Literacy @Springwest Academy
A parent and teacher guide to supporting students with literacy
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Springwest’s Complete SPaG Tool Kit
A parent and teacher handbook for spelling,
punctuation and grammar.
“Longitudinal research shows that people with good literacy skills are more likely to have higher
self-esteem, better health, better jobs and higher wages than those with poor literacy skills.
They are more able to take advantage of the opportunities that life may offer them.”
National Literacy Trust
“Learning to read is probably the
most difficult and revolutionary
“It’s easy to forget what a crippling disability it is to be
unable to read. The purpose of universal literacy is to
thing that happens to the human
brain and if you don't believe that,
watch an illiterate adult try to do
it.”
make better people, capable of richer lives, and able to
John Steinbeck
The Guardian
enter fully into society, in dialogue not just with their
contemporaries but with the community of everyone who
has written in the languages they speak.”
“Literacy is a bridge from misery to hope. It is a tool
for daily life in modern society. It is a bulwark
against poverty, and a building block of development,
an essential complement to investments in roads,
dams, clinics and factories. Literacy is a platform for
democratization, and a vehicle for the promotion of
cultural and national identity. Especially for girls and
women, it is an agent of family health and nutrition.
For everyone, everywhere, literacy is, along with
education in general, a basic human right.... Literacy
is, finally, the road to human progress and the means
through which every man, woman and child can
realize his or her full potential.”
“Each letter of the alphabet is a
steadfast loyal soldier in a great army
of words, sentences, paragraphs, and
stories. One letter falls, and the
entire language falters.”
Vera Nazarian
“Grammar, n. A system of pitfalls
thoughtfully prepared for the feet of
the self-made man, along the path by
which he advances to distinction.”
Ambrose Bierce
Kofi Annan
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Section 1: Spelling
a. Plurals
Most words add ‘-s’ to make them Plural
School -> Schools
Hive -> Hives
Some words, however, need ‘-es’
Often, nouns ending in ‘ch’, ‘sh’, ‘s’, ‘x’ and ‘z’ require an ‘es’ otherwise they would be
very difficult to say.
Match -> Matches
Fox -> Foxes
Bus -> Buses
Words ending in ‘-y’
If the letter in front of the ‘y’ is a vowel, just add ‘s’.
Key -> Keys
If the letter in front of the ‘y’ is a consonant, replace the ‘y’ with ‘ies’.
Pantry -> Pantries
Words that end in ‘o’
There is no clear rule here, except that words end in ‘o’ will usually end in ‘s’.
Foe -> Foes
Piano -> Pianos
However, they sometimes end in ‘es’.
Domino – Dominoes
Words that end in ‘f’ and ‘fe’.
Most words ending with an ‘f’ or ‘-fe’ just add replace the ‘f’ with a ‘v’ and add ‘-es’ on
the end
Loaf -> Loaves
However, for some, just add an ‘s’ and keep the ‘f’. Say the word out loud, and you
should be able to work out which rule to follow.
Chief -> Chiefs
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Irregular plurals
Some words just don’t follow a rule. These ones, you’ll have to work out on your own.
Women -> Women
Louse -> Lice
Oasis -> Oases
Goose -> Geese
However, some words don’t change at all!
Sheep, deer, bison, fish.
b. Spelling rules
1. ‘I before ‘e’ except after ‘c’, but only when it rhymes with ‘bee’.
 When ‘i’ and ‘e’ appear together, it is sometimes confusing trying to remember which
goes first.
 In words where the ‘i’ and ‘e’ do not come after a ‘c’, and the word rhymes with the
word ‘bee’, the ‘i’ comes first.
Retrieve (the second syllable rhymes with ‘bee’)

