Twenty SPaGtacular Starters!

1.

Twenty SPaGtacular Starters!

2.

Contents
1. Parts of Speech
11. Who or Whom
2. Simple Sentences
12. Adjectives and Adverbs
3. Compound Sentences
13. Comparatives and Superlatives
4. Complex Sentences
14. i before e
5. Commas for Subordinate Clauses
15. Comma Splicing
6. Capital Letters
16. Continuous Tense
7. -s or -es
17. Apostrophes for Contraction
8. Colons
18. Apostrophes for Possession
9. Semi-Colons
19. Speech Punctuation
10. Practice or Practise
20. Tricky Spellings

3.

Parts of Speech
What You Need to Know
• An adjective describes a noun.
e.g. ‘bright’
• An adverb adds to the meaning of
verbs, adverbs and adjectives.
e.g. ‘quickly’
• An article shows whether a noun is
specific or general.
e.g. ‘a’, ‘the’
• A noun is a person, place or thing.
e.g. ‘table’
• A pronoun is a word we use instead
of a noun.
e.g. ‘he’
• A verb describes an action or state.
Can you match each of the words
from this sentence with their terms,
then give an example of your own?
‘An apple is healthy,’ she replied
angrily.
Term
Example
from above
adjective
healthy
adverb
angrily
article
an
noun
apple
pronoun
she
verb
is/replied
Your own
example

4.

Simple Sentences
What You Need to Know
A simple sentence has a subject (a noun or pronoun) and a verb (an action or
state). It makes sense on its own. It can also include extra information, such as
adjectives or adverbs.
e.g.
‘The man laughed.’ = simple sentence.
‘The old man laughed loudly.’ = simple sentence.
Choose from the lists of
nouns and verbs below to
make five of your own
simple sentences. You can
add in extra detail, such
as pronouns, adjectives or
adverbs, if you like!
Nouns
spaceship
phone
desk
app
hot dog
money
carrot
peace
tiger
war
octopus
happiness
wand
sickness
Verbs
run
gallop
vomit
scream
leap
sing
select
advise
descend
swallow
lift
live
swirl
wriggle

5.

Compound Sentences
What You Need to Know
A compound sentence is two simple sentences joined together by a connective. A
simple test is to divide the sentence into two parts: if one part doesn’t make sense
on its own, then it is not a compound sentence.
Can you spot the compound sentences?
1.
The light was on but no-one was home.
2. The fish, which had been behaving oddly, sprouted an extra fin.
3. Do you want to go in or do you want to go home?
4. Hannah left the food on her plate and said it was cold.
5. Malia ran to the shops, which were just about to close.
Now write two compound sentences of
your own!

6.

Complex Sentences
What You Need to Know
A complex sentence has an independent clause (a phrase with a subject and verb
which makes sense on its own) and a subordinate clause (a phrase which doesn’t
make sense on its own). A good way to test to see if a sentence is complex is to
divide it up – if half of it needs the other half to make sense, then it is complex.
Can you spot the complex sentences?
1.
The elephant, which had been silent for days, started to trumpet.
2. Misha reached out of the window and picked a leaf from the tree.
3. With a start, Majid woke up.
4. Do you want to go with Samira or would you rather go with Lisa?
5. Suddenly, as if by magic, the wheel started to turn.
Now write two compound sentences of
your own!

7.

Commas for Subordinate Clauses
What You Need to Know
A subordinate clause is an extra piece of information within a sentence.
Subordinate clauses found at the beginning and middle of sentences are usually
separated from the rest of the sentence by commas.
Subordinate clauses found at the end of the sentence are only separated by a
comma if it makes the meaning clearer.
Can you identify the subordinate clause and punctuate it correctly?
1.
My dog who is six years old can stand on her hind legs.
My dog, who is six years old, can stand on her hind legs.
2. Although I tried to be on time I was late for the meeting.
Although I tried to be on time, I was late for the meeting.
3. I didn’t eat the hot dogs because I am vegetarian.
I didn’t eat the hot dogs because I am vegetarian.
4. Aysha didn’t go to the party although Michaela did.
Aysha didn’t go to the party, although Michaela did.
5. The top which fitted perfectly last summer was far too small for Shay now.
The top, which fitted perfectly last summer, was far too small for Shay now.

8.

