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Punctuation and
Grammar for Year 3
e.book version

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Introduction Contents
Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Photocopiable Punctuation and Grammar Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
provides a variety of different activities and Speech Marks or Inverted Commas . . . . . . . . . . . . . . .4
approaches to help Year 3 pupils understand Speech Marks or Inverted Commas . . . . . . . . . . . . . . .5
various aspects of the English language. Speech Marks or Inverted Commas . . . . . . . . . . . . . . .6
Question Marks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Question Marks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
It has been written with the ‘Sentence Level Work’ Exclamation Marks . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
of the ‘National Literacy Strategy’ in mind but could Exclamation Marks . . . . . . . . . . . . . . . . . . . . . . . . . . .10
be used equally as well in classes following other Commas in Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
schemes of work. Commas in Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
The photocopiable pages could be used with Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
whole classes, small groups or individual pupils at Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
the discretion of the class teacher. They are ideal Verbs – Past Tense of Regular Verbs . . . . . . . . . . . . .16
for the ‘twenty minute independent activity time’. Verbs – Past Tense of Irregular Verbs . . . . . . . . . . . . .17
Verbs – Past Tense of Irregular Verbs . . . . . . . . . . . . .18
Writing in the Past Tense . . . . . . . . . . . . . . . . . . . . . . .19
Different Ways of Presenting Text . . . . . . . . . . . . . . . .20
Different Ways of Presenting Text . . . . . . . . . . . . . . . .21
Punctuation of Sentences . . . . . . . . . . . . . . . . . . . . . .22
Punctuation of Sentences . . . . . . . . . . . . . . . . . . . . . .23
Commas in Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Common Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Common Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
Topical Resources Ltd Proper Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27
P.O. Box 329 Proper Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
Broughton Collective Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
Preston Collective Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
Lancashire Singular and Plural . . . . . . . . . . . . . . . . . . . . . . . . . . .31
PR3 5LT Singular and Plural . . . . . . . . . . . . . . . . . . . . . . . . . . .32
Other Uses of Capital Letters in Text . . . . . . . . . . . . . .33
Other Uses of Captial Letters in Text – Poetry . . . . . . .34
Topical Resources Ltd publishes a range of Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
educational materials for use in primary schools Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
and pre-school nurseries and playgroups. Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
Essential Words in Sentences . . . . . . . . . . . . . . . . . . .38
Personal Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . .39
For latest catalogue: 1st Person Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . .40
Tel: 01772 863158 2nd and 3rd Person Pronouns . . . . . . . . . . . . . . . . . . .41
Fax: 01772 866153 Agreement in Sentences . . . . . . . . . . . . . . . . . . . . . . .42
Agreement in Sentences . . . . . . . . . . . . . . . . . . . . . . .43
Choosing Suitable Words . . . . . . . . . . . . . . . . . . . . . .44
E.mail: [email protected] Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45
Visit our Website on: Possessive Pronouns . . . . . . . . . . . . . . . . . . . . . . . . .46
Using 1st Person Pronouns . . . . . . . . . . . . . . . . . . . . .47
www.topical-resources.co.uk Using 2nd Person Pronouns . . . . . . . . . . . . . . . . . . . .48
Using 3rd Person Pronouns . . . . . . . . . . . . . . . . . . . .49
Agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50
Copyright © 2006 Heather Bell Agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51
Illustrated and designed by Paul Sealey Speech Marks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
Illustration & Design, 3 Wentworth Drive, Speech Marks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53
Thornton, Lancashire. Conjunctions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54
Conjunctions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55
Printed in the UK for ‘Topical Resources’ by Words Which Tell Us About the Passing of Time . . . . .56
T. Snape & Co. Ltd., Boltons Court, Preston, Words Which Tell Us About the Passing of Time . . . . .57
Commas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58
Lancashire
A and An . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59
Prefixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60
First Published January 2006 Word Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61
Updated April 2014 Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62
ISBN-13 978 1 905509 01 0 The Subordinate Clause . . . . . . . . . . . . . . . . . . . . . . .63

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Learning Objective: to recognise that sentences need capital letters and full stops.

Name: Date:
Sentences
A sentence must make sense. It begins with a capital letter and often
ends with a full stop. For example - My name is Jack.

Task 1 Read each of these carefully and put a ring around the
ones that are proper sentences and which make sense.
1. We have two dogs. 3. Sam went to bed. 5. Come in for tea Sanjit.
2. in the garden 4. Was a tall boy 6. Emma loves ice cream.

Task 2 Here are some beginnings and endings of sentences. Match the correct
beginning and ending, so that they make sense. Copy each one on the lines below making sure
each one begins with a capital letter and ends with a full stop. The first one has been done for you.
SENTENCE BEGINNINGS SENTENCE ENDINGS
Little Bo Peep the cat around the garden.
The dog chased in the post-box.
We had lots of fire-works went up the hill.
Sam posted the letter lost her sheep.
Jack and Jill on bonfire night.

1. Little Bo Peep lost her sheep.

2.

3.

4.

5.

Task 3 Finish each sentence. Don’t forget the full stop at the end.

1. My favourite dinner is

2. I like to play

3. My friends are

4. For my birthday I would like

5. In my bedroom there is
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Learning Objective: to recognise that sentences must make sense and open with a capital letter and often end with a full stop.

Name: Date:
Sentences
A sentence must make sense. It begins with a capital letter and often ends with a full stop.
For example - This is my new toy.

Task 1 Read these sentence endings. Now make up a beginning for each sentence so
that it makes sense. Remember to begin each one with a capital letter.

1. for our dinner.

2. with my pocket money.

3. on the farm.

4. for Christmas.

5. in town.

Task 2
Here are some muddled sentences. Sort them out
and write them on the line below. Remember to be sure they begin with a capital
letter and end with a full stop.

1. football to play in the garden we like

2. two brothers and Muhammad one sister has

3. off the trees autumn in fall the leaves

4. holiday went on to Spain we

5. party Jo’s birthday went to Susie

Task 3 Here is some writing about Sally’s pets. She has forgotten to put it in sentences.
Mark in clearly where the capital letters and full stops should be.
sally has four pets she has two dogs called Henry and Fred sally
often takes them for walks in the park she also has a small ginger
kitten whose name is rosie rosie loves to sit on sally’s knee as well
as dogs and a kitten Sally has a rabbit called Thumper

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Learning Objective: to understand the need for speech marks or inverted commas and to know that they go around the
words which arenactually spoken.

Name: Date:

Speech Marks or Inverted Commas

Speech marks or inverted commas are used in writing to show the words which are spoken. The
words spoken go inside the speech marks. The first word always begins with a capital letter and the
punctuation mark, at the end of the sentence, goes inside the speech marks. For example-
“Come to my house for tea,” said Sam. “Thank you,” replied Tom.

Task 1
Write out what each person says below the picture. The first one has been done for you.

Neesha Emma

Arthur
Knock, knock.
Who’s there?

“Knock knock, who’s there?”

asked Neesha. “ , ” replied Emma.

Neesha Emma
Arthur Who? Arthur any
cakes left?

“ ?” “ ?”

asked . replied .

Task 2 Now put the speech marks or inverted commas around the words actually
spoken in these sentences. Remember to start with a capital letter and don’t forget the
punctuation marks.
The first one has been done for you.
1. “Can I ride your bike?” John asked. 4. That’s a good idea said Luke

2. Yes, of course you can replied Luke 5. I could get my bike on the way said Jo

3. Shall we go to the park John asked 6. We’ll have great fun laughed Luke

Task 3
Now make your own cartoon of a knock knock joke. Write out what is said below the pictures using
speech marks.

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Learning Objective: to understand the need for speech marks or inverted commas and how to use them correctly.

Name: Date:
Speech Marks or Inverted Commas
Speech marks or inverted commas are used in writing to show the words which are
spoken. The first word inside the speech marks begins with a capital letter and the
punctuation mark, at the end of the sentence, goes inside the speech marks.
For Example - “I am in the football team,” said Isabella.

Task 1
Write in what each person said. Remember to begin your speech with a capital letter.

1. My teacher said, “ .”

2. The shop-keeper said, “ .”

3. “ ,”said the old lady.

4. “ ,”said the zoo-keeper.

Task 2
Sometimes the speech comes at the beginning of the sentence. Write each
sentence, putting in the inverted commas.
1. My favourite game is tennis, said Daniel.