Where the word doesn’t rhyme with ‘bee’, the ‘e’ goes first.
Beige
Weird

Where the ‘c’ precedes the ‘e’ and ‘i’, and the word rhymes with ‘bee’, the ‘e’ goes
first.
Receive
2. Silent letters
Some words have silent letters. You need to know these words. Here are some examples:
Why (silent ‘h’)
Ascend (silent ‘c’)
Whether (silent ‘h’)
Discipline (silent ‘c’)
Knight (silent ‘k’)
Who (silent ‘w’)
Knives (silent ‘k’)
Writer (silent ‘w’)
Womb (silent ‘b’)
Listen (silent ‘t’)
Entombed (silent ‘b’)
Half (silent ‘l’)
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3. Suffixes and prefixes
These are little bits at the beginning or the end of a word that alters what it means. Prefix –
before; suffix – after.
Run -> Rerun (‘re’ is the prefix, meaning it will happen again)
Paint -> Painter (‘er’ is the suffix, changing the meaning into someone who does painting)
When you add a prefix, the spelling of the root word never changes.
Possess -> Dispossess
Similar -> Dissimilar
Arm -> Disarm
Suffix rules are a little different. Sometimes you need to get rid of a letter to write the
word.
If the word ends in ‘e’, you often have to drop the ‘e’ when adding the suffix. For example:
Care + ‘-ing’ = Caring
Rare + ‘-er’ = Rarer
If the first letter of the suffix is a consonant, though, keep the ‘e’.
Care -> Careful
4. Superlatives
Superlatives are ‘est’ words, usually used to denote that something is at its extreme.
Usually, you just do this by adding ‘est’ onto the end of a describing word (an adjective). If
there is an ‘e’ already, just add ‘st’.
Her performance was the poorest of her team.
She was the nicest person he knew.
However, if the adjective is already three syllables, don’t add an ‘est’; just add ‘most’ before it.
That was the most unnecessary thing you could have said.
Germany was the most belligerent country in WWII.
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Finally, never use ‘most’ and a superlative together! Also, don’t try to turn words
already ending in ‘st’ into superlatives!
He is my bestest friend. <- No!
She was the most fastest person in the 100 metre race. <- No!
Other important rules…
Changing a Final Y to I
Change a final y to i before a suffix,
unless the suffix begins with i.
EXAMPLES:
defy + ance = defiance
party + es = parties
pity + ful = pitiful
try + es = tries
try + ing = trying
Dropping the Final E
Drop the final e before a suffix beginning
with a vowel (a, e, i, o, u) but not before a
suffix beginning with a consonant.
EXAMPLES:
ride + ing = riding
guide + ance = guidance
hope + ing = hoping
entire + ly = entirely
like + ness = likeness
arrange + ment = arrangement
Doubling a Final Consonant
Double a final single consonant before a suffix beginning
with a vowel when both of these conditions exist:
(a) a single vowel precedes the consonant;
(b) the consonant ends an accented syllable or a onesyllable word.
EXAMPLES:
stop + ing = stopping
admit + ed = admitted
occur + ence = occurrence
stoop + ing = stooping
benefit + ed = benefited
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Spelling Activities
1. Try to turn these words into plurals:
Class
Jug
Man
House
Paint
Pie
Citizen
Lady
Volcano
Appendix
Buffalo
Shelf
Extension: Write down as many nouns as you can think of. Next to each one, write down
its plural.
2. Suffixes and prefixes
Can you match each prefix to the appropriate ‘root’ word?
UnMultiOverCyberSuper-
work
space
market
cultural
happy
Extension: How many words can you construct using these prefixes and suffixes?
Prefixes:
Re- ; Dis- ; Over- ; Un- ; Mis- ; Out- ; De; Inter- ; Pre- ; Anti- ;
Suffixes:
-ise ; -ate ; -fy ; -en ; -able ; -tion ; -er ;
3. Can you turn these adjectives into superlatives?
Great
Happy
Agreeable
Ugly
Sad
Lonely
Busy
Tired
Complicated Blue
Red
Green
White
Fat
Easy
Turgid
Difficult
Hard
4. Create revision posters for each of the rules you have read about in this section. Bring
your poster into school and show your English teacher!
Great websites for revising spelling:
http://www.oxforddictionaries.com/spelling-challenge/ - for tricky spellings!
http://homepage.ntlworld.com/vivian.c/TestsFrame.htm
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Section 2: Punctuation
a.Starting and finishing sentences
Capital letters need to be used:
1. To start all sentences
The classroom was tidy. There was no mess on the floor.
2. For names and titles
Princess Diana was very popular. James Smith was a funny man.
3. For names of places and organisations
Colchester. Royal Air Force. British Broadcasting Company.
4. Titles of films, books, plays etc.
Titanic. Lord of the Rings. (N.B. – small words like ‘of’ don’t need capitals in titles)
5. Countries and nationalities
Italians live in Italy and mostly speak Italian.
6. Religions
I am a Muslim and therefore I follow the faith of Islam.
7. Names of days and months
See you on Tuesday 5th March.
8. Acronyms (letters that stand for words)
We go to school at FCC. When I am older I want to be in the RAF.
Full stops, question marks and exclamation marks can be used to end sentences.
1. Full stops end statements and sentences. In analytical writing (e.g. essays) almost all
sentences will end with full stops.
Earthquakes cause the ground to tremor. In the past they were measured using the
Richter Scale.
2. Question marks are used when you are asking a question.
Can I have my lunch? When is the football?
3. Exclamation marks show a strong feeling or emphasise a statement.
That is ridiculous!
Mini task:
Can you rewrite this paragraph adding appropriate capital letters?
king henry vii was a famous tudor king of england. he was known to be fairly cruel. he
divorced his first wife, catherine of aragon, to marry anne boleyn. after they got married, they
even carved their name onto the organ at king’s college chapel in cambridge. however, that
marriage was also doomed to fail. despite giving birth to his daughter – elizabeth – henry
beheaded anne boleyn, shortly before marrying jane semour.
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b.
Commas
Commas are used for two main reasons:
1. To separate items in a list
2. To add extra information to a simple sentence