Capital Letters
The capital letters have been mixed up in these
sentences. Can you rewrite them correctly?
1.
2.
3.
4.
5.
What You Need to Know
We use a capital letter:
• at the beginning of a
sentence;
• for proper nouns (names
of people, brands or
places).
the Shop was full of Clowns, visiting from the
circus in nearby brighton.
The shop was full of clowns, visiting from the
circus in nearby Brighton.
Just because you can write in french does not
mean you can speak the Language if you visit
france.
Just because you can write in French does not mean you can speak the language
if you visit France.
What do you think i did with the Carrots? you will never guess!
What do you think I did with the carrots? You will never guess!
if you go to mrs Thompson’s class, don’t forget to take your Copy of hamlet by
shakespeare.
If you go to Mrs Thompson’s class, don’t forget to take your copy of Hamlet by
Shakespeare.
The mars bar slipped out of george’s hand and onto the Floor.
The Mars bar slipped out of George’s hand and onto the floor.

9.

-s or -es
What You Need to Know
To make a word into a
plural (more than one),
we add -s, unless the
word ends in the
following letters:
-ch
-s
-sh
-x
-z
In these cases, we add
-es.
In pairs, take it in turns to read out these words.
If you think the word ends in -s when it is made into
a plural (more than one), clap your hands. If you
think the word ends in -es when it is made into a
plural, give a cheer.
Then, write the plurals for each word.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
bus
light
shoe
witch
car
fish
buzz
mark
match
paper
fox
phone
buses
lights
shoes
witches
cars
fishes
buzzes
marks
matches
papers
foxes
phones

10.

Colons
What You Need to Know
We use colons to:
link two bold, connected
statements;
introduce direct speech;
introduce an explanation or
example;
introduce a question;
introduce a list.
Colons are always followed by
lower-case letters, unless the
word is a proper noun or ‘I’.
Look at the following sentences. Is the colon
correct here? Give them a tick or a cross and
write an explanation of your decision.
1.
2.
3.
4.
5.
The classroom had everything: books,
desks, chairs, a whiteboard, a bookcase
and many posters.
Introducing a list.
Shay wanted to go to bed: he was
exhausted from the journey.
Introducing an explanation.
The teacher looked at the class and
began her speech: “You need to
understand the rules…”
Introducing direct speech.
Connor had only one question in his
mind: could he get away with not doing
his homework?
Introducing a question.
Love hurts: hate kills.
Linking two bold, connected statements.

11.

Semi-Colons
Can you insert semi-colons into these sentences?
What You Need to Know
1. Muhammed sealed the letter and wrote the address
We use a semi-colon:
carefully the green ink stood out against the cream
• to divide two independent
envelope.
but related clauses. The
Muhammed sealed the letter and wrote the
information on either side
address carefully; the green ink stood out
of the semi-colon should
against the cream envelope.
make sense on its own;
2. I invited Shelagh and Sam from Luton Lauren and
• to divide items in a
Paul from next door Ling and David from school
complex list – like this
Lisa and Davina and their son Mark whom we met
one!
on holiday the Jacksons and Paul from work.
I invited Shelagh and Sam from Luton; Lauren and
Paul from next door; Ling and David from school; Lisa and Davina and their son
Mark whom we met on holiday; the Jacksons; and Paul from work.
3. I like ice-cream my favourite flavour is strawberry.
I like ice-cream; my favourite flavour is strawberry.
4. The film was rubbish the lead actor was completely unbelievable.
The film was rubbish; the lead actor was completely unbelievable.
5. It’s hard being a tortoise everyone thinks you are slow, but in fact you just have
short legs.
It’s hard being a tortoise; everyone thinks you are slow, but in fact you just have
short legs.

12.

Practice or Practise
What You Need to Know
The word practise is a verb
– it describes the action of
practising.
The word practice is a noun
– it describes a thing.
Insert practise or practice into the following
sentences:
1.
2.
3.
4.
5.
I think you need to practise more before you
make the team.
It’s good practice to visit other venues before
making a decision.
Are you coming to footie practice ?
The doctors’ practice was full so he had to go
elsewhere.
She didn’t want to practise her piano scales.
Now write two sentences of your own, each
using a different version of practice/practise.

13.

Who or Whom
What You Need to Know
We use who when referring
to the subject of a sentence
and whom when we are
referring to the object.
A quick shortcut is to
change the sentence around
so that you use either
he/she/they or
him/her/them.
If you would use
he/she/they, then use who.
If you would use
him/her/them, then use
whom.
Can you insert either who or whom into the
following sentences?
1. The man who won the race was exhausted.
2. Tomas wanted to go into town but the friend
whom he asked for a lift was busy.
3. The cat belongs to the woman with the red hair,
who has lived there for years.
4. whom did you ask to the party?
5. Anja, who I think is the best singer, is going to
be late.
Now, write your own two sentences, one using
who, and one using whom.

