Large Grammar Bundle

Pronouns is a pack of colourful games and activities designed to develop understanding and use of simple pronouns  – he/she/they, progressing from direct teaching of single words to using the pronouns in less structured games. 

Suitable for group and one-to-one settings to facilitate repetition, modelling and reinforcement. 

Full instructions are included.

For more information see below.

Regular Plurals is a pack designed to develop understanding and use of regular plurals using colourful illustrations and fun activities.

Suitable for one-to-one and small-group settings including clear instructions on each page. Ideal for clinic or home and school programmes to facilitate repetition, modelling and reinforcement in an informal play setting.

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Provides a range of activities targeting regular past tense. Ideal to support children who have difficulties remembering words and forming sentences.

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Develops the use of irregular plurals through 14 illustrated worksheets which are explicitly designed to target the most common irregular plurals.

Suitable for use with children from 4- 7 years+, there are clear instructions on each page, making them ideal for clinic, home and/or school.

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All languages contain a grammar system that enables the speakers of that language to structure and organise what they want and need to say.  This pack of attractive activities in worksheet format has been designed for children aged 4-7 years+ to help support the development of the use of irregular past tense 'ew’.

The colourful activities focus on: flew, blew, grew, drew, knew and threw.

Full instructions for use are provided.

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All languages contain a grammar system that enables the speakers of that language to structure and organise what they want and need to say. This pack contains a selection of attractive activities in a worksheet format to develop the use of the irregular past tense verb ‘ought’ endings and focuses on caught, bought, brought, taught and fought.

This pack is suitable for use with children from 4 to 7 years of age and is ideal for both one-to-one or small-group settings.

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This popular pack aims to develop the use of conjunctions ‘and’ ‘but’ and ‘so’ in oral and written narratives with an extensive range of picture resources and activities.

Conjunctions can be defined as words that express a connection between two units of information. The development of conjunctions in a child’s language system is an important signal that they are able to organise and sequence information in a logical framework; are able to express more complex ideas, such as cause and effect; and that phrase and sentence length are increasing in their language use.

In typically developing children, the earliest conjunction to appear is ‘and’, at the age of approximately two and a half years, followed by ‘but’ and ‘because’ from the ages of three to four. By the age of eight, children should be using a wide range of temporal conjunctions (showing relation in time), for example, ‘when’, ‘until’, ‘every time, and ‘whenever’

Teachers will find the materials a useful differentiation resource for pupils who require additional support to develop story-writing skills.

This pack aims to develop the use of conjunctions ‘until', 'after' and 'while' in oral and written narrative with an extensive range of picture resources and activities.

Conjunctions can be defined as words that express a connection between two units of information. The development of conjunctions in a child’s language system is an important signal that they are able to organise and sequence information in a logical framework; are able to express more complex ideas, such as cause and effect; and that phrase and sentence length are increasing in their language use.

In typically developing children, the earliest conjunction to appear is ‘and’, at the age of approximately two and a half years, followed by ‘but’ and ‘because’ from the ages of three to four. By the age of eight, children should be using a wide range of temporal conjunctions (showing relation in time), for example, ‘when’, ‘until’, ‘every time’, and ‘whenever’

Conjunctions, until, after, while is an extensive pack of picture resources to develop the understanding and use of conjunctions in children who have difficulties in maintaining a coherent and sequenced discourse.

For more information, see below.

Personal Pronouns: I and Me consists of a selection of games, quizzes and activities which provide multiple opportunities for the adult to model and correct, and the children to use, the correct form ‘I’.

Learning the semantic rules for first person pronouns may sometimes pose a problem for some young children.

‘Me like that one.’  ... ‘No! It's I like that one.’  ... ‘Yes! Me do too’.

The correct use of first person pronoun, ‘I’, has usually developed by the age of 3 years but it is not uncommon to hear children using ‘me’, well beyond this age. Children sometimes need focused intervention to correct this, either in one to one or small group settings.

This Comparatives - Superlatives resource contains a range of activities which target grammatical structures, particularly the construction of sentences using superlatives and comparatives. (‘That’s the kindest monster’; ‘That’s shorter than this one’)

Clear and fully illustrated worksheets allow the adult to model the correct grammatical form, and facilitate high levels of repetition and reinforcement, encouraging the child to use superlatives and comparatives independently.   

The acquisition of verbs in a child's language system is important in the child’s semantic and syntactic development. Verbs can be seen as providing a 'frame' for structuring sentences and as being responsible for much of the grammatical structure of language.