Commas for lists:
When I go to the shop I need to buy milk, eggs, flour and sugar.
You don’t put a comma before the final and.
Also, they separate adjectives when more than one are being used.
The teacher was a harsh, strict and disciplined person.

Commas for extra information
Commas can be used to add an extra bit of information to a simple sentence.
The tourists, panting and exhausted, ran towards the coach.
If you can take out the extra information, with the sentence still making sense,
you’ve used commas correctly.
The tourists, panting and exhausted, ran towards the coach.
The tourists, panting and exhausted, ran towards the coach.
The tourists ran towards the coach.
The extra information can, theoretically, go in different places in the sentence and
still make sense. In this case, only one comma needs to be used.
Panting and exhausted, the tourists ran towards the coach.
The tourists ran, panting and exhausted, towards the coach.
Mini task:
Add commas to the following sentences:
1. The Feltham Learner skills all students require are inquisitiveness independence
reflection and collaboration.
2. The tennis ball which was green and fluffy flew into the bushes.
3. Despite it being very late the museum was still open.
4. The manager who was as red as a tomato shouted at her employees.
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c. Colons and semicolons
In KS3 and KS4, colons are used for two main reasons:
1. To introduce a list
2. To make a statement

Using a colon to introduce a list
There are many different types of numerical terms we use in Mathematics to refer to
numbers: natural numbers, integers, rational numbers, complex numbers and many more!
A few words came to mind when he thought of her: funny, perceptive, kind and thoughtful.

Using a colon to introduce a statement/explanation
She had one feeling towards him: hatred.
The natural habitats of Ospreys are facing a real threat: urbanisation on a large scale.
Semicolons are also used for two main reasons:
1. Joining two linked, but independent sentences (often, they replace a connective)
2. Breaking up phrases in long lists

Joining two independent sentences
The classroom was empty because the students had gone home
The classroom was empty; the students had gone home.
N.B: both halves of the sentence make sense on their own. Also, a semicolon works like a
comma; you do not need a capital letter after it.