2. I love numeracy, said Lucy.

3. We can swim, said the twins.

4. Where are you going to on holiday? asked Dad.

Task 3
Sometimes the speech comes at the end of the sentence. Write each sentence
putting in the speech marks.
1. Pam said, Today is my birthday.

2. Priya asked, Did you go to town?

3. Robert said, I have to be home by six.

4. Mrs.Brown said, What a lovely day it is!

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Learning Objective: to be able to use speech marks.

Name: Date:
Speech Marks
Speech marks are used in writing to show the words which are spoken. The first word
inside the speech marks begins with a capital letter and the punctuation mark,
at the end of the sentence, goes inside the speech marks.
For example - Bandu said, “We are going on holiday tomorrow.”

Task 1 Write each sentence putting in the speech marks.

1. Fiona said, My gran is ill.

2. Sean asked, Can I come to the party?

3. You are welcome to come! the boy replied.

4.The teacher shouted, Will the class please be quiet!

5. The bus will leave in five minutes! shouted the driver.

Task 2 Put in the speech marks and punctuation in these sentences.

The first one has been done for you.

1. I can ride a bike said Chris

“ I can ride a bike,” said Chris.
2. do you like pizza asked Jim.

3. we are going on cub camp said Billy and Karl

4. Jon asked shall we go to the park

5. the lady shouted to her dog come here Bob

Task 3
Find two sentences with speech in them in your reading book. Copy them carefully into your book.

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Learning Objective: to understand when question marks are needed and be able to use them.

Name: Date:
Question Marks
Question marks are used at the end of a question sentence, when someone
is trying to find out something. Question sentences often begin with the words
where, who, why, how, when, and what. For example - Where are you going?

Task 1 Write out these question sentences beginning each one with a
capital letter and ending with a question mark. The first one has been done for you.
1. how are you feeling How are you feeling?

2. when is it your birthday

3. why is Sam crying

4. where are my slippers

5. who are you sitting with

6. what is the time

Task 2 Here are some answers to some questions. Write the question, which you think,
was asked. The first one has been done for you.

1. I go to bed at nine o’clock. What time do you go to bed?

2. On Saturday I go to town.

3. I am laughing at a very funny joke.

4. My best friend is called Jo.

5. Use crayons to colour with.

6. Ten add ten makes twenty.

Task 3
Look at your reading book. Find two question sentences and copy them into your book.

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Learning Objective: to understand the need for question marks and to be able to use them.

Name: Date:
Question Marks
Question marks are used at the end of a question sentence, when someone is trying to find out
something. For example - Can I play with you? Question sentences sometimes begin with the
words where, who, why, how, what and when. For example - Where are you going?

Task 1
Look at the picture below of a busy road. Make up eight question sentences about it and get a
friend to answer them.

1.

2.

3.

4.

5.

6.

7.

8.

Task 2
Look in your reading book and find two question sentences, which do not begin with where, who,
what, why, how or when. Copy them into your book.

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Learning Objective: to understand when exclamation marks are needed and to be able to use them.

Name: Date:
Exclamation Marks
Exclamation sentences tell us that something exciting has happened or that
someone feels very strongly about the event. Exclamation sentences begin
with a capital letter and end with an exclamation mark.
For example - What a wonderful day it was! Be quiet class five!

Task 1 Write each of these exclamation sentences correctly,

putting in the capital letter at the start and the exclamation mark at the end.
1. don’t be so nasty 4. be careful crossing the road

2. the play was fantastic 5. i love pizza

3. stop shouting out 6. what a beautiful picture

Task 2
Only some of these sentences are exclamation sentences. Use a coloured pencil and put either a
full stop or an exclamation mark at the end of the sentence.

1. I hate sprouts 3. Today is Tuesday 5. She goes on the bus

2. Go to bed now 4. What an amazing sunset 6. She adores ice-cream

Task 3 Write each sentence correctly. There are three question sentences and three
exclamation sentences.

1. what a clever boy 4. do you go to Cubs

2. who can play today 5. can you swim

3. he loves chocolate 6. sam is such a good baby

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Learning Objective: to understand when exclamation marks are needed and to be able to use them.

Name: Date:
Exclamation Marks
Exclamation sentences tell us that something exciting has happened or that someone
feels very strongly about the event. Exclamation sentences begin with a capital letter and
end with an exclamation mark. They often begin with the words what or how.
For example - How cold it is! What a stupid boy!

Task 1 Make these sentences into exclamation sentences using the word what
to open each one. The first one has been done for you.
1. He is a tall man. What a tall man he is!

2. It is a good dog.

3. It is a calm sea.

4. It is a beautiful day.

5. It is a strong wind.

6. It is heavy rain.

Task 2 Read the passage. It has no sentences . Put it into SEVEN sentences.
There are TWO exclamation sentences and TWO question sentences. Write it out correctly
below.

it was Emma’s birthday she was so excited what presents might she be given
she ran downstairs Emma felt really happy where might the presents be they
were piled up on the kitchen table

Task 3
Find two exclamation sentences in your reading book. Write them into your book.

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Learning Objective: to understand the use of commas in lists.

Name: Date:
Commas in Lists
Commas are used in lists to mark off separate items. A comma is not needed
before the word ‘and’. For example – The greedy boy ate six cream cakes, two
packets of crisps, four packets of sweets and a bar of chocolate.

Task 1 Copy these sentences on the line below, putting in the missing commas.

1. At the zoo we saw two snakes four seals three penguins and an elephant.

2. For Christmas I was given a book two pens a model car and a TV.

3. On a school visit we need lunch strong shoes a note-pad and a coat.

4. The monster had three eyes two heads a slimy body and a tail.

5. My uncle has visited Spain France Africa India and America.

6. We painted pictures of Sanjit Anna Jim Priya and Harry in art.

Task 2 Make up sentences with commas in lists using these words.

1. tea – fish chips peas salt vinegar

2. garden – roses tulips daffodils

3. pet shop – hamsters rabbits snakes spiders

4. band – guitar drums piano trumpet flute

5. weather – sunny windy snowy wet

6. cake – butter sugar flour eggs

Task 3
Look through your reading book - can you find a sentence with commas in a list? Copy it into your book.
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Learning Objective: to understand the use of commas in lists.

Name: Date:
Commas in Lists
Commas are used in lists to mark off separate items. A comma is not needed before
the word ‘and’. For example - The boy had a rat, a fish, two cats and a dog

Task 1
Find the correct ending for each sentence. Copy it out on the lines below – don’t forget the commas!

1. Some capital cities are Chelsea Everton and Arsenal.

2. To grow seeds you need Paris London and Rome.
3. Some insects are carrots onions beans and leeks.
4. Three English cities are a plant pot soil and water.
5. The man grew London Leeds and Birmingham.
6. Some football teams are ants beetles and ladybirds.

1.

2.

3.

4.

5.

6.

Task 2 Commas are often used to separate instructions. Number these instructions in
the right order, one to six. Write your numbers in the small boxes.

Put water into the

remove the tea bag, and enjoy your tea!
kettle to boil,

pour boiling water put a tea bag

add milk and sugar into the cup,
into the cup,

Task 3 Write instructions in a list with commas to make a slice of toast.

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Learning Objective: to understand the use of verbs and be able to use these in sentences.

Name: Date:
Verbs
All sentences must have a verb if they are to make sense. Verbs tell us
what someone is doing. For example – The boy played football.

Task 1 Put a ring around the verbs in these sentences.

1. The frog hopped into the pond. 4. We are walking home.

2. The dog chased the cat. 5. The sun is shining in the sky.

3. The girl is singing a song. 6. The bird flew into the tree.

Task 2 Choose the correct verb to make each of these sentences make sense.

1. The artist____________________ a picture.

mowed
2. The gardener ____________________ the lawns.
chewed

3. The little fish____________________ in the stream. galloped

4. The footballer_________________ the ball in the net. swam

5. The horse ____________________ across the field. washed

kicked
6. The rain ____________________ on the window pane.
splashed
7. The dog ____________________ the bone.
painted
8. The window-cleaner__________________ the windows.

Task 3 Put a ring around the verbs in this passage.

Sam heard a noise. He climbed out of bed and looked round the room. He saw no

one. Then he heard it again. Sam opened the door. He walked on to the landing.

Suddenly he saw the problem. Rosie the cat had knocked over a plant pot!