One of our most popular packs, Verbs, use and understanding, is designed to develop children's understanding and use of verbs. Attractive and colourful illustrations depict early 21 different verbs, and full instructions are included for lots of games and activities.

Suitable for use with children in a wide age range from 3 years plus.

For more information see below.

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Our Causal Sentences – Why... Because resource provides an engaging intervention to support comprehension of ‘Why’ questions and the use of the causal connective ‘because’. The ability to understand and produce cause-and-effect statements is essential for children’s explanation skills and overall narrative development.

This full-colour resource pack includes a bank of illustrated sequences designed to help children form two-clause sentences and independently create cause-and-consequence statements with visual support.

It is most suitable for use with children aged 3- 7 years and full instructions are included.

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Negatives Not-verb-grammar is a pack of games and activities aimed at developing understanding and use of negative sentence forms.

Most children learn the rules of their language at an early age, simply by being exposed to the language they hear around them,- some children  will require focused and targeted help to support their learning. When we want to say that something is not true, or is not the case, we use negative words or phrases.Negation can be indicated in a number of ways, but most commonly it is shown by using a negative word such as ‘no’ or ‘none’. One of the most common negative words is ‘not’. This pack has been designed to encourage correct use of negation in terms of the use of ‘not’ + verb (Negation: Not+Verb) ; for example, ‘The boy is not running,’ or ‘She is not sleeping.’

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Negation: not+adjective is a colourful pack of games and activities aimed at developing understanding and use of negative sentence forms.

Most children learn the rules of their language at an early age, simply by being exposed to the language they hear around them,- some children  will require focused and targeted help to support their learning. When we want to say that something is not true, or not the case, we use negative words or phrases. Negation can be indicated in a number of ways, most commonly by using a negative word such as ‘no’, ‘not’ or ‘none’. One of the most common negative words is ‘not’.This Negation: not+adjective pack provides illustrations and activities which will enable the adult to model and demonstrate ‘not + adjective’ phrases, for children who have language delay. Examples include ‘not cold’, ‘not sad’, and ‘not round’. It also includes ideas and opportunities for the child to begin to use the not+ adjective phrase themselves in a fun and functional way.

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The activities described in this action word pack can be used to develop the ability to use doing words. The activities help children to develop their ‘action word’ vocabulary and practise using verbs on their own, in sentences and short sequenced accounts or stories. In addition, the activities can also be used for small group work to build verbal skills, communication and social skills, for example, listening, turn-taking, and developing self-confidence through talking in context.

This colourful resource is a varied pack of games and worksheets to develop understanding and use of action words in small group or one-to-one settings. The activities help children to practice using verbs on their own, in sentences and in short sequences/simple stories. All individual sections are sequenced in a way which is intended to help a child build skills from a basic level.

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Possessive Pronouns: His, her, their, our is a complete programme of illustrated games and engaging activities to practise and develop the use of the possessive pronouns ‘his’, ‘her’, ‘their’, and ‘our’.

"Learning the English pronominal system is a complex developmental process, and the order of acquisition varies with each child. However, in general, pronouns emerge in the following order:

• 12–26 months: ‘I’ and 'it'
• 27–30 months: ‘me’, ‘my’, ‘mine’, and ‘you’
• 31–34 months: ‘your’, ‘she’, ‘he’, ‘we’, and ‘yours’
• 35–40 months: ‘they’, ‘us’, ‘hers’, ‘his’, ‘them’, and ‘her’
• 41–46 months: ‘its’, ‘our’, ‘him’, ‘myself’, ‘yourself’, ‘ours’, ‘their’, and ‘theirs’
• 47 months+: ‘herself’, ‘himself’, and ‘itself’ "

This possessive pronouns pack, with black and white illustrations includes detailed instructions, making the resource suitable for the clinic, the school, and the home. For use with children in Foundation Stage–Key Stage 1+.

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This pack aims to develop the use of Conjunctions: 'because', 'if' and 'as' in oral and written narrative with an extensive range of picture resources and activities.

Conjunctions can be defined as words that express a connection between two units of information. The development of conjunctions in a child’s language system is an important signal that they are able to organise and sequence information in a logical framework; are able to express more complex ideas, such as cause and effect; and that phrase and sentence length are increasing in their language use.

In typically developing children, the earliest conjunction to appear is ‘and’, at the age of approximately two and a half years, followed by ‘but’ and ‘because’ from the ages of three to four. By the age of eight, children should be using a wide range of temporal conjunctions (showing relation in time), for example, ‘when’, ‘until’, ‘every time’, and ‘whenever’.