Separating items in a complex list – this means a list where, if you used only
commas, it would be confusing. Or, a list where you a separating longer
phrases, rather than just single words
Many teachers were at the parents’ evening: Mr Milton, the Mathematics teacher; Ms
Obertelli, the English teacher; Ms Kelly, the Drama teacher and Ms Roberts, the French
teacher.
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d.
Brackets and hyphens
Brackets
Brackets need to open and close. Your teachers (and everyone else who cares about your
education) will be very impressed if you can use them correctly.
1. Brackets can be used to add extra information to a sentence
Ms Eadie (the Headteacher) gives speeches at awards evenings.
2. They can also be used to separate a definition of a word/phrase.
Monster (an energy drink that is full of sugar and caffeine) should not be consumed
within the school grounds.
Hyphens
Hyphens are mostly used to join words together (i.e. adding a prefix); usually, this is done
when the end of the prefix starts with the same later that the root words start with.
I re-entered the classroom after having been sent out.
I was semi-involved in the House Assemblies.
They can also be used if the root word starts with a capital letter.
I am pro-Maths.
That is a very neo-Marxist interpretation of the role of the family in modern society.
Mini-task:
1. Add colons or semicolons to the following sentences
 She could only think of one thing how much she hated him.

People should recycle the planet is in dire need of more natural resources.

We need to remember three things rulers rubbers and pencils.

She had to remember chocolate, for the cake cream, for the potatoes and jam, for the
scones.
2. Add brackets to the following sentences
 David Cameron the Prime Minister lives at 10 Downing Street.

A battery powered with alkaline can be used to power your remote control.

