h a u n v l h i t p d j
h t u z c f p n w i l d l y i
a t l n k m f l x u z q p v l
x y s f s h h l w g l d r y c
i l x a g s e o r u o h i m o
r d m i o a e u m r k h c g s
e q b r y y r d c y n l k r t
a n s l e p i l l v d m l d l
s i p y a v l y n s b r y m y
i w o q r j y c d i l y a m d
l k w s l e j z c a m h s v e
y i h n y g l u m l y r d z m
l p i x z s z j j h y e w a w

costly fairly glumly

loudly yearly prickly
eerily hourly
easily wildly

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B) Complete the Suffix
Can you work out which suffixes will work with the root words?
Some of the root words can work with more than one suffix. Can you
find all the possibilities? For example, ‘fearful’ and ‘fearless’.

fear care agree

pain pay silly

late cheeky quick

-ment -ful -less

-ness -ly -ment

-ful -less -ness

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C) Adding Suffixes
Choose one of the suffixes below to add to each root word. Remember to use
spelling rules to make sure that the words are spelt correctly.

-ing -ly -ness

Spelling Rules
Do you need to just add the suffix, drop the ‘e’, change the ‘y’ into an ‘i’
or double the final consonant?

Root Word Suffix Spelling Rule to Remember Final Word

chase -ing drop the ‘e’ chasing
follow
weep
sad
bright

Get your child to create suffix word families. Choose a suffix and ask your child to think of as many words
as possible that end in that suffix. As they come across more of them in day-to-day life, add them to the
different families.

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Past and Present Tense
Simple past and present tense is all about when something happens. The
tense that sentences are written in tells the reader if the action has already
happened (past tense) or is happening now (present tense).
When you are using simple past and present tense, most of the time you
will use verbs to alter the tense of sentences.

Verbs can be altered to make them past or present tense.

Present Tense Past Tense

jump jumped

grab grabbed

I jump through the hoop. = present tense (happening now)

I jumped through the hoop. = past tense (already happened)
I grab the piece of paper. = present tense (happening now)
I grabbed the piece of paper. = past tense (already happened)

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 think save

grab explore

thought saved

grabbed explored

Be careful. Some past tense verbs work slightly differently when it

comes to spelling them and some past tense verbs are actually different
versions of the word altogether.

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Regular Past Tense Verbs
Add-ed to the verb: Add-d to Double the end consonant and add -ed
the verb if it to the verb:
asked kicked screamed ends in -e:
blinked kissed showed agreed banned grabbed

buzzed laughed slumped closed cancelled hugged

chewed listened smelled decided levelled skipped

cooked lived spilled died marvelled swapped

crossed looked squealed escaped planned tripped

destroyed missed started liked stopped

enjoyed needed stayed smiled travelled

failed opened talked dived

finished offered visited

fixed phoned walked Take off the -y and add -ied to the verb:

growled played wanted

carried studied cried emptied
helped rolled watched
married tried fried
jumped scratched whispered
Irregular Past Tense Verbs
ate burnt fell hung misspelt sat spoke trod
awoke burst felt hurt mistook saw spread understood
beat came fit kept overcame sent sprung upset
became cast fled knelt overdid set spun was
began caught flew knew overthrew shone stole wed
bent chose forgot knit overtook shook stood went
bet clung flung laid paid shot stuck wept
bit cost fought lay put shrank stung were
bled crept found leapt quit shut stank witheld
blew cut froze learnt ran slept struck woke
bore dealt gave led rang slid swam won
bought did grew lent read slung swept
wove
bound drank ground let rid sold swung
wrote
bred dreamt got lit rode sought taught
broadcast drew heard lost rose spat thought
broke drove help made said sped threw
brought dug hid meant sang spent told
built fed hit met sank split took
Progressive tense describes actions that are continuing, in progress or
lasting a length of time. We are going to focus on two forms of progressive
tense - past and present.

Past progressive tense tells the reader about events that happened in
the past but that lasted for a longer duration of time.

I was reading.

In this example, the word ‘was’ tells you this action happened in the
past, but the reading lasted for a longer spell of time.

Other examples of past progressive include…

He was wondering what was happening.

I was lying on the bed while I was watching TV.

Present progressive tense tells the reader about events that are
happening now and are ongoing and in progress.
Examples of present progressive tense include…

Maria is listening to the news.

We are acting out a story.