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Learning Objective: to understand the use of verbs and be able to use these in sentences.

Name: Date:
Verbs
All sentences must have a verb if they are to make sense. Verbs tell us what someone
is doing. For example – The boy played football.

Task 1 Put a ring around the verbs in these laughed cried

sentences. Then copy the sentence and change
the verb for another that has the same meaning spoke fried began
from the box. The first one has been done for you. changed finished picked

1. Tom talked to his friend Dan. Tom spoke to his friend Dan.

2. Ben giggled at the joke.

3. We chose a chocolate.

4. They started the test.

5. The boy howled when he fell.

6. The green leaves turned to yellow.

7. The play ended at nine o’clock.

8. The fish sizzled in the pan.

Task 2 Link verbs which mean the opposite from the boxes below. Write the pairs on the
lines. The first one has been done for you.

close whisper 1. close / open 6.

stand push
shout leave 2. 7.
die sit
pull take 3. 8.
give cry
forget live 4. 9.
spend remember
laugh open 5. 10.
arrive save

Task 3 Now look at your reading book. Find 10 verbs. Copy them into your book.
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Learning Objective: to collect verbs which are related in meaning and to understand that choosing interesting verbs can
improve sentences.

Name: Date:
Verbs
All sentences must have a verb if they are to make sense. Choosing
interesting verbs can improve sentences.
For example – ‘The sun shone in the sky’ could be
changed to ‘The sun blazed in the sky’. Blazed tells us that the
day was very hot. It makes the sentence more exciting.

Task 1 Take each of these sentences and write them on the

line changing the verb to a more interesting one from the box
below. The first one has been done for you.

buzzed crept lashed leapt gushed pounced howled

1. The wind blew through the trees. The wind howled through the trees.

2. The rain hit against the window.

3. The bee flew in the classroom.

4. The boy jumped on his friend.

5. The burglar walked round the house.

6. The cat jumped on the mouse.

7. The water came out of the tap.

Task 2 Read the paragraph carefully. The verbs have been underlined for you. Copy it,
replacing the verbs with more exciting ones.
Joseph went into the empty house. He looked around him. He said, “Is there
anyone there?” He said it in a quiet, frightened voice. He went up the stairs and
looked around him. Joe put out his hands. Something furry went past his legs and
Joe went back out of the house as fast as he could. He screamed in fear.

Task 3
Now look through your reading book and find six exciting verbs. Copy them into your book.
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Learning Objective: to be able to understand and use the past tense of verbs.

Name: Date:
Verbs – Past Tense of Regular Verbs
We talk about verbs being in the present tense when they tell us what is
happening now. For example – I am walking my dog. When we talk
about what happened yesterday, the verb is written in the past tense
– Yesterday I walked my dog. When we make regular verbs into the
past tense, we add ‘ed’. For example – walk becomes walked.

Task 1 In these sentences the verbs are written in the present tense. Write them in the past
tense as though they happened yesterday. The first one has been done for you.

1. I am playing the piano. Yesterday I played the piano.

2. Billy is painting a picture. Yesterday

3. They are watching T.V. Yesterday

4. He is baking a loaf of bread. Yesterday

5. Bandu is climbing over the wall. Yesterday

6. I am moving house. Yesterday

7. She is opening a box of sweets. Yesterday

Task 2 This time change the verbs from the past to the present tense. The first one has
been done for you.

1. Yesterday I walked to school. Today I am walking to school.

2. Yesterday mum was ill. Today

3. Yesterday we ran home. Today

4. Yesterday he cooked the dinner. Today

5. Yesterday the boy worked hard. Today

6. Yesterday the old lady was tired. Today

7. Yesterday they brushed the horse. Today

Task 3 Now find 5 examples of verbs in the past tense from your reading book.

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Learning Objective: to be able to understand and use the past tense of irregular verbs.

Name: Date:

Verbs – Past Tense of Irregular Verbs

When we put regular verbs into the past tense, we add ‘ed’. For example – ‘I walk the
dog’ (present) becomes ‘I walked the dog’ (past). Some verbs are ‘irregular’. When we
change them from the present tense to the past tense we cannot just add ‘ed’.
For example – ‘I am writing a story’ becomes ‘I wrote a story’ when changed
into the past tense.

Task 1 Choose the verb from the present tense box and the verb from
the past tense box, which go together and write them on the line.

present tense past tense 1. know / knew

verbs verbs
2. /
know drew
3. /
draw won
run saw 4. /
win found 5. /
find wrote 6. /
see knew
7. /
blow blew
write ran 8. /

Task 2 The paragraph below is written in the present tense. Write it in the past tense.
The verbs which need to be changed are underlined to help you.
I am going to visit my Grandma. I am taking the path through the woods.
Suddenly I see lots of flowers. They are growing under the trees. A wolf is
coming down the path. I am running away. He knows I am frightened.

Task 3 Now find 6 irregular verbs in the past tense in your reading book.
© Topical Resources Ltd. May be photocopied for classroom use only. 17
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Learning Objective: to be able to understand and use the past tense of irregular verbs.

Name: Date:
Verbs – Past Tense of Irregular Verbs
Task 1 The past tenses of these verbs have been written wrongly. Write them
out correctly, choosing the correct irregular past tense verb from the box below.
felt sang brought fell
flew found wore knew

1. He knowed his spellings.

2. I feeled very ill.

3. She brunged her dog.

4. The canary flyed away.

5. The boy sunged a solo.

6. He finded a pound coin.

7. The baby falled asleep.

8. She weared a new hat.

Task 2 Ring the irregular and past tense verbs in the paragraph below.
These are incorrect. Write what they should be above them.

Fiona waked up. It were a lovely day. The sun shined in the sky. The birds

sanged in the trees. She feeled happy! Then she runned downstairs and eated

her breakfast quickly. Fiona goed in the garden, where she seed her Mum.

Her Mum were looking at all the flowers that growed there.

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Learning Objective: to understand how to use the present perfect form instead of the simple past.

Name: Date:
Writing in the Past Tense
Task 1
We use the simple past tense when we want to say that something started and
finished in the past. For example – Yesterday Tom played ball.
The present perfect form of a verb tells us that something happened in the past, but it doesn’t tell
us exactly when. When we are using the present perfect, has or have go before the verb. For
example – Tom has played ball.

Change the sentences from the simple past to the present perfect. The first one is done for you.

1. I lost my keys. (lose) simple past I have lost my keys. (lose) present perfect
2. I Paris. (visit) I Paris. (visit)
3. Emma tennis. (play) Emma tennis. (play)
4. Tom the bus. (miss) Tom the bus. (miss)
5. They for help. (shout) They for help. (shout)
6. I the test. (finish) I the test. (finish)
7. He a picture. (paint) He a picture. (paint)
8. She a meal. (cook) She a meal. (cook)
9. Hamid a cake. (bake) Hamid a cake. (bake)
10. They house. (move) They house. (move)

Task 2 Change these from the simple past to the present perfect.

1. Sam gave me a present. Sam has given me a present.

2. The man caught a fish. The man a fish.

3. They washed the car. They the car.

4. Mr Smith grew vegetables. Mr Smith vegetables.

5. She brushed her hair. She her hair.

6. Zain chose a toy. Zain a toy.

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 MAGIC
MOON
Back to Contents

BOOTS
What can these amazing boots do?
Walk up walls, across ceilings and
help you to hang upside down!
From Jones’ Toy Shop
St John’s Street
Open Monday to Saturday
9.00am – 6.00pm

Bargain
Price
£19.99

Only 20 pairs at special offer price. Rest sold at full price of £99

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Learning objective: to understand different ways of presenting text.

Name: Date:
Different Ways of Presenting Text
Words are printed in different ways to make them more effective. Sometimes
bold print is used; sometimes whole words are written in capital letters or
even very small letters. Sometimes words are in italics or are underlined,
so that we notice them.

Task 1 Look at the leaflet for Moon Boots.

1. Write two words written in bold text?

2. Write three words in italicised type?

3. Why do you think the title MAGIC MOON BOOTS is in capital letters?

4. Why is the information at the bottom of the advert in very small print?

5. Why is “Bargain Price” written inside a star in large lettering?

Task 2 Now design an advert of your own for a MAGIC CARPET – don’t forget to put
the price, where and when you can buy it and what its special features are.