A prompt something that will help you remember certain things can be used in the
presentation.
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e. Apostrophes
Apostrophes are used for two main reasons:
1. To replace a missing letter
I am going to the zoo. -> I’m going to the zoo.
We are very tired. -> We’re very tired.
Mini task: write the shortened form of each of these words.
I am
Who is
I would
Do not
I had
Does not
I will not
Can not
They are
Shall not
2. To show that something belongs to someone. For KS3 and KS4, always add
an apostrophe and ‘s’, even if the word ends in ‘s’.
The school’s classrooms were very clean and tidy.
The class’s work was of a very high standard.
Mini task: add apostrophes to the following sentences if they need one.
That is Mr Smiths watch.
The boys and girls were playing football on the fields.
Im going to need a bigger glass.
Were not going to get there in time unless we hurry.
Those arent your trousers, Samantha!
The posters have been put up all over the school.
Its not a good idea to play with matches; youll get yourself hurt.
Ive never met such a polite and kind young man.
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f. Speech marks
People often get these wrong; it’s very important to follow these simple rules.
Speech marks are used to show that someone is speaking. Also, no matter
whereabouts in the sentence the speech is reported, it should start with a capital
letter.
“I don’t know where we are!” shouted the teacher.
Charlotte whispered, “When are we going to get home?”
Usually, the punctuation will go inside the speech marks.
“How will we get there?” asked the girl.
He shouted, “I don’t know!”
If the sentence is carrying on, use commas inside the speech marks.
“Tell me more,” said the waiter, “as I need to know who did it!”
Mini Task:
1) What time is it? asked Angel.
2) I want chicken for dinner, said Monica.
3) Can I play on the computer Mum? asked Kayla.
4) I would like an ice cream please, said Sarah.
5) That costs 12 euro said the shop-keeper.
6) Would you like to read a book? asked the teacher.
7) John hit me, said Henry.
8) Where is the cheese? asked Kayleigh
Great websites for revising punctuation:
http://resources.woodlands-junior.kent.sch.uk/interactive/literacy2.htm
http://www.bbc.co.uk/skillswise/topic/punctuation
http://www.primaryresources.co.uk/english/englishB7.htm
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Section 3: Grammar
The most important question: what is a sentence?
To be a full sentence there has to be a thing and something happening to the thing.
e.g. The teacher was drinking a cup of coffee.
There are more technical ways of explaining this but this method is accessible to students and
helps them to understand where full stops need to go to separate sentences.
In certain situations, sentences can be shorter (e.g. single word sentences, or an order – e.g.
‘Stop!’). However, this is very rare.
Ultimately, for a string of words to count as a sentence, it needs to stand by itself
and feel complete.
Mini task:
Can you work out whether these are sentences or not, with the punctuation taken away? Tick
the ones that are and re-write them, using correct punctuation.
1. the journey to france took three hours
2. a new car
3. on thursday
4. you need to slow down
5. because it had been raining for days
6. will be travelling
7. where’s the salt
8. she put her book
9. if you want to see
10. we bought some ice cream while we were in feltham
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a. Nouns and verbs
A noun is an object, place, person or idea.
For example: table, London, David Cameron, happiness.
A verb is a doing/feeling word. It is used to describe what the noun is doing, or what is
happening to the noun.
For example: think, running, will go, was eating.
Mini task:
In different colours, can you highlight the noun(s) and the verb(s) in these sentences?
1. John ran.
2. Ahmed was singing.
3. Miriam swam in the lake.
4. Mr Daines will go to the shops.
5. The cat jumped onto the roof.
6. The school was closed.
7. The computer had crashed.
8. The car jolted forward.
9. Walking quickly, Amanda noticed a sign above the door.
10. The wall had been painted red.
Extension:
Read an article from a newspaper or a chapter from a book. Can you spot all the nouns and
verbs?
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b. Adjectives and adverbs
Adjectives are words that describe a noun.
For example: happy, tired, yellow, huge.
Adverbs mainly modify verbs. However, they also modify adjectives and other adverbs.
For example: He ran quickly.
For example: She jumped extremely high.
Mini task:
In different colours, can you highlight the adverb(s) and the adjectives(s) in this
paragraph?
The tall lady walked cautiously towards the old, wooden door. As it swung open, she felt a
cold chill rush suddenly out of the house. She quietly whispered a prayer under her breath,
before taking her first cautious step into the room. The walls were cracked and dry and there
was a damp smell. She could hear strange whispers coming from the walls, as if they were
secretly encouraging her to walk further into the house.
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c. Connectives
A connective is a word/phrase that links sentences/phrases together. You should be using
them in longer pieces of writing to make it ‘flow’. Although there are lots of different types
of connectives, the main types you need to know for KS3/4 are listed below:
Adding – These connectives are used to
connect similar ideas.
 And
 Also
 As well as this
 Moreover
 Additionally
 In addition
Contrasting – When you want to show
one idea/point disagrees with another
 Alternatively
 However
 Contrastingly
 On the other hand
 Whereas
e.g. My favourite word is ‘elongate’
whereas my friend’s is ‘discombobulate’.
e.g. I like football. Additionally, I like
playing tennis.
Sequencing – When you want to put ideas
in a particular order
 Firstly, Secondly…
 Next
 Then
 After
 Before
 Meanwhile
 Eventually
 Finally
Emphasising – Highlighting a
particularly important point or idea
 Above all
 In particular
 Ultimately
 Significantly
 Notably
e.g. There are many eminent Baroque
musicians. In particular, Johann Sebastian
Bach is seen by many as the most
influential.
e.g. After long division, multiplication is
my favourite skill in maths.
Cause and effect – When the second part
of the sentence happens because of the first
part.
 Therefore
 As such
 Because
 Consequently
Illustrating – giving an example to
reinforce a point you’ve made
 For example
 For instance
 This is revealed by
 Such as
e.g. The Treaty of Versailles was crippling
to the German economy. Therefore,
Hitler’s rise to power was partly due to a
desire to restore German power on the
international stage.
e.g. As a character, George is particularly
protective of Lennie. This is revealed by
his constant protecting of Lennie when
people are cruel to him or about him.
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d. Types of sentence
Simple sentence
A simple sentence is the most basic type of sentence. It contains, usually, only a single
subject (the noun doing an action) and a verb.
e.g. The boy ran. The dog barked.
Compound sentence
A compound sentence contains two or more pieces of information that a linked with a
connective.
e.g. The students walked out of the classroom and their teacher waved from the window.
Samantha looked for her football however it was nowhere to be seen.
Mini task:
Write ‘S’ (simple) or ‘C’ (compound) next to each sentence, to show whether it is a simple or
compound sentence. Underline the connective in the compound sentences.
1. He walked to the shop.
2. The puppy went to fetch the stick but it couldn’t find it.
3. The school will be open later so parents will be able to attend parents’ evening.
4. The book was difficult but they carried on reading.
5. She didn’t know the answer.
6. The sofa was old.
7. He wasn’t sure but he tried anyway.
8. We don’t know the answer.
9. The class were silent because the teacher was talking.
10. He laughed extremely loudly.
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Complex sentence
This is a little more complicated than simple and compound sentences. For KS3/4, a
complex sentence is a sentence with both a main clause and a subordinate clause.