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 Simple Present and Past Tense / Progressive Present and Past Tense
The present tense tells us something that is true at this point in time. The present progressive tense describes
an action that is currently in progress. The past tense tells us about something that finished in the past. The
past progressive tense describes an action that was in progress in the past. The verbs in a sentence tell us
the tense it is written in. Sometimes when a suffix is added, the root word changes.

Present Tense (regular Present Progressive Tense Past Tense (regular Past Progressive
verbs have no suffix or (is/are + -ing suffix) verbs end in the suffix Tense (was/were +
have –s or –es added) –ed but many irregular -ing suffix)
• The children are
reading their books. verbs do not) • We were
• Jake plays with
his toy cars. • The small boy cried. playing football.
• My mum is drinking
• I see the tigers. a cup of tea. • My dog jumped • She was sleeping
over the fence. in the bed.
• Grandad enjoys • Ali is swimming
watching television. in the pool. • We cooked mum a • The boy scouts were
special meal. camping in a field.
• I like cheese. • The baby is crying.
• Grandad enjoyed the • Alice was singing in
• Lily brushes her hair. • The cows are jumping
film at the cinema. the talent show.
over the fence.
• The boys sit in a line.
• The children ran to • The sheep were
• We are cooking mum
the playground. grazing in the field.
a special meal.
• My dad ate fish and • The athletes were
chips for tea. running on the track.
A) Past or Present, Regular or Irregular
Use your understanding of simple tenses to answer the questions.

1. Look at the passage below. Change all the verbs from past tense to
the present tense.
One has been done for you.
Wakes
My mum’s alarm clock woke me at 6am.

I pulled the pillow over my head and sighed.

Suddenly, I spotted my mum on the landing.

“Great. So much for my lie in!” I thought.

2. Sort the past tense verbs from question 1 into regular and irregular.

Regular Irregular

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B) Applying Present or Past Tense
Use the picture below to write a story. You can write it in the past or the
present tense. Make sure you keep rereading your work to check you have
used the same tense all the way through.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

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C) Past and Present Progressive Tenses
What was this person doing at these times yesterday?
Circle the sentence which uses the past progressive to describe the picture.

1. 2. 3. 4.

She was eating They were He ate They were

breakfast. playing outside. his lunch. learning.

She ate They He was eating It was lesson

breakfast. played outside. his lunch. time.

5. 6. 7. 8.

She He ate his He listened to He brushed

walked home. tea. a story. his teeth.

She was He was eating He was listening He was brushing

walking home. his tea. to a story. his teeth.

9.
She was
sleeping.

She was
asleep.

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Choose the words which will complete these sentences in the present
progressive tense.

1. E.g. She is sweeping the floor.

2. He _____ _______________ the leaves.

3. They _____ _______________ on the bed.

4. They _____ _______________ a book.

5. He _____ _______________ some milk.

One way for your child to practise their use of tenses is through spoken language. Encourage them to describe
what they are doing during the day. Can they describe what they are doing now and what they have already
done? For example, “I am peeling an orange. I brushed my teeth this morning. I was dancing in the puddles.
I am watching TV.”

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Statement, Command,
Exclamation or Question
Sentences can be split up into a variety of different types.
The four overall types are statements, commands, questions and
exclamations.
Statements tell the reader something. They end with a full stop and give a
piece of information.
Commands tell someone to do something. They are regularly found in
instructions or recipes and often contain imperative (bossy) verbs.
Questions ask something. They end with a question mark.
Exclamations are sentences that begin with ‘what’ or ‘how’ and end in
an exclamation mark. They usually show surprise, anger or other strong
emotions.

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 Statements Commands
Statements are sentences Commands are sentences that tell you to do
which tell you something. something. They are found in instructions but can
They end with a full stop also be urgent or angry and can be very short.

Rainbows have 7 colours. They are Help me! Please stop doing that.
beautiful to look at.

Questions Exclamations
Questions are sentences that ask An exclamation is a sentence beginning with
you something. They usually end ‘What’ or ‘How’. It is a full sentence, including a
with a question mark. verb, which ends with an exclamation mark.

What did you have for dinner? What a dangerous mountain to climb!
Look at the text below and underline each type of sentence in a
different colour.

One warm, sunny􀀂 day Jessica and Lilly􀀂 went to play at the park.
When they arrived there were lots of people at the park.