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Learning Objective: to revise understanding of sentences and to know that these begin with a capital letter and end with a
full stop.
Name: Date:

Punctuation of Sentences
A sentence must make sense. It begins with a capital letter and often ends with a
full stop. For example – My name is Ben.

Task 1 Put a tick next to each of these only if it is a proper sentence that
instruction
makes sense and has a capital letter and full stop.
1. Myexample
cat is called Holly. 5. Tom ate a sweet.
2. Gina plays the piano. 6. In the rain.
3. My teacher is kind. 7. went on holiday.
4. our house is near school. 8. We give them a present.

Now make the ones which were not proper sentences into correctly punctuated ones.
You may need to add more words so that they make sense. Write them on the lines below.

1.

2.

3.

Task 2 Here is a short paragraph about Dan’s visit to the zoo. Mark in the capital letters
and full stops. Then write 4 more sentences that Dan might have written on the lines below.

Some words to help you – seals penguins snakes zoo-keeper

reptiles monkeys dinner giraffes tigers

Dan went with his mum to the zoo the zoo was in Blackpool they got there early in

the morning Dan and his mum went to see the lions next they saw three elephants

at twelve o’clock there was a parrot show they did lots of tricks

22 © Topical Resources Ltd. May be photocopied for classroom use only.

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Learning Objective: to revise understanding of sentences and to know that these begin with a capital letter and end with a
full stop.
Name: Date:

Punctuation of Sentences
A sentence must make sense. It begins with a capital letter and ends with a full stop.
For example – My name is Ben.

Task 1 These sentences make a short story. Number them in order from 1 to 6 so that
the story makes sense. Then copy them out in the correct order remembering to make sure they
have capital letters and full stops.

First I have a wash and brush my teeth.

Then I get dressed.
At half past eight I walk to school.
I get to school by nine o’clock.
I get out of bed at eight o’clock.
Next I eat my breakfast.

1.

2.

3.

4.

5.

6.

Task 2 Now write six sentences explaining what you do before you go to bed.

1.

2.

3.

4.

5.

6.

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Learning Objective: to revise the use of commas in lists.

Name: Date:

Commas in Lists
Commas are used in lists to mark off separate items. A comma is not needed before the
word ‘and’. For example – The greedy boy ate six cream cakes, two packets of crisps,
four packets of sweets and a bar of chocolate.

Task 1 Write these sentences out correctly on the line below remembering to use commas.

1. The gardener grew apples pears onions and potatoes.

2. The boy could play the piano a trumpet and a guitar.

3. For the party we made jelly cakes sandwiches and salad.

4. I packed a t-shirt socks jeans and a toothbrush.

5. At school we had a spellings tables and a history test.

Task 2 Now make up sentences with lists about -

1. family

2. favourite food

3. films

4. zoo animals

5. farm animals

Task 3
Can you find an example of a sentence with commas in a list in your reading book?
Copy it into your book.
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Learning Objective: to understand and use common nouns.

Name: Date:
Common Nouns
Nouns are names of objects. For example – table, chair and car are nouns.
A noun is a word which names a place, an object, a person or an animal.

Task 1 Look at this seaside picture. List eight nouns from the picture. The first one
has been done for you.
1. deckchair

2.

3.

4.

5.

6.

7.

8.

Task 2
Now using the words in the box below choose the correct noun to complete each sentence.
cup rabbit legs baker films eggs apple spade cow doctor

1. An ___________ is a type of fruit. 6. Bob digs the garden with a ________.

2. A ___________ bakes bread. 7. A spider has eight_________.

3. We drink tea from a __________. 8. A ___________ makes people better.

4. A ____________ has long ears. 9. A hen lays ___________.

5. You watch _________ at the cinema. 10. Milk comes from a ___________.

Task 3 Finally, make up five sentences of your own using these common nouns.

1. children, school
2. park, swing
3. party, cakes
4. pond, ducks
5. circus, clown

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Learning Objective: to understand and use common nouns.

Name: Date:
Common Nouns
Nouns are names of objects. For example – table, chair and car are nouns.
A noun is a word which names a place, an object, a person or an animal.

Task 1 Read this carefully. Make a list of the ten common nouns on the lines below.

We went to the fair. I had a ride on the big wheel, the dodgems and the boats.
My Mum bought me a candy floss. I won a teddy and a balloon. My friend went on
a swing. Later we had chips.

1. 2. 3. 4. 5.

6. 7. 8. 9. 10.

Task 2 Complete each of the sentences by choosing a common noun from the box below.
game flower jewel fruit shop
fish animal building tree meat

1. Football is a . 6. Pork is a kind of .

2. A ruby is a . 7. A supermarket is a kind of .

3. A daffodil is a . 8. A castle is a kind of .

4. A zebra is an . 9. Cod is a kind of .

5. A banana is a . 10. An oak is a kind of .

Task 3 Fill in each box with as many common nouns as you can think of.

Vegetables Jobs Transport

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Learning Objective: to understand the term proper nouns and be able to use them.

Name: Date:

Proper Nouns
A proper noun is a special name for a person or thing. For example – Jim (names),
Glasgow (cities), Spain (countries), June (months), the Thames (rivers),
Venus (planets) and Monday (days). These all begin with a capital letter.

Task 1 Put capital letters in the following sentences.

1. ben is my best friend. 6. the avon is a river.

2. saturn is a planet. 7. saturday is at the weekend.

3. leeds is a city. 8. I know a girl called kate.

4. france is a country. 9. the alps are mountains.

5. february is the shortest month. 10. the ship was called the titanic.

Task 2 Here are some common nouns. For each one find a proper noun. The first one
has been done for you.

1. river - Lune 6. planet -

2. ocean - 7. country -

3. month - 8. town -

4. boy - 9. mountain -

5. girl - 10. island -

Task 3 Look at your reading book. Find 5 different proper nouns. Write them in your book.
© Topical Resources Ltd. May be photocopied for classroom use only. 27
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Learning Objective: to understand the term proper nouns and be able to use them.

Name: Date:

Proper Nouns
A proper noun is a special name for a person or thing. For example –
Jim (names), Glasgow (cities), Spain (countries), June (months), the Thames (rivers),
Venus (planets) and Monday (days). These all begin with a capital letter.

Task 1 Copy these sentences and put in the capital letters at the
beginning of each proper noun.
1. jack and jill went up the hill.

2. on tuesday we went to london.

3. the sahara desert is in africa.

4. alexander graham bell invented the telephone.

5. everest is the highest mountain.

6. loch ness is in scotland.

7. arsenal is a famous football team.

8. the times is a newspaper.

Task 2 Unjumble these names.

1. amS 4. treRbo

2. mmEa 5. hoJn

3. amGem 6. cJak

Task 3 Unjumble these days of the week.

1. yaMdon 3. nuSady

2. deWsenyad 4. hurTsyad

Task 4 Unjumble these months.

1. charM 3. nuJe

2. yaM 4. lyuJ

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Learning Objective: to understand the term collective nouns and be able to use them.

Name: Date:

Collective Nouns
Collective nouns describe a group of things. They do not need to begin with a capital letter.
For example – a bunch of flowers, a herd of cows.

Task 1 Choose a collective noun from the box below to complete these phrases.
choir team army crowd shoal galaxy
forest pack litter bunch library class

1. a ____________ of grapes 7. a ____________ of trees

2. a ____________ of singers 8. a ____________ of stars

3. an ___________ of soldiers 9. a ____________ of cards

4. a ____________ of people 10. a ____________ of books

5. a ____________of cricketers 11. a ____________ of children

6. a ____________ of fish 12. a ____________ of puppies

Task 2 Match the correct collective noun with its group.

1. a bundle of monkeys
2. a shoal of wolves
3. a pride of whales
4. a school of bees
5. a gang of fish
6. a pack of sticks
7. a swarm of lions
8. a troop of thieves

Task 3 Here are some tricky collective nouns to look up in your dictionary.
Write down their meaning.

a. orchestra

b. constellation

c. troupe

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Learning Objective: to understand the term collective nouns and be able to use them.

Name: Date:
Collective Nouns
A collective noun is a name which tells us about a group of things.
For example – A flock of sheep or a library of books.

Task 1 Look at the Word Search below. There are 8 collective nouns.
Can you find them?

b a p a c k e t packet
j y f l o c k e
collection
s h o a l f w a
shoal
r a o z l o b m
i g u h e r d s herd
n a l x c e t a team
n n i b t s m n gang
s g p o i t c f
flock
e a r o o s q t
l t o t n r p r forest

Task 2 Now make up sentences for six of them. The first one has been done for you.
1. I ate a packet of chocolate biscuits.