14.

Adjectives and Adverbs
What You Need to Know
An adjective describes a noun
(a person, place or thing).
An adverb adds to the meaning
of verbs, adverbs and adjectives.
Examples of how we use
adverbs include:
• to show how something is
done (e.g. ‘quickly’);
• to show when something
happened (e.g. ‘yesterday’);
• to show where something
happened (e.g. ‘here’);
• to show how much
something is done (e.g.
‘enough’);
• to emphasise how something
is done (e.g. ‘completely’).
In pairs, take it in turns to read the sentences
below. When your partner reads out an adjective,
pat your head. When your partner reads out an
adverb, stick out your tongue!
1. The room was very bright,
(adverb)with
bright
green walls
and
(adjective),
a purplewith
ceiling.
green (adjective) walls and
a purple (adjective) ceiling.
2. I gently pushed
heavythe
door
closed and
(adverb)the
pushed
heavy
tiptoed
quietly
(adjective)
dooraway.
closed and tiptoed quietly
(adverb) away.
3. Tomorrow,
I am going
to the
market.
Tomorrow (adverb),
I am
going
to the
market.
(adverb) up
jumping
4. Miranda was literally jumping
and up
and down
because
she was
so (adverb)
down
because
she was
so excited.
excited.
5. Saber almost forgot
to forgot
pick uptothe
ugly
(adverb)
pick
up old
the
umbrella
by the old
door.
ugly (adjective)
(adjective) umbrella by
the door.
Now write down some examples of adjectives and
adverbs. They must be different to the ones above!

15.

Comparatives and Superlatives
What You Need to Know
When we describe something, we use
adjectives. However, when we want to
compare it to something else, we use the
comparative form of the adjective (usually
just by adding -er to the end). When we
want to say it is the best, we use the
superlative form (usually just by adding est to the end).
e.g.
tall
taller
tallest
(adjective) (comparative) (superlative)
As always, some words are exceptions to
this rule.
e.g.
bad
worse
worst
(adjective) (comparative) (superlative)
In pairs, take it in turns to talk
about your favourite
band/singer/game/film.
Explain one good thing about it.
Now use comparatives to explain
why it is better than another
band/singer/game/film.
Now use superlatives to explain
why it is the best
band/singer/game/film.
Now write down examples of the
adjectives, comparatives and
superlatives you used.

16.

i before e
What You Need to Know
Usually, we put i before e
when spelling these words,
but there are some exceptions:
if they come before ‘c’,
then use ‘ei’;
if the sound is ‘ay’, then
use ‘ei’;
some words just don’t
conform to this rule, such
as ‘weird’, ‘foreign’,
‘science’, ‘height’ and
‘sufficient’.
Can you guess the following words and write them
correctly?
Clue: each one has either ei or ie within them.
1. The person who lives next door. Neighbour
2. Get. Receive
3. The covering above a room. Ceiling
4. A bit or morsel. Piece
5. From another country. Foreign
6. Tricked. Deceived
7. A light brown colour. Beige
8. Strange or unusual. Weird
Now write down examples of the adjectives,
comparatives and superlatives you used.

17.

Comma Splicing
What You Need to Know
Comma splicing is when a
comma is used instead of a
linking word. If the parts of
the sentence on either side of
the comma could make a
sentence on their own, then
the comma should not be
there.
e.g.
I like all cake, chocolate is my
favourite flavour.
Here, both sides of the comma
make sense on their own, so
the sentence is incorrect. You
can either replace the comma
with a full stop or add in a
linking word instead.
In pairs, take it in turns to read out the following
sentences. When you notice a comma splice, call
out ‘splice!’ and suggest a way to improve the
sentence.
1. I went into
town
today
and
bought
a pair
to town
today
and
bought
a pair
of
of
shoes.
They
were
shoes,
they
were
red.red.
2. I know that Kasia
Kasia is
is the
the best
best footballer,
footballer,she
but
is a ferocious
causes on
is a she
ferocious
tackler, ittackler.
causes Itproblems
problems
on the pitch sometimes.
the pitch sometimes.
3. I want a hotdog with my chips,
chips; the
the stand
stand is
over
there.
is
over
there.
4. Aziz downloaded
the new
new app,
app, he
he had
had
downloaded the
wanted it for
for ages,
ages, because
because his
his brother
brotherhad
had
got it.
5. Have you seen
seen the
the new
new cinema,
cinema?itIthas
hastwelve
screens?screens.
twelve

18.