“What a lot of people there are today“ cried Jessica.

“None of the swings are free for me to go on “ said Lilly,

sounding upset.

“Would 􀀂you like to go on the slide instead “ asked Jessica.

Highlight the statements in blue, the questions in green, the commands

in red and the exclamations in yellow.

One warm, sunny􀀂 day Jessica and Lilly􀀂 went to play at

Statements the park. When they arrived there were lots of people at
the park.

“Would 􀀂you like to go on the slide instead “

Questions
asked Jessica.

“What a lot of people there are today“ cried Jessica.

Exclamations “None of the swings are free for me to go on “ said Lilly,
sounding upset.

In these examples, there are no commands.

Some of the examples are missing pieces of punctuation. Can you add any
missing punctuation to the above examples?

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A) Question Conversion
Can you turn these statement sentences into question sentences
by adding punctuation, rearranging words or adding new words?

For example: The lion is vicious. Is the lion vicious?

Giraffes have long necks so that

they can reach tall trees.

Zebras have stripes to help them

to camouflaged.

African elephants have ears

shaped like Africa.

To help your child to practise spotting question sentences, begin by checking if the sentence begins with a
‘wh’ word, such as ‘what’, ‘why’, ‘when’, ‘which’, ‘who’, etc. These words are all question-leading words
and most sentences that begin with one of these words will probably be a question. Not all will though!

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B) Sentence Reshuffle
Use the words to create sentences that are either statements,
commands, questions or exclamations.

Use only the words in Use only the words in

1. the box below to write a 2. the box below to write
statement. a command.
eat cream like I ice to the apple cut up red

Remember to use the correct Remember to use the correct

punctuation. punctuation.

Use only the words in Use only the words in

3. the box below to write 4. the box below to write a
a question. exclamation.

from come where you do big what have you eyes

Remember to use the correct Remember to use the correct
punctuation. punctuation.

4.

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C) Statement and Exclamation Story Practice
Practice what you have learned about statements and exclamations by
writing a short story which contains both. Imagine a situation where you
are out walking in the hills with your family when suddenly a huge rock
begins rolling down the slope towards you. Read the example below to give
you an idea of what your writing might sound like. When you have finished
your piece of writing, underline the statements in green and circle the
exclamations in red.

I heard a noise and looked up

to see something moving on the
hillside. What a huge rock I saw!
It started to roll down the hill.
How quickly we had to run! As
fast as we could, we lay on the
floor in front of a small cliff. The
rock hit the top and bounced
over the top of us. What a close
call that was! We watched it roll
down the hill away from us.

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Answers
Phonics
A) right light pie lie time bike dry cry

B)
e l e p h a n t f t u i
h g l p q w e d a f t g
k i y u m p t o e k i h
b r l j o w e r d f e u
z l b c n a q d g c j h
w m l p k c s q e r t a
e j k v e s t o s a j u
t b o y y m l p a y s n
r q k l p i y b c o s t
j e r g l u e b n n j e
k e r y g h k m v x a d
m c l o u d a q w y i n

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C)

cloud

ou
ey
au
ay
monkey girl
haunted

boy hay

queue
oy even
ir
wh ph

ue
elephant e-e
whistle
toe oe
High Frequency and Common Exception Words
A) My friend lives across the street.
I have never ridden a horse.
Will it snow today?
I told my mum about the school trip.
I sat next to my sister in the cinema.
B)
The children play in the playground.
I hide behind the tree.
I don’t mind what we have for dinner.
He is a very helpful and kind boy.
Code word = child
I climb up to the top of the mountain.
She had the most cake.
The wild tiger roared.
They both had short hair.
He was the only one left at school.
C)

door find child who old great path

floor kind children whole cold break bath

poor mind wild gold steak move

any
behind should hold prove
many
class
fast would told improve
grass
last
pass
past

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Full Stops
A) My favourite food is cheese. I love it melted.
My room was a mess. My mum told me to tidy it up.
I fed my dog after school. He had chicken.
B) Dear Mum and Dad,
I have been on Earth for two weeks. It is very different to Inko. People drive
around in metal boxes. Food is eaten by putting it in your face. Water falls
out of the sky a lot. I miss you all.
Love from Luvakass.
C) Chris found his wallet in the drawer.
Soup is a healthy kind of food.
Grown-ups teach us at school.
Snow and rain are part of our winter weather.