2.

3.

4.

5.

6.

Task 3 Invent some collective nouns of your own for each of these.

puppies - A pen of a playful poodle puppies.

smugglers -
magicians -
aliens -
skate-boards -

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Learning Objective: to understand the idea of singular and plural and to be able to use these correctly.

Name: Date:

Singular and Plural

Nouns are singular if there is only one of them, or plural if there are more than one.
For example – One dog but two dogs

Task 1 Complete this list putting in the singular or plural.

Singular Plural
one boy two ___________
one key two ___________
one_________ two giraffes
one_________ two men
one story two ___________
one _________ two wolves
one_________ two ladies
one child two ___________
one tooth two ___________
one _________ two hats

Task 2 Change these sentences from singular into plural. The first one is done for you.

1. The boy plays with his toy. The boys play with their toys.

2. The girl sings a song.

3. Our car needs a new tyre.

4. My cousin has a dog.

5. The bird sings in the tree.

6. The hen lays an egg.

Task 3 Now look in your reading book, find 5 singular nouns and 5 plural nouns.
© Topical Resources Ltd. May be photocopied for classroom use only. 31
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Learning Objective: to understand the idea of singular and plural and to be able to use these correctly.

Name: Date:

Singular and Plural

Nouns are singular if there is only one of them, or plural if there are
more than one. For example – One dog but two dogs.

Task 1 Change these sentences from plural into singular.

The first one has been done for you.
1. The houses have two doors. The house has one door.

2. The cats have three kittens.

3. My uncles have two cars.

4. The boys play in the parks.

5. The mice eat some sweets.

6. The flowers have two leaves.

Task 2 Some words can be both singular and plural. For example – deer.
Here are some pictures and some muddled words. Sort them out.
ered peshe

restrous roshts

ssiscors roufl

Task 3 Here are some words which have unusual plurals. Write them on the lines below.

man child

woman goose

foot mouse

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Learning Objective: to understand that capital letters are used sometimes to create special emphasis and for headings.

Name: Date:

Other Uses of Capital Letters in Text

Words are sometimes written in capital letters when they are part of a heading.
For example – BANK RAID ON LOCAL SHOP! Capital letters can also be
used to create special emphasis in a sentence.
For example – The dog was ENORMOUS!

Task 1 Make up some newspaper headings for each of these

stories. Make each one seem exciting and write it in capital letters.

1. A lion breaks loose from the LION BREAKS LOOSE FROM SAFARI PARK!
local Safari Park.
2. A famous pop star visits
your area.
3. A grandma swims across
the Channel to France.
4. A local school has a visit
from the Queen.
5. A strange animal is spotted
on the local moor.
6. Heavy rain causes a flood
at the local school.
7. A local boy is chosen to
be in a TV play.

Task 2 Sometimes just one word in a sentence is put in capital letters to make the idea
stand out as very important. Decide which word needs to have capital letters and write the sentence
on the line. The first one has been done for you.

1. The child cried so loudly it woke us up. The child cried so LOUDLY it woke us up.

2. Who’s been eating my porridge?

3. The naughty boy screamed.

4. The tree was very tall.

5. “Be quiet!” shouted the teacher.

6. “I am important,” said the Queen.

7. “Stand still,” ordered the soldier.

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Learning Objective: to understand that capital letters are sometimes used to begin lines of poetry.

Name: Date:

Other Uses of Capital Letters in Text - Poetry

Sometimes the first word on a new line of a poem begins with a capital letter.

Task 1 Read this poem carefully. Notice how each line begins with a capital letter.
SUNDAY!
Sunday
Late mornings, cuddled up in my duvet by the fire.
Sunday
The peal of church bells in the distance.
Sunday
Dads chattering as they wash the car.
Sunday
The wafting smell of roast dinners.
Sunday
Walks with my dog in the park.
Sunday
Waiting for Monday and another week of school.

Task 2 Now write a poem about Monday in the space below. Remember to set it out like
the Sunday poem and begin each line with a capital letter.
MONDAY!

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Learning Objective: to understand the function of adjectives within sentences and to be able to use them in writing.

Name: Date:

Adjectives
An adjective tells us more about a noun. It is a describing word.
For example – the red car, the old lady

Task 1 Underline the adjectives in the phrases below.

1. the black dog 6. the silver necklace

2. the new toy 7. the juicy apple

3. the tiny mouse 8. the pretty flower

4. the ugly monster 9. the long story

5. the sunny day 10. the empty street

Task 2 Now think of an adjective to complete these phrases. Do not use the same one twice.

1. the _________________princess 6. the ________________dinner

2. the __________________cat 7. the_________________day

3. the __________________teacher 8. the _________________child

4. the __________________car 9. the ________________picture

5. the __________________road 10. the ________________lady

Task 3 Now look through your reading book, find eight phrases which have an adjective in
them. Copy them here.

1. 5.

2. 6.

3. 7.

4. 8.
© Topical Resources Ltd. May be photocopied for classroom use only. 35
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Learning Objective: to understand the function of adjectives within sentences and to be able to use them in writing.

Name: Date:
Adjectives
An adjective tells us more about a noun. It is a describing word.
For example – the red car, the old lady

Task 1 People often use the adjective ‘nice’ when they could use a
much better and more descriptive word. Change the word ‘nice’ for a better
adjective. Do not use any adjective more than once.Write the sentence on
the line below.
1. a nice bunch of grapes 6. a nice present
a juicy bunch of grapes
2. a nice breakfast 7. a nice sweet

3. a nice tune 8. a nice house

4. a nice garden 9. a nice holiday

5. a nice smell 10. a nice bike

Task 2 Change the adjectives in these sentences so that the sentence is interesting and
still makes sense. The first one has been done for you.
1. The dress is green. The dress is frilly.

2. My house is big.

3. His book was long.

4. The dog was large.

5. The garden was tidy.

6. The meal was huge.

7. The ring was shiny.

8. The lesson was interesting.

Task 3 Collect 6 more adjectives in each box

Size big little Colour bright red Taste delicious sweet

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Learning Objective: to understand the function of adjectives within sentences and to be able to use them in writing.

Name: Date:
Adjectives
An adjective tells us more about a noun. It is a describing word.
For example – the red car, the old lady

Task 1 Change the adjective in the following phrases, to one

that means the opposite. The first one has been done for you.
1. the happy boy the sad boy 6. the careless child

2. the dark room 7. the wealthy prince

3. the wealthy lady 8. the modern car

4. the dirty shoes 9. the shiny badge

5. the loud music 10. the brave soldier

Task 2 Sometimes we exaggerate when we describe things. Change the adjectives in

these sentences so that they sound more truthful. The first one has been done for you.
1. The boy was gigantic. The boy was tall.

2. The man was furious.

3. The lady was beautiful.

4. The day was freezing.

5. The weather was glorious.

6. The child was brilliant.

7. The dress was stunning.

8. The toothache was agonizing.

9. The elephant was massive.

10. The light was dazzling.

Task 3 Look at the picture of the witch. Find

as many adjectives to describe her
as you can. Write them in your book.

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Learning Objective: to experiment with removing words from sentences which are not essential to the meaning.

Name: Date:
Essential Words in Sentences
Some words are essential in sentences if they are to make sense. A sentence must have a
verb. For example – The man broke his arm. Sometimes words are added into sentences
which are not essential to their meaning. For example – The old, tired man, who lives in
Green Street, broke his arm. This could be simply written – The man broke his arm.

Task 1 Read each of the sentences below. Cross out the words which are
not important then write out the simple sentence. The first one has been done for you.
1. The beautiful princess wore a golden dress.
The princess wore a dress.
2. The tall boy was a wonderful footballer.

3. The small tabby cat chased the brown mouse.

4. My oldest and favourite sister is a talented dancer.

5. The ugly, evil witch cast a terrible spell.

6. The man-eating monster ate the small, blonde boy.

7. The grey-haired old man fell off his new blue bike.

Task 2 This time add at least two descriptive words to these sentences to make them
more exciting. The first one has been done for you.
1. The boy drew a picture.
The clever boy drew an interesting picture.
2. The girl sang a song.