Continuous Tense
What You Need to Know
When we describe something
that is still happening, either
in the past, present or future,
we use the continuous tense.
This involves the past, present
or future form of ‘to be’,
followed by an -ing word.
e.g.
I sat down. = simple past
tense.
I was sitting down. = past
continuous tense.
You cannot mix the two
tenses. So:
I was sat down. = incorrect.
In each of these sentences, the writer is trying to
describe something that was continuing – it was
not a completed action. But they have mixed up
their continuous and past tenses. Can you spot
the mistakes and correct them?
1.
2.
3.
4.
5.
I am singing
a song
to the
judges
when
sang a song
to the
judges
when
they
they
interrupt
interrupt
me. me.
waiting
for the
when
the car
I was stood
standing
waiting
for bus
the bus
when
wentcar
past.
the
went past.
onon
thethe
ground
when
it happens.
They are lay
lying
ground
when
it
happens.
Where were
were you
you sat
sitting
when
the man
when
the man
came in?
came in?
We’ll be stood
in the
corridor
waiting
for the
standing
in the
corridor
waiting
teacher.
for
the teacher.

19.

Apostrophes for Contraction
What You Need to Know
When we contract words,
we replace the missing letters
with an apostrophe.
The exceptions to this are:
• will not becomes won’t;
• shall not becomes shan’t.
Can you shorten these words to their contracted
form? The first one is done for you.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
cannot = can’t
shall not shan’t
will not won’t
we will we’ll
I will I’ll
do not don’t
who is who’s
they would they’d
that has that’s
they are they’re
Now write two sentences of your own, each using
at least two contractions.

20.

Apostrophes for Possession
What You Need to Know
If we are writing about
something which belongs to a
person or a thing, we add an
’s to the end of the person or
thing. The exceptions to this
are:
• if the person or thing
already ends in an s and is
a plural (more than one),
we put the apostrophe
after the s, and don’t add
another one;
• the word it’s only has an
apostrophe to show
contraction from it is.
If something belongs to it,
we write its.
Do these sentences use the apostrophe correctly?
If they’re wrong, write the correct version.
1.
2.
3.
4.
5.
Peter’s
jumper isis caught
caught in
in the
thewashing
washing
Peter’s jumper
machine’s
drum.It’s
It’sruined.
ruined.
machines drum.
Mrs Thoma’s
Thomas’ painting
painting was
was ruined;
ruined;the
the
colour’s were
were all faded.
colours
There were
were seven
seven cats
cats with
withkittens.
kittens.The
Thecats
cats’
kittens
all played
together.
kittens
all played
together.
Stephanies’ storie’s
Stephanie’s
stories weren’t
weren’t sensational.
sensational.
Correct!
The
teacher’s tie wasn’t perfectly coordinated
with his socks.

21.

Speech Punctuation
What You Need to Know
When we write direct speech, we use
speech marks.
• At the end of the speech, we put
a comma, then close the speech
marks, followed by a speech tag
such as he said.
• If the speech ends with a
question mark or exclamation
mark, we don’t put a comma
after it.
• If we don’t include a speech tag,
we can finish the speech with a
full stop inside the speech marks.
e.g.
‘Don’t go,’ he said.
‘Don’t go!’ he said.
‘Don’t go.’
Have a conversation with your partner.
Each of you must say one short
sentence, then both write it down in a
speech bubble.
Next, add speech punctuation and a
speech tag, such as ‘he said’, ‘she cried’,
‘he shouted’, etc.

22.

Tricky Spellings
What You Need to Know
Some words can be tricky to spell as they don’t
follow usual rules. Useful ways to remember
how to spell certain words include:
creating a mnemonic for the word (e.g. big
elephants can always understand small
elephants = because);
copying the word over and over until it
becomes muscle memory;
creating a song or rap of the letters in the
word;
looking at the word carefully for 30 seconds,
then covering it and trying to write it from
memory;
pronouncing the word in your head as it is
spelt – not how it should be said.
Look at the following five tricky
words. Can you come up with a
way to remember the spelling of
each one?
accommodate
irrelevant
conscious
necessary
fascinating
Now, get your partner to test
you on your spelling!