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Capital Letters
A) Sentences will vary depending on name choices. Names used need to
have capital letters.
The Queen lives in a big city called London.
Sentences will vary depending on the name of your teacher. The name of
the teacher must have a capital letter.
B) My brother’s dog is called Tess.
On Sunday, she went to the park.
The Titanic sank in 1912.
Toby and Mark are going to Spain in March.
Martha took her children to the zoo yesterday.
C) I will soon visit my Nan at her farm. Nell and her sister may join me.
She will let us feed the hens. She has goats and cows as well as hens. It is
fun on the farm.
Max and Vikram sail a wooden boat. Jeff chucks bits of bun in the river for
the ducks. Yasmin sits on a rock and looks for fish. Bill and Bob see an eel.
Ken the dog sits down in the mud and gets in a mess.

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Apostrophes
A)
do not don’t
it will it’ll
he will he’ll
can not can’t
did not didn’t
she will she’ll
will not won’t
has not hasn’t

B)
t t h e s c h o o l ‘s s
h t h e c h i l d ‘s e o
e h m r a t a r l x ‘s v
g e d a p h t b f h a z
i w ‘s v o e e a m v t y
r o d i s m a d e l t d
l m u ‘s t a c o g ‘s j s
‘s a n k m n h g a f d f
v n ‘s n a ‘s e ‘s n q v y
t ‘s b k n v r a ‘s a p j
‘s m p x ‘s i ‘s a r k j x
p d q i e g t e d c d c

C) Descriptions will vary.

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Question Marks
A) Would you like a slice of cake?
Can I play with you?
What is Farhan doing?
Mum is cooking dinner.

B) Does milk come from cows? Q

Turn up the volume. C
Why don’t you get some sleep? Q
Shall we get some chips? Q
Don’t speak to your mother like that. C
Wipe your nose now!
Would you like some water?
Pass to me if you can.
Don’t shoot!
Is it far to go?

C) Sentences will vary.

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Commas in a List
A) My hobbies are football, skateboarding, tennis and climbing.
My parrot is red, blue, green and yellow.
I like fish and chips, pizza, Chinese food and curries.
They searched all day for butterflies, birds and insects.

B) Purple card → C
Blue card → B
Pink card → B
Orange card → A

C) Little Red Riding Hood took a sandwich, a jar of jam, a cupcake, an

apple and some sweets to Granny.
Sentences about the basket contents will vary.

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Exclamation Marks
A) The concert was amazing!
Wow! That star is really bright.
What a lovely smile you have!
“Sit down and be quiet!” the man shouted.

I saw Daniel Radcliffe in a film last night. What a brilliant actor he is!
“Help!” shouted the boy.
The wolf looked at Little Red Riding Hood. “What big ears you have!” she
said nervously.
Bang! The fireworks exploded in the air.
The woman gave some money to charity. How generous she is!

B) Writing will vary for each image.

C) Paragraph will vary.

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Contractions
A) you have → you’ve
could have → could’ve
he would → he’d
had not → hadn’t
they will → they’ll
would not → wouldn’t

B) can’t = cannot
didn’t = did not
hasn’t = has not
haven’t = have not
mustn’t = must not

C) did + not = didn’t

could + not = couldn’t
have + not = haven’t
can + not = can’t
he + will = he’ll
I + would = I’d
should + have = should’ve
should + not = shouldn’t

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Conjunctions
A) I wanted to go swimming but the swimming pool was closed.
I fell over and bumped my head.
Would you like to go to the park or would you rather play on your bike?
I wanted to go to the beach but mum said we couldn’t go.
I like to watch football but I can’t play it.
I took my dog for a walk across the field and we both got muddy.

B) Jenna went to the park but it began to rain.

Do you want cake or ice cream for dessert?
At the party, the children played games and they danced to the music.

C) so
unless
and
or
but
because

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Adjectives
A) Adjective choices will vary.

B) pretty long rough shiny + bright calm + pebbly huge + murky

small + fluffy + brown
Sentence rewrites will vary depending on which new adjectives you choose.

C) The character description will vary depending on which adjectives you

choose to use.

Verbs and Adverbs of How

A) The dog chased the cat.
Rana ran for the bus but she missed it anyway.
Kuba ate a chocolate ice cream.
I watched a scary film and it made me jump!
The lift stopped and a lot of people got out on the fifth floor.
Kareena read her book and then rode her bike.
It rained so much last night that the garden was flooded.
It was very late by the time Jack climbed into bed.
The bird flew high in the sky and soon disappeared from sight.