3. The dress was worn by the princess.

4. The chest was filled with jewels.

5. The teacher shouted at the boy.

Task 3 Now look at your reading book and find a descriptive sentence. Copy it in your book.
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Learning Objective: to understand that personal pronouns take the place of nouns.

Name: Date:

Personal Pronouns
A personal pronoun stands in place of a noun. For example – Emma was sad
so she cried. Other personal pronouns are I, me, he, we, us, you, they, it, them.

Task 1 Choose the personal pronouns that you need from the box to make each
sentence make sense. The first one has been done for you.
he
1. Tom was tired so he went to bed. me
them
2. Sam said to Tom, “__________ could do our homework together.”
they
3. The house was dark and __________ was empty too. it
we
4. I asked my friend, “Have __________ got any money?” I
she
5. I ate some strawberries and __________ were delicious. us
you
6. We shouted to Priya and Jon, “Come with ______ to the football match.

7. My Aunt and Uncle asked us to go with __________ on holiday.

8. __________ is a very pretty girl.

9. __________ like sprouts but my brother does not.

10. “Will you come with __________ to the shop?” I asked Sally.

Task 2 Put a ring around the pronouns in the writing below.

We have lots of pets. I have a hamster. It is called Sparky. My sister has two
cats. They are brother and sister. You can tell they are by their colour and
markings. My Dad has a dog which he calls Spot. We take him to the park.
Mum has a snake which she loves dearly.

Task 3 Now look at your reading book. Find two sentences with pronouns in them.
Copy them both here and underline the pronouns.

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Learning Objective: to understand the difference between first person pronoun singular and first person pronoun plural.

Name: Date:
1st Person Pronouns
A personal pronoun stands in place of a noun. When we write about
ourselves we use the word ‘I’ 1st person singular or ‘we’ 1st person plural.

Task 1 Change each of these sentences from 1st person

singular to 1st person plural. The first one has been done for you.

1. I love my Grandma. We love our Grandma.

2. I play with my football.

3. I have a dog.

4. I did my homework.

5. I go to my Aunt’s house.

6. I go on holiday.

Task 2 Now change these sentences from ‘we’ to ‘I’. The first one has been done for you.

1. We go into our tent. I go into my tent.

2. We have our tea.

3. We play in our garden.

4. We got our sums correct.

5. We went to the zoo.

6. We play on our bikes.

Task 3 Write 2 sentences that begin with ‘I like’ and 2 sentences that begin ‘We like’

1.

2.

3.

4.

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Learning Objective: to understand the difference between second person pronouns and third person pronouns.

Name: Date:
2nd and 3rd Person Pronouns
A personal pronoun stands in place of a noun. When we talk or write to
other people, we use the 2nd person pronouns, ‘you’.
For example – You can come to play. When we write or talk about other
people we use 3rd person pronouns like he, she, it or they.

Task 1 We often use 2nd person pronouns when we are writing

instructions. Complete this by using the 2nd person pronouns from the box below.
your yourself your you yourself you you
yourself you

When _________ make a cup of tea by _________, make sure ___________

mum or dad knows _________ are doing it. It is easy to burn _____________.

_______ dad will show ________ how to do it. Then _______ will be

pleased with _______________.

Task 2 This writing is written in the 3rd person. Underline all the third
person pronouns.

Billy was a boy who liked riding his bike. One day he set off for a long ride.
After a mile, he noticed his tyre was flat. He got off his bike and wondered
what he could do. Suddenly his dad drove past in his car. He stopped.

Task 3 Finish off the story telling how Billy’s dad helped him. Remember to continue
writing in the 3rd person.

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Learning Objective: to understand the need for agreement in sentences.

Name: Date:

Agreement in Sentences
All sentences have a verb and this has a subject.
For example – I go (‘I’ is the subject of the verb ‘to go’.) The subject and
verb must agree. It would be wrong to say ‘I goes’.

Task 1 In these sentences the wrong verb has been used. Write
out the correct sentence. The first one has been done for you.

1. We goes to school. We go to school.

2. The boy were tall.
3. It were a lovely day.
4. They was going on holiday.
5. She were sick.
6. I goes to the shop.
7. He were stood outside.

Task 2 Change these sentences from the singular into the plural. Make sure the
subject and verbs agree. The first one has been done for you.

1. I go to bed. We go to bed.
2. The cat climbs the tree.
3. The van travels quickly.
4. The boy plays the piano.
5. The clock ticks loudly.
6. I have a holiday.
7. The teacher has a holiday.
8. The man goes to town.

Task 3 Now choose a singular sentence from your reading book. Copy it here, and then
write it below in the plural.

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Learning Objective: to understand the need for agreement in sentences.

Name: Date:
Agreement in Sentences
All sentences have a verb. The verb always has a subject.
For example – I go. (‘I’ is the subject of the verb ‘go’.)
The subject and verb must agree. It would be wrong to say ‘I goes’.

Task 1 Highlight the verbs which are wrong in this

story, then write it out correctly on the lines below. Remember it
is all in the past tense.

One day we was in the park. We come to the pond and see that a little girl had
fell in. I shout to a man, “Help, the little girl have fallen in the pond!”
He come over and shout to her, “You is going to be fine!”
She were crying but soon he pulls her out of the water. I ringed for an
ambulance and they take her to hospital. She were not hurt.

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Learning Objective: to use awareness of grammar to decipher new and unfamiliar words.

Name: Date:
Choosing Suitable Words
When writing good sentences, it is often possible to choose alternative words and phrases.
For example - She put on her new hat. She wore her new hat.

Task 1 Add words to these sentences so that they make sense.

1. She _________ a new dress for the party.

2. The _________ man had grey hair.
3. The ________ crept into the house and stole the _______.
4. The ________ child broke the vase.
5. My _________ baked a cake.
6. He gave his _______ a present.
7. The shopping ________ fifty pounds.
8. The pond was filled with _________.

Task 2 Re-write this, changing the word underlined for another, so that the story still
makes sense.
I looked out of the window and saw an object down by the pond. It was a toy
motorbike. I wondered who had left it there. Then I noticed the little girl next
door, peering over the fence.
“Could I have the motorbike please?” she asked.
“Yes,” I shouted, “I will get it for you.”

Task 3 Find a sentence in your reading book. Write it here. Then change two words, so
that the sentence still makes sense.

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Learning Objective: to understand that pronouns stand in the place of nouns.

Name: Date:
Pronouns
Pronouns stand in place of nouns. For example – Emma was
so sad she cried.
Task 1 Fill in the chart below saying to whom each of the
pronouns below refers. The first one has been done for you.
Rachel took her friend Sam on holiday with her family. They
went by plane. It took off at 9.30am. Rachel’s Grandma went with them too.
“We are all going to have a great time!” said Grandma.
“Thank you for taking me,” said Sam to Rachel.
“Would you like a sweet?” asked Sam.
“Those look really good,” Rachel replied.
“Not as good as these,” Sam laughed, pointing at his box of chocolates.
her – Rachel them - those -

they - we - these -

it - you - his -

Task 2 It is often better to use a pronoun than to use a name twice in a sentence.
Correct these sentences adding a pronoun instead of a name. The first one has been done for you.

1. Sally played with Sally’s doll. Sally played with her doll.

2. The cat chased the cat’s toy mouse.

3. Mary and Tom visited Mary and Tom’s Gran.

4. Ella and Ben played at Ella’s house.

5. Susie said, “Fiona can have Susie’s pen.”

6. Billy came first in Billy’s race.

7. The hamster ran on the hamster’s wheel.

8. “Would Beth give Beth’s book to Dan?”

Task 3 Now look in your reading book and find a sentence with pronouns in it.
Copy it into your book and put a ring around the pronouns.
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Learning Objective: to understand the term possessive pronouns.

Name: Date:
Possessive Pronouns
A possessive pronoun tells us who something belongs to.
For example – The cat is mine. Other possessive pronouns are my,
your, yours, his, hers, its, our, ours, their, theirs.

Task 1 In each of the sentences below, replace the phrase in italics

with a verb and a possessive pronoun. The first one has been done for you.

1. The jewels belonged to her. The jewels were hers.

2. This pencil belongs to you.
3. These sweets belong to us.
4. That bag belongs to him.
5. This car belongs to them.
6. That ball belongs to me.
7. Two of the toys belonged to him.
8. One of the rings belongs to her.

