Twenty SPaGtacular Starters!

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

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

nouns and verbs below to spaceship phone run advise
make five of your own desk app gallop descend
simple sentences. You can hot dog money vomit swallow
add in extra detail, such carrot peace scream lift
as pronouns, adjectives or tiger war leap live
adverbs, if you like! octopus happiness sing swirl
wand sickness select wriggle
 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!
 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!
 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.
 Capital Letters
The capital letters have been mixed up in these
What You Need to Know
sentences. Can you rewrite them correctly?
We use a capital letter:
1. the Shop was full of Clowns, visiting from the • at the beginning of a
circus in nearby brighton. sentence;
The shop was full of clowns, visiting from the • for proper nouns (names
circus in nearby Brighton. of people, brands or
2. Just because you can write in french does not places).
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.
3. 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!
4. 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.
5. 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.
 -s or -es
What You Need to Know In pairs, take it in turns to read out these words.
To make a word into a If you think the word ends in -s when it is made into
plural (more than one), a plural (more than one), clap your hands. If you
we add -s, unless the think the word ends in -es when it is made into a
word ends in the plural, give a cheer.
following letters:
Then, write the plurals for each word.
-ch
-s
1. bus buses
-sh
2. light lights
-x
3. shoe shoes
-z
4. witch witches
5. car cars
In these cases, we add
6. fish fishes
-es.
7. buzz buzzes
8. mark marks
9. match matches
10. paper papers
11. fox foxes
12. phone phones
 Colons
Look at the following sentences. Is the colon
What You Need to Know
correct here? Give them a tick or a cross and
We use colons to:
write an explanation of your decision.
• link two bold, connected
1. The classroom had everything: books,
statements;
desks, chairs, a whiteboard, a bookcase
• introduce direct speech;
and many posters.
• introduce an explanation or
Introducing a list.
example;
2. Shay wanted to go to bed: he was
• introduce a question;
exhausted from the journey.
• introduce a list.
Introducing an explanation.
Colons are always followed by 3. The teacher looked at the class and
lower-case letters, unless the began her speech: “You need to
word is a proper noun or ‘I’. understand the rules…”
Introducing direct speech.
4. Connor had only one question in his
mind: could he get away with not doing
his homework?
Introducing a question.
5. Love hurts: hate kills.
Linking two bold, connected statements.
 Semi-Colons
Can you insert semi-colons into these sentences?
1. Muhammed sealed the letter and wrote the address What You Need to Know
carefully the green ink stood out against the cream We use a semi-colon:
envelope. • to divide two independent
Muhammed sealed the letter and wrote the but related clauses. The
address carefully; the green ink stood out information on either side
against the cream envelope. of the semi-colon should
2. I invited Shelagh and Sam from Luton Lauren and make sense on its own;
Paul from next door Ling and David from school • to divide items in a
Lisa and Davina and their son Mark whom we met complex list – like this
on holiday the Jacksons and Paul from work. one!
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.
 Practice or Practise
Insert practise or practice into the following
What You Need to Know
sentences:
The word practise is a verb
– it describes the action of 1. I think you need to practise more before you
practising. make the team.
2. It’s good practice to visit other venues before
The word practice is a noun making a decision.
– it describes a thing. 3. Are you coming to footie practice ?
4. The doctors’ practice was full so he had to go
elsewhere.
5. She didn’t want to practise her piano scales.