B) waved brightly
The adverb you choose will vary.

C) quietly fastest carefully brightly wildly

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Nouns
A) The nouns you find around you will vary.

B) fireman buttercup fishbowl raincoat notebook chopsticks

armchair ladybird vineyard greenhouse

C) wrote the email = noun

waiting for his friend to email = verb
told a joke = noun
liked to joke = verb
race to school = verb
won the race = noun

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Prefixes
A) disobey disobedient disagree disloyal
unfrozen unfasten unhappily unbeaten unbeatable uncovered
or discovered
B)
1. ex / im / de / report
2. ex / pro / reclaim
3. antidote
4. mis / recalculate
5. non-fiction
6. misbehave
7. ex / interior
8. cowriter
9. anti / counterclockwise
10. mis / replace

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C)

Write down 3 more examples

prefix meaning example
of words with this prefix

Examples could include...

re to do again return
replay, recycle, rebuild

Examples could include...

bi two bicycle
bisect, biplane, bilingual

Examples could include...

dis not dislike
disobey, disallow, disappear

Examples could include...

mis wrong misbehave mistrust, misunderstand,
mispronounce

Examples could include...

pre before prehistoric
preview, prefix, preschool

Examples could include...

over too much overcook
overlook, overuse, overload

Examples could include...

un not unhappy unfriendly, unhelpful,
unrealistic

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Suffixes
A)
p m s t t t t m v f q f o i u
i t h o u r l y v b t i r v n
q c o h a u n v l h i t p d j
h t u z c f p n w i l d l y i
a t l n k m f l x u z q p v l
x y s f s h h l w g l d r y c
i l x a g s e o r u o h i m o
r d m i o a e u m r k h c g s
e q b r y y r d c y n l k r t
a n s l e p i l l v d m l d l
s i p y a v l y n s b r y m y
i w o q r j y c d i l y a m d
l k w s l e j z c a m h s v e
y i h n y g l u m l y r d z m
l p i x z s z j j h y e w a w

B) fearful fearless painful painless lately lateness careful careless

payment cheekiness cheekily agreement silliness sillily quickly
quickness
C) chase → ing → drop the e → chasing
follow → ing → add the suffix → following
weep → ing → add the suffix → weeping
sad → ness → add the suffix → sadness
sad ly add the suffix sadly
bright → ly → add the suffix → brightly
bright ness add the suffix brightness

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Past and Present Tense
A) I pull the pillow over my head and sigh.
Suddenly, I spot my mum on the landing.
“Great. So much for my lie in!” I think.
Regular = pulled sighed spotted
Irregular = woke thought

B) Short story will vary.

1. 2. 3. 4.

She was eating They were He was eating They were

breakfast. playing outside. his lunch. learning.

5. 6. 7. 8.

She was He was eating He was listening He was brushing

walking home. his tea. to a story. his teeth.

9.

She was
sleeping.

C) 1. E.g. She is sweeping the floor.

2. He is kicking the leaves.
3. They are jumping on the bed.
4. They are reading a book.
5. He is drinking some milk.

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Statement, Command, Exclamation or Question
A) The questions you create will vary.
B) I like to eat ice cream.
Cut up the red apple.
Where do you come from?
What big eyes you have!
C) The piece of writing you produce will vary.

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 Explore and Discover More
Twinkl Go! is a digital platform, hosting interactive content
such as videos, games, audiobooks and more. Twinkl Go!
enables digital content to be streamed to your computer or
mobile device.

Twinkl Book Club is our book subscription service. Enjoy our

original works of fiction in beautiful printed form, delivered to
you each half-term and yours to keep!

Twinkl Boost is a range of intervention resources, created to

support and lift learning with children at every level. These
include our easy-to-use SATs and Phonics Screening resources.

Imagine resources are designed to help your children to think

creatively, question and imagine. Every week, a new topic
consisting of five photos, each with related activities, is created.

Twinkl Originals are engaging stories written to inspire children

from EYFS to KS2. Designed to encourage a love of reading
and help curriculum-wide learning through accompanying
resources.

Twinkl Kids’ TV is our wonderful YouTube channel dedicated

to fun and informative video-style resources full of new and
creative activities you can try at home!

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