Task 2 Read the following sentences carefully. The possessive pronouns in these
sentences are incorrect. Correct each sentence and rewrite it on the line.

1. The cat washed your whiskers.

2. My Mum lost their purse.

3. “Is this yours bike?” asked John.

4. The girl knew the book was its.

5. The teacher had their bag stolen.

6. The girl went on their holiday.

7. The hamster ate hers food.

8. The watch lay in his case.

Task 3
Use your reading book to find six examples of possessive pronouns. Write them on the lines below.

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Learning Objective: to explore 1st person pronouns for a diary entry.

Name: Date:
Using 1st Person Pronouns
The 1st Person Pronoun is “I” and is used when we write about ourselves.
I is used when we write in a diary.
Task 1 Sara has written her diary for the 29th September, the day before
she moves house. Read it carefully, then on the lines below write the diary entry
which might have been written on the 1st October, the day after she moved.
Remember to pretend you are Sara. Write in the 1st Person.
29th September
I am getting ready to move to London. I have packed all my books and toys in my
boxes. My dog, Bruno, has gone to stay with my Grandma till we have moved. I
will miss my best friend Chelsea and my class teacher Miss Brown. I hope
Chelsea will come to stay with me in the Christmas holidays.

1st October

Task 2 Write the diary entry Sara makes for 29th December when Chelsea comes to stay
during the holidays.

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Learning Objective: to explore 2nd Person pronouns for instruction writing.

Name: Date:
Using 2nd Person Pronouns
The 2nd Person Pronoun is ‘You’ and is used when writing
instructions or giving directions.

Task 1 Read the set of instructions below which

tells you how to get to the local shops. Then, on the lines,
write a set of instructions telling how to get from your house to school.

1. To get to the shops you need to go out of the house on to Beech Drive.
2. You then walk to the top of Beech Drive to the post box.
3. Then you cross over the road and take the next right, Green Road.
4. You follow this road right to the end.
5. Next you turn left, where you will find the shops on your right hand side.
6. Carefully cross the road and you are there.

From My House to School

Task 2 Now write some instructions to get from your table to the playground.

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Learning Objective: to explore 3rd Person Pronouns for recounts.

Name: Date:
Using 3rd Person Pronouns
The 3rd Person Pronouns are: he, she, it and they. Those are used
when writing recounts.

Task 1 Read the recount written below about ‘A Sad Day’. Then
write one on the lines below about ‘A Happy Day’, when Tom gets a new
puppy.

A Sad Day
One day Tom got out of bed and went downstairs for breakfast.
Tom’s dog, Bobby, wagged its tail and jumped up on Tom. While
Tom ate his toast, Mum put Bobby in the garden. She did not
know that someone had left the gate open. Bobby wandered
out onto the road and was hit by a car. They heard the squeal of
brakes and went out to see what it was. Bobby was lying dead in the road.
It was the saddest day of Tom’s life.

‘A Happy Day!’

Task 2 Now write about a happy day your friend has enjoyed.

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Learning Objective: to ensure there is agreement between pronoun and verb, and subject and verb.

Name: Date:
Agreement
Every sentence has a verb and a subject. This subject can often be a pronoun. It is
important to be sure that the subject and verb agree. For example – “I am going out”
is correct but “I is going out” is incorrect as the subject and verb do not agree.

Task 1 Choose the verb which matches each subject. Write the
correct sentence on the line below. The first one has been done for you.

1. I am/is having my tea. I am having my tea.

2. He are/is a good dog.

3. We is/are playing in the garden.

4. She are/is singing a song.

5. They has/have a blue car.

6. You has/have two sisters.

7. We was/were ill.

8. I go/goes to the shop.

Task 2 Here you have been given the verb in the sentence. Make each sentence make
sense by adding a subject. The first one has been done for you.

1. Miss Smith is a wonderful teacher.

2. ___________________________________ were growing in the woods.

3. Katie’s ______________________________________ lay in the grass.

4. A ________________________________ stood at the end of the road.

5. The _____________________________ was buried deep in the ground.

6. Red _________________________________ were all over the T-shirt.

7. In the _________________________________________ lived a giant.

8. Around the _______________________________ came a speeding car.

Task 3 Copy a sentence from your reading book. Write it into your book. Change the verb
in it, so that the sentence does not agree. Ask your friend what is wrong with it.

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Learning Objective: to ensure there is agreement between pronoun and verb and subject and verb.

Name: Date:
Agreement
Every sentence has a verb and a subject. This subject can often be a
pronoun. It is important to be sure that the subject and verb agree.
For example – ‘I am going out’ is correct but ‘I is going out’ is incorrect,
as the subject and verb do not agree.

Task 1 Read the following story carefully. Put a ring around the verbs,
which do not agree. Write the story out correctly on the lines below.
Last week we was going on a visit to the zoo. It were a sunny day and
I were very happy not to be in school. Sally and I had took a big bag
of sweets for the journey. When we has arrived at the zoo we was
sent to look at the monkeys which was climbing on some tall trees.
Suddenly I have my sweets grabbed by one of the monkeys who run to the top
of the tree. “I has told you to put them away, Jenny!” my teacher were shouting.

Task 2 Write another short paragraph about another event at the zoo. Try to make your
subject and verb disagree, then let a friend correct it.

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Learning objective: to be able to use speech marks in writing.

Name: Date:
Speech Marks
Speech marks are used in writing to show the words which are spoken.
The words spoken go inside the speech marks. The first word inside the
speech marks begins with a capital letter and the punctuation mark at the
end of the speech goes inside the speech marks.
For example – “Come to my house for tea,” said Sam. “Thank you,” replied Tom.

Task 1 Put the speech marks around the words actually spoken.

1. Please do your reading, Mum said. 4. Go to bed! shouted Dad.

2. Can I have a drink? asked Gopal. 5. Susan said, I like fruit.

3. Sam asked, Will you play with me? 6. Tom said, We had fun.

Task 2 Re-write the sentences on the line below, putting in the speech marks and punctuation.

1. I am going to the shops Henry said

2. We are going on holiday said Susie

3. Could you do the washing up asked Ben

4. Robert said I had pizza for tea

5. They asked Could you help us

6. Sally said Go away

Task 3 Copy two lines of speech from your reading book.

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Learning Objective: to be able to use speech marks in writing.

Name: Date:
Speech Marks
Speech marks are used in writing to show the words which are spoken. The words spoken
go inside the speech marks. The first word inside the speech marks begins with a capital
letter and the punctuation mark at the end of the speech goes inside the speech marks.

Task 1 Re-write these jokes on the lines below adding in speech marks
and punctuation.

Doctor, doctor, I think I’m a spoon said Bob

The Doctor replied Sit there and don’t stir

Why did Emma take a pencil to bed asked Tom

To draw the curtains replied Pat

What do you give a sick lemon asked Jill

Lemonade replied Billy

Who’s that at the door asked Mr Carr

A man with a drum replied Mrs Carr
Tell him to beat it said Mr Carr

Task 2 Write a knock knock joke here. Remember to include some speech marks.

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Learning Objective: to understand that sentences can be joined using different conjunctions.

Name: Date:
Conjunctions
A conjunction is a joining word. A conjunction is used to join two short sentences
together. For example - He went to bed. He fell asleep. He went to bed and fell asleep.
And is a conjunction.

Task 1 Join these short sentences into a longer one using and or but.

1. The sun came out. The birds sang.

2. Robins can fly. Penguins cannot fly.

3. The story is funny. The story is true.

4. I like apples. I like grapes.

5. An oak tree loses it leaves. A holly tree does not.

6. My dog is large. It is very hairy.

Task 2 Complete these sentences so they make sense.

1. I like pasta but I don’t

2. She gave her friend a watch and

3. Daniel went to the zoo and

4. Nicola wanted to play cards but

5. In the tree they saw a thrush and

Task 3 Find a sentence with and and another with but in your reading book. Write them here.

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Learning Objective: to understand that sentences can be joined using different conjunctions.

Name: Date:
Conjunctions
A conjunction is a joining word. A conjunction is used to join two short
sentences together. For example- He went to bed. He fell asleep.
He went to bed and fell asleep. And is the conjunction here.
Other conjunctions are if, so, while, though, since and when.