Now write two sentences of your own, each

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

If you would use

him/her/them, then use
whom.
 Adjectives and Adverbs
In pairs, take it in turns to read the sentences
What You Need to Know below. When your partner reads out an adjective,
An adjective describes a noun pat your head. When your partner reads out an
(a person, place or thing). adverb, stick out your tongue!
An adverb adds to the meaning 1. The room was very bright,
(adverb)with
bright
green walls
of verbs, adverbs and adjectives. and
(adjective),
a purplewith
ceiling.
green (adjective) walls and
Examples of how we use a purple (adjective) ceiling.
adverbs include: 2. I gently pushed
(adverb)the heavythe
pushed door closed and
heavy
• to show how something is tiptoed quietly
(adjective) dooraway.
closed and tiptoed quietly
done (e.g. ‘quickly’); (adverb) away.
• to show when something 3. Tomorrow, I am going
Tomorrow (adverb), to the
I am goingmarket.
to the
happened (e.g. ‘yesterday’); market.
• to show where something (adverb) up
4. Miranda was literally jumping jumping
and up
happened (e.g. ‘here’); and down
down because
because she was
she was so (adverb)
so excited.
• to show how much excited.
something is done (e.g. 5. Saber almost forgot to forgot
(adverb) pick uptothe ugly
pick up old
the
‘enough’); umbrella by the old
ugly (adjective) door.
(adjective) umbrella by
• to emphasise how something the door.
is done (e.g. ‘completely’).
Now write down some examples of adjectives and
adverbs. They must be different to the ones above!
 Comparatives and Superlatives
In pairs, take it in turns to talk
What You Need to Know
about your favourite
When we describe something, we use band/singer/game/film.
adjectives. However, when we want to
• Explain one good thing about it.
compare it to something else, we use the
comparative form of the adjective (usually • Now use comparatives to explain
just by adding -er to the end). When we why it is better than another
want to say it is the best, we use the band/singer/game/film.
superlative form (usually just by adding - • Now use superlatives to explain
est to the end). why it is the best
e.g. band/singer/game/film.
tall taller tallest
(adjective) (comparative) (superlative) Now write down examples of the
adjectives, comparatives and
As always, some words are exceptions to superlatives you used.
this rule.
e.g.
bad worse worst
(adjective) (comparative) (superlative)
 i before e
Can you guess the following words and write them
What You Need to Know
correctly?
Usually, we put i before e Clue: each one has either ei or ie within them.
when spelling these words, 1. The person who lives next door. Neighbour
but there are some exceptions:
2. Get. Receive
• if they come before ‘c’,
then use ‘ei’; 3. The covering above a room. Ceiling
• if the sound is ‘ay’, then 4. A bit or morsel. Piece
use ‘ei’;
5. From another country. Foreign
• some words just don’t
conform to this rule, such 6. Tricked. Deceived
as ‘weird’, ‘foreign’, 7. A light brown colour. Beige
‘science’, ‘height’ and
‘sufficient’. 8. Strange or unusual. Weird
Now write down examples of the adjectives,
comparatives and superlatives you used.
 Comma Splicing
In pairs, take it in turns to read out the following
What You Need to Know
sentences. When you notice a comma splice, call
Comma splicing is when a out ‘splice!’ and suggest a way to improve the
comma is used instead of a sentence.
linking word. If the parts of 1. I went into town
to town today
today andand bought
bought a pair
a pair of
the sentence on either side of of shoes.
shoes, theyThey were
were red.red.
the comma could make a
2. I know that KasiaKasia isis the
the best
best footballer,
footballer,she
sentence on their own, then
but
is a she is a ferocious
ferocious tackler, ittackler.
causes Itproblems
causes on
the comma should not be
problems on the pitch sometimes.
the pitch sometimes.
there.
e.g. 3. I want a hotdog with my chips, chips; the
the stand
stand is
I like all cake, chocolate is my over
is there.
over there.
favourite flavour. 4. Aziz downloaded
downloaded the the new
new app,
app, hehe had
had
wanted it forfor ages,
ages, because
because his
his brother
brotherhad
had
Here, both sides of the comma got it.
make sense on their own, so 5. Have you seen seen the
the new
new cinema,
cinema?itIthashastwelve
the sentence is incorrect. You screens?screens.
twelve
can either replace the comma
with a full stop or add in a
linking word instead.
 Continuous Tense
In each of these sentences, the writer is trying to
What You Need to Know
describe something that was continuing – it was
When we describe something not a completed action. But they have mixed up
that is still happening, either their continuous and past tenses. Can you spot
in the past, present or future, the mistakes and correct them?
we use the continuous tense.
This involves the past, present 1. I am singing a song
sang a song to the
to the judges
judges when
when they
or future form of ‘to be’, they interrupt
interrupt me. me.
followed by an -ing word. 2. I was stood waiting
standing for the
waiting for bus when
the bus the car
when
e.g. wentcar
the past.
went past.
I sat down. = simple past 3. They are lay onon
lying thethe
ground
ground when
whenit happens.
it
tense. happens.
I was sitting down. = past 4. Where were
were you
you sat
sitting
when when the man
the man came in?
continuous tense. came in?
5. We’ll be stood in the
standing corridor
in the waiting
corridor for the
waiting
You cannot mix the two
teacher.
for the teacher.
tenses. So:
I was sat down. = incorrect.
 Apostrophes for Contraction
Can you shorten these words to their contracted
What You Need to Know
form? The first one is done for you.
When we contract words,
we replace the missing letters 1. cannot = can’t
with an apostrophe. 2. shall not shan’t
The exceptions to this are: 3. will not won’t
• will not becomes won’t; 4. we will we’ll
• shall not becomes shan’t. 5. I will I’ll
6. do not don’t
7. who is who’s
8. they would they’d
9. that has that’s
10. they are they’re

Now write two sentences of your own, each using

at least two contractions.
 Apostrophes for Possession
Do these sentences use the apostrophe correctly?
What You Need to Know
If they’re wrong, write the correct version.
If we are writing about
something which belongs to a 1. Peter’s jumper isis caught
Peter’s jumper caught in
in the
thewashing
washing
person or a thing, we add an machine’s drum.It’s
machines drum. It’sruined.
ruined.
’s to the end of the person or 2. Mrs Thoma’s
Thomas’ painting
painting was
was ruined;
ruined;the
the
thing. The exceptions to this colour’s were
colours were all faded.
are: 3. There were
were seven
seven cats
cats with
withkittens.
kittens.The
Thecats
• if the person or thing cats’ kittens all played together.
kittens all played together.
already ends in an s and is
a plural (more than one), 4. Stephanies’ storie’s
Stephanie’s stories weren’t
weren’t sensational.
sensational.
we put the apostrophe 5. Correct!
The teacher’s tie wasn’t perfectly coordinated
after the s, and don’t add with his socks.
another one;
• the word it’s only has an
apostrophe to show
contraction from it is.
If something belongs to it,
we write its.
 Speech Punctuation
Have a conversation with your partner.
What You Need to Know
Each of you must say one short
When we write direct speech, we use sentence, then both write it down in a
speech marks. speech bubble.
• At the end of the speech, we put
a comma, then close the speech Next, add speech punctuation and a
marks, followed by a speech tag speech tag, such as ‘he said’, ‘she cried’,
such as he said. ‘he shouted’, etc.
• 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.’
 Tricky Spellings
Look at the following five tricky
What You Need to Know
words. Can you come up with a
Some words can be tricky to spell as they don’t way to remember the spelling of
follow usual rules. Useful ways to remember each one?
how to spell certain words include:
• creating a mnemonic for the word (e.g. big accommodate
elephants can always understand small irrelevant
elephants = because); conscious
necessary
• copying the word over and over until it
fascinating
becomes muscle memory;
• creating a song or rap of the letters in the Now, get your partner to test
word; you on your spelling!
• 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.