A clause is a part of a sentence that contains a subject and sort of verb.
A main clause can make sense on its own.
A subordinate clause only makes sense when it is linked to the main clause. If it is
taken out, the sentence can still make sense.
Usually, there is a comma between the two clauses
There is also usually a conjunction (joining word)
e.g. I was going to be late, despite leaving my house on time.
In this sentence, the main clause would make sense on its own. However, the subordinate
clause only makes sense when it is joined to the main clause.
e.g. Although I’m not very good, I enjoy playing football.
In this sentence, the main clause and subordinate clause are the other way around. However,
the same is still true. The main clause would make sense on its own; the subordinate clause
would not.
e.g. The class, who were normally very well behaved, were being quite loud.
In this sentence, the subordinate clause is in the middle, surrounded by commas. If you took
the middle bit out, the sentence would still make sense.
Mini task: In different colours, highlight the main and subordinate clauses in the following
sentences:
1. The little girl, who was wearing a red dress, got up and left the room.
2. Despite being younger than the others, she was the fastest.
3. The cricketer, wearing his new helmet, was ready to go out to bat.
4. Although it was hot, the mayor still wore her jumper.
5. Everybody, including the people wearing blue, should leave through the red door.
6. My pizza, which had tomato and cheese on it, was the best I’ve ever tasted.
7. The oldest boy in school, who happened to be the smartest, won the monthly cup.
8. Rounders, which is a sport played at FCC, is very popular.
9. Never one to hold back, the footballer told the referee what she thought.
10. P.E, being one of the most important subjects on the curriculum, is taught in the
Sports’ Centre.
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Other useful resources:
Websites:
All:
http://www.bbc.co.uk/bitesize/ks2/english/spelling_grammar/
Grammar:
https://learnenglish.britishcouncil.org/en/grammar-exercises
http://www.examenglish.com/KET/KET_grammar.htm
Spelling
https://www.spellingcity.com/
http://eslus.com/LESSONS/SPELL/SPELL.HTM
http://www.bbc.co.uk/skillswise/topic-group/spelling
http://resources.woodlands-junior.kent.sch.uk/interactive/literacy.html
Punctuation
http://www.bristol.ac.uk/arts/exercises/grammar/grammar_tutorial/page_55.htm
http://www.bbc.co.uk/skillswise/topic/punctuation
https://owl.english.purdue.edu/exercises/3/
http://www.funenglishgames.com/grammargames/punctuation.html
Books
Depending on the level you are working at, these three books – and other books by ‘CGP’ - are
very useful in providing in-depth explanations of different SPaG skills required at KS3/4.
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