Task 1 Join the correct beginning to its ending and copy it onto the line below.
Sentence beginnings Sentence endings
Sam can go to cubs if so he went to the doctor.
Mr Smith was feeling ill fell and broke her leg.
While playing tennis Mary he has finished his homework.
Sanjit finished the race Tom has bought a car.
Since he learnt to drive even though he was last.

1. Sam can go to cubs if he has finished his homework.

2.

3.

4.

5.

Task 2 Join these sentences into one with one of these conjunctions.
so
1. Sam was late. His mum did not wake him. while
though
because
2. Tina did her homework. She ate her cake. when

3. You can have a pound. You tidy your room.

4. We were hungry. We made a sandwich.

5. Sally went back to school. She felt ill.

Task 3 Find two sentences with different conjunctions in them. Write them in your book.
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Learning Objective: to understand that certain words can signal time sequences.

Name: Date:

Words Which Tell us About the Passing of Time

When we are writing we use words which tell us about the passing of time.
These words also tell us about the order in which things should be done.
For example – First, fill the kettle with water. While the kettle is boiling
put a tea bag in the cup.

Task 1 Read the instructions on how to make a piece of toast. They are in a
muddle. Write them below in the correct order.
First, take a slice of
lly
Now butter it carefu bread and put it in the
with a knife. toaster.

Finally, eat it! When the toast has popped

up, put it on a plate.
asting, take
While the bread is to
fridge.
the butter out of the

1.

2.

3.

4.

5.

Task 2 Finally, write a set of instructions, which tell you how to make a cup of tea.

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Learning Objective: to understand that certain words can signal time sequences.

Name: Date:

Words Which Tell us About the Passing of Time

When we are writing we use words which tell us about the passing of time. These words also tell us
about the order in which things should be done.
For example – First, fill the kettle with water. While the kettle is boiling put a tea bag in the cup.

Task 1 Here are some time words with a letter missing. Complete them.

fi___st l___st d___ring fina___ly

si___ce o___ce th___n n___xt

w___ile be___ore aft___r___ards

mea___while l___ter u___til sec___ndly

Task 2 Here are some instructions on how to plant seeds.

Complete them using some of the words in the list above.

1. _____________ take a packet of seeds and a plant pot.

2. _____________ put some soil in the pot.

3. _____________ make a hole in the soil and pop a seed into it.

4. _____________ cover the seed with soil.

5. _____________ sprinkle the soil with water.

6. _____________ wait for the seed to grow!

Task 3 Write some instructions telling how to make a sandwich beginning each
sentence with one of the time words in the list.

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Learning Objective: to become aware of the use of commas in marking grammatical boundaries in sentences.

Name: Date:
Commas
Sometimes when sentences are long, commas are used to show where
extra information has been given to the reader. For example – Miss Smith,
my piano teacher, is a lovely singer.

Task 1 Think of some extra information to slot into these sentences.

1. My neighbour’s dog, , is called Sam.

2. On Saturday, , I visit my Gran.

3. My brother, , likes Pizza for tea.

4. Our cat, , sleeps on my bed.

5. For my birthday, , I want a new bike.

6. My mum, , likes to go running.

Task 2 Put a ring around the extra information in these sentences. Next, copy out the
sentences using commas to mark out the extra information. The first one has been done for you.

1. My Dad who has curly black hair likes to play football.

My Dad, who has curly black hair, likes to play football.

2. Our goldfish which has a lovely long tail has a new tank.

3. My bike which is bright red has a flat tyre.

4. At my school St Peter’s Primary we have six classes.

5. Emma my best friend can tap dance.

6. The film which lasted two hours was really funny.

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Learning Objective: to understand the use of the indefinite article ‘a’ and ‘an’.

Name: Date:
A and An
‘A’ and ‘an’ are called the indefinite article. In deciding whether to put a or an before a word we must
first decide whether the word begins with a consonant or a vowel. ‘A’ goes before words beginning with
a consonant and ‘an’ before words beginning with a vowel or a silent ‘h’. For example - an egg, an
hour, a cup.

Task 1 Put ‘a’ or ‘an’ before each of these words.

___ bus ___ horse ___ uncle ___ hour

___ orange ___ tree ___ apple ___ insect

___ pear ___ invitation ___ head ___ frog

___ honour ___ grape ___ hut ___ elephant

Task 2 ‘A’ and ‘an’ have sometimes been used wrongly in the sentences below. Write each
sentence correctly.

1. We ate an hambuger and an salad.

2. An hamster is an tiny animal.

3. Tilly wore an hat and an scarf.

4. A hour passed before an taxi came.

5. An soldier wore an helmet and an sword.

6. An helicopter and a plane flew overhead.

Task 3 Using your reading book make a collection of words that need ‘a’ or ‘an’.

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Learning Objective: to understand and use the prefixes – super, anti and auto.

Name: Date:
Prefixes
A prefix is a group of letters added to the beginning of a word which changes its meaning and forms a
new word. For example –
man – superman, clockwise – anticlockwise, pilot – autopilot

Task 1 Add the prefix ‘super’, or ‘anti’, or ‘auto’ to these words.

_____ market _____ freeze _____ graph

_____ matic _____ septic _____ mobile

_____ biography _____ clockwise _____star

Task 2 Choose six of the above new words and use each one in a sentence
to show its meaning.

1.

2.

3.

4.

5.

6.

The prefix ‘auto’ means

The prefix ‘anti’ means

The prefix ‘super’ means

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Learning Objective: to explore word families.

Name: Date:
Word Families
Words can be linked by being similar in form. For example – tripod, triangle, tricycle, trio are all linked
by the prefix tri- which means three.

Task Find these words in the wordsearch.

Then put them into the correct word family box at the bottom of the page.

careful c a r e f u l s l i p c
finish
a c g f i n a l l y o a
pass
final r o f i n a l i s t r r
passport
care
e m g p a s s p o r t i
finalist
r
w p q p l w k l u y p n
passenge
caring p a s s e n g e r o a g
finally z s x c a r e r y w s z
compass
carer o s l q e r f i n i s h

care- pass fin-

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Learning Objective:to understand that clauses are a group of words which must have a verb and a subject.

Name: Date:
Clauses
A simple sentence has one main clause.
For example – The cat hissed at the dog.
A complex sentence has a main clause and a subordinate clause. The subordinate clause gives
us extra information but could not be a sentence on its own.
For example – The cat, which is large and fluffy, hissed at the dog.

Task 1 Here are some simple sentences.

Underline the verb and put a ring around the subject.

1. We like to sing. 2. Sam climbed over the gate.

3. He can have a sweet. 4. We waited for a bus.

5. Harry broke his leg. 6. They hid in the shed.

7. I enjoyed the book. 8. Hamid is a clever boy.

9. The teacher marked their books. 10. Bob waited for Sam.

Task 2 Write six simple sentences about yourself.

1.

2.

3.

4.

5.

6.

Task 3 Add a subordinate clause to these simple sentences to make them more interesting.

1. Mrs Smith, who , is my friend.

2. The house, which , is empty.

3. My brother, who , is tall for his age.

4. The painting, which , is brightly coloured.

5. My bike, which , is red.

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Learning Objective: to understand that sentences can be made more interesting by adding a subordinate clause.

Name: Date:
The Subordinate Clause
A subordinate clause is an extra clause added to a simple sentence which gives us more information.
It has a subject and a verb but on its own won’t make a complete sentence. It helps the reader have
extra information.
For example – My mum looked at the cat. It had a sore paw.
My mum looked at the cat which had a sore paw.
Main clause Subordinate clause

Task 1 Join these sentences together using who or which for people
and which for things.
1. Sam ate the cake. The cake was delicious.
Sam ate the cake which was delicious.
2. Becky helped the lady. She was very old.

3. I spoke to my Aunt. She had come to visit us.

4. He played with the dog. It was called Timmy.

5. The girl enjoyed the book. It was funny.

6. She held out her hand. Her hand was cut.

7. Susie wore the new dress. It was very pretty.

8. I went to the park. It is near my house.

9. Tom played with Rajeev. Rajeev lived next door.

10. Peter talked to his friend Ben. Ben was very upset.

Task 2 Underline the subordinate clause in these sentences. Remember it is the clause
which on its own won’t make a complete sentence.
1. I laughed at the clown who was a very funny man.

2. She enjoyed the party which was held at George’s house.

3. Alice has a hamster which is brown and white.

4. Jon wrote a poem which everyone liked.

5. I liked the teacher who helped me with my maths.

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