These resources are suitable for children from the age of seven years (Key Stage 2 [KS2]) and they can be used effectively with older children. The material can either be used on an individual basis or with small groups of children.

The materials are primarily designed for spoken language targets but are also useful for teaching staff who wish to use the pack as a literacy resource. Teachers will find the materials a useful differentiation resource for pupils who are struggling to develop story-writing skills. Textual support is included.

Advanced Prepositions, offers a fully illustrated pack of activities which focus on the understanding and use of later developing prepositions, including over/among/against/between/through/towards and many others. (For the teaching of early prepositions: in/on/under/in front of/behind, see our popular pack Prepositions  -  LIP2) Our popular Advanced Prepositions aims to develop the understanding and use of later developing prepositions for children aged 6–11 years.

Most children learn the rules of their language at an early age, simply by being exposed to the language they hear around them, and with no need for formal instruction. Children who exhibit difficulties with receptive and expressive language development often fail to enrich their vocabulary and it is very evident that they struggle to use appropriate words to describe locations, both in their discourse and in their written accounts.

For more information, see below:

A good vocabulary is an essential factor in supporting a child’s ability to learn and thrive in the school setting. During literacy development, children need to recognise and understand the direct relationship between the written word and its meaning but also require a depth of understanding of words in their vocabulary.

Synonyms and Antonyms is an addition to our extensive range of packs on semantic language skills and aims to develop an understanding and use of synonyms and antonyms in children aged 6 – 9+ years.

Children with normally developing language skills build up layers of meaning for new words they learn, such as understanding how words can be categorised, synonyms and antonyms, figurative language, multiple meanings and so on. These are known as semantic language skills. This pack is an addition to our extensive range of packs on semantic language skills and aims to develop an understanding and use of synonyms and antonyms in children aged 6 – 9+ years.

Activities to support early question formation skills for children between the ages of 4 and 7 years.

Practitioners will be aware that, while many resources are available to help children understand questions, far fewer offer activities which develop sentence construction and provide opportunities for the child to practise asking questions in a meaningful way. This ‘Let’s ask questions’ resource offers activities for question formation, to support the modelling and repetition required for children to learn.

The fully illustrated pack is accompanied by clear instructions and ideas for extension activities.

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This colourful and charming Adverbs of Manner resource offers a range of activities which provide multiple opportunities for the child to hear, imitate, use and write adverbs of manner.

All languages contain a grammar system which enables people to structure and organise what they want and need to say. Most children learn the rules of their language at an early age, simply by being exposed to the language they hear around them.  It would appear that our brains are ‘hard wired’ to learn language and to make sense of what we hear. However, many children will require more targeted help to learn their language system.

The National Curriculum requires children from Year 2 and upwards to understand and use adverbs, and this pack is designed to provide more individual and focused interventions to support children's learning of this particular element of grammar. This Adverbs of Manner resource includes a superb range of both written and spoken activities.

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A pack focusing on expanded noun phrases using adjectives, covering both oral and written use of expanded noun phrases.  The material offers a high level of visual support, making it suitable for a wide ability range of children aged 7+ years. For some pupils, writing tasks could be omitted and the pictures used to promote oral language only.

The emphasis on the explicit teaching of grammatical terms is particularly important for pupils who have a diagnosis of developmental language disorder or those pupils who have poorly developed language skills. The National Curriculum for England, English Programmes of Study, provides clear guidelines on the grammatical structures to be introduced at each Key Stage and recommends that these structures are explicitly taught. The National Curriculum specifies that by year 2, pupils should ‘use expanded noun phrases to describe and specify ... to convey complicated information concisely.’

Suitable for use in one-to-one and/or small-group settings. The materials in the pack can be used in one-to-one and/or small-group settings. Instructions are provided on each page, along with writing activities.

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This Three Part Sequencing Pack includes 20 colourful and fun sequences, suitable for a wide age range. Perfect for a variety of therapy and teaching targets, it is particularly beneficial for neurodiverse children who may experience difficulties with sequencing and ordering events.

These three part sequences serve as an excellent visual aid for both teachers and therapists, helping children improve their ability to organise and understand the order of events in a story or sequence.

This resource pack is an extensive bank of nouns and verbs illustrated by a range of colourful and engaging images. These pictures are grouped by category, many of which are applicable to curriculum topics such as food, parts of the body or people. 

This pack can also be used for a wide variety of therapeutic targets, including understanding the language of ‘where’s the…?’, expressive language, semantic skills, attention and listening, as well as signing.