sentence starters for creative writing ks3

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150+ Story Starters: Creative Sentences To Start A Story

The most important thing about writing is finding a good idea . You have to have a great idea to write a story. You have to be able to see the whole picture before you can start to write it. Sometimes, you might need help with that. Story starters are a great way to get the story rolling. You can use them to kick off a story, start a character in a story or even start a scene in a story.

When you start writing a story, you need to have a hook. A hook can be a character or a plot device. It can also be a setting, something like “A young man came into a bar with a horse.” or a setting like “It was the summer of 1969, and there were no cell phones.” The first sentence of a story is often the hook. It can also be a premise or a situation, such as, “A strange old man in a black cloak was sitting on the train platform.”

Story starters are a way to quickly get the story going. They give the reader a place to start reading your story. Some story starters are obvious, and some are not. The best story starters are the ones that give the reader a glimpse into the story. They can be a part of a story or a part of a scene. They can be a way to show the reader the mood of a story. If you want to start a story, you can use a simple sentence. You can also use a question or an inspirational quote. In this post, we have listed over 150 story starters to get your story started with a bang! A great way to use these story starters is at the start of the Finish The Story game .

If you want more story starters, check out this video on some creative story starter sentences to use in your stories:

150+ Creative Story Starters

Here is a list of good sentences to start a story with:

• I’ve read about a million stories about princesses but never thought I could ever be one.
• There was once a man who was very old, but he was wise. He lived for a very long time, and he was very happy.
• What is the difference between a man and a cat? A cat has nine lives.
• In the middle of the night, a boy is running through the woods.
• It is the end of the world.
• He knew he was not allowed to look into the eyes of the princess, but he couldn’t help himself.
• The year is 1893. A young boy was running away from home.
• What if the Forest was actually a magical portal to another dimension, the Forest was a portal to the Otherworld?
• In the Forest, you will find a vast number of magical beings of all sorts. 
• It was the middle of the night, and the forest was quiet. No bugs or animals disturbed the silence. There were no birds, no chirping. 
• If you wish to stay in the Forest, you will need to follow these rules: No one shall leave the Forest. No one shall enter. No one shall take anything from the Forest.
• “It was a terrible day,” said the old man in a raspy voice.
• A cat is flying through the air, higher and higher, when it happens, and the cat doesn’t know how it got there, how it got to be in the sky.
• I was lying in the woods, and I was daydreaming.
• The Earth is a world of wonders. 
• The fairy is the most amazing creature I have ever met.
• A young girl was sitting on a tree stump at the edge of a river when she noticed a magical tree growing in the water.
• My dancing rat is dressed in a jacket, a tie and glasses, which make him look like a person. 
• In the darkness of the night, I am alone, but I know that I am not. 
• Owls are the oldest, and most intelligent, of all birds.
• My name is Reyna, and I am a fox. 
• The woman was drowning.
• One day, he was walking in the forest.
• It was a dark and stormy night…
• There was a young girl who could not sleep…
• A boy in a black cape rode on a white horse…
• A crazy old man in a black cloak was sitting in the middle of the street…
• The sun was setting on a beautiful summer day…
• The dog was restless…”
• There was a young boy in a brown coat…
• I met a young man in the woods…
• In the middle of a dark forest…
• The young girl was at home with her family…
• There was a young man who was sitting on a …
• A young man came into a bar with a horse…
• I have had a lot of bad dreams…
• He was a man who wanted to be king…
• It was the summer of 1969, and there were no cell phones.
• I know what you’re thinking. But no, I don’t want to be a vegetarian. The worst part is I don’t like the taste.
• She looked at the boy and decided to ask him why he wasn’t eating. She didn’t want to look mean, but she was going to ask him anyway.
• The song played on the radio, as Samual wiped away his tears.
• This was the part when everything was about to go downhill. But it didn’t…
• “Why make life harder for yourself?” asked Claire, as she bit into her apple.
• She made a promise to herself that she would never do it.
• I was able to escape.
• I was reading a book when the accident happened.
• “I can’t stand up for people who lie and cheat.” I cried.
• You look at me and I feel beautiful.
• I know what I want to be when I grow up.
• We didn’t have much money. But we knew how to throw a good party.
• The wind blew on the silent streets of London.
• What do you get when you cross an angry bee and my sister?
• The flight was slow and bumpy. I was half asleep when the captain announced we were going down.
• At the far end of the city was a river that was overgrown with weeds. 
• It was a quiet night in the middle of a busy week.
• One afternoon, I was eating a sandwich in the park when I spotted a stranger.
• In the late afternoon, a few students sat on the lawn reading.
• The fireflies were dancing in the twilight as the sunset.
• In the early evening, the children played in the park.
• The sun was setting and the moon was rising.
• A crowd gathered in the square as the band played.
• The top of the water tower shone in the moonlight.
• The light in the living room was on, but the light in the kitchen was off.
•  When I was a little boy, I used to make up stories about the adventures of these amazing animals, creatures, and so on. 
• All of the sudden, I realized I was standing in the middle of an open field surrounded by nothing but wildflowers, and the only thing I remembered about it was that I’d never seen a tree before.
• It’s the kind of thing that’s only happened to me once before in my life, but it’s so cool to see it.
• They gave him a little wave as they drove away.
• The car had left the parking lot, and a few hours later we arrived home.
• They were going to play a game of bingo.
• He’d made up his mind to do it. He’d have to tell her soon, though. He was waiting for a moment when they were alone and he could say it without feeling like an idiot. But when that moment came, he couldn’t think of anything to say.
• Jamie always wanted to own a plane, but his parents were a little tight on the budget. So he’d been saving up to buy one of his own. 
• The night was getting colder, and the wind was blowing in from the west.
• The doctor stared down at the small, withered corpse.
• She’d never been in the woods before, but she wasn’t afraid.
• The kids were having a great time in the playground.
• The police caught the thieves red-handed.
• The world needs a hero more than ever.
• Mother always said, “Be good and nice things will happen…”
• There is a difference between what you see and what you think you see.
• The sun was low in the sky and the air was warm.
• “It’s time to go home,” she said, “I’m getting a headache.”
• It was a cold winter’s day, and the snow had come early.
• I found a wounded bird in my garden.
• “You should have seen the look on my face.”
• He opened the door and stepped back.
• My father used to say, “All good things come to an end.”
• The problem with fast cars is that they break so easily.
• “What do you think of this one?” asked Mindy.
• “If I asked you to do something, would you do it?” asked Jacob.
• I was surprised to see her on the bus.
• I was never the most popular one in my class.
• We had a bad fight that day.
• The coffee machine had stopped working, so I went to the kitchen to make myself a cup of tea.
• It was a muggy night, and the air-conditioning unit was so loud it hurt my ears.
• I had a sleepless night because I couldn’t get my head to turn off.
• I woke up at dawn and heard a horrible noise.
• I was so tired I didn’t know if I’d be able to sleep that night.
• I put on the light and looked at myself in the mirror.
• I decided to go in, but the door was locked.
• A man in a red sweater stood staring at a little kitten as if it was on fire.
• “It’s so beautiful,” he said, “I’m going to take a picture.”
• “I think we’re lost,” he said, “It’s all your fault.”
• It’s hard to imagine what a better life might be like
• He was a tall, lanky man, with a long face, a nose like a pin, and a thin, sandy moustache.
• He had a face like a lion’s and an eye like a hawk’s.
• The man was so broad and strong that it was as if a mountain had been folded up and carried in his belly.
• I opened the door. I didn’t see her, but I knew she was there.
• I walked down the street. I couldn’t help feeling a little guilty.
• I arrived at my parents’ home at 8:00 AM.
• The nurse had been very helpful.
• On the table was an array of desserts.
• I had just finished putting the last of my books in the trunk.
• A car horn honked, startling me.
• The kitchen was full of pots and pans.
• There are too many things to remember.
• The world was my oyster. I was born with a silver spoon in my mouth.
•  “My grandfather was a World War II veteran. He was a decorated hero who’d earned himself a Silver Star, a Bronze Star, and a Purple Heart.
• Beneath the menacing, skeletal shadow of the mountain, a hermit sat on his ledge. His gnarled hands folded on his gnarled knees. His eyes stared blankly into the fog. 
• I heard a story about a dragon, who was said to be the size of a house, that lived on the top of the tallest mountain in the world.
•  I was told a story about a man who found a golden treasure, which was buried in this very park.
• He stood alone in the middle of a dark and silent room, his head cocked to one side, the brown locks of his hair, which were parted in the middle, falling down over his eyes.
•  Growing up, I was the black sheep of the family. I had my father’s eyes, but my mother’s smile.
• Once upon a time, there was a woman named Miss Muffett, and she lived in a big house with many rooms.
• When I was a child, my mother told me that the water looked so bright because the sun was shining on it. I did not understand what she meant at the time.    
•  The man in the boat took the water bottle and drank from it as he paddled away.
• The man looked at the child with a mixture of pity and contempt.
• An old man and his grandson sat in their garden. The old man told his grandson to dig a hole. 
• An old woman was taking a walk on the beach. The tide was high and she had to wade through the water to get to the other side.
• She looked up at the clock and saw that it was five minutes past seven.
• The man looked up from the map he was studying. “How’s it going, mate?”
• I was in my room on the third floor, staring out of the window.
• A dark silhouette of a woman stood in the doorway.
• The church bells began to ring.
• The moon rose above the horizon.
• A bright light shone over the road.
• The night sky began to glow.
• I could hear my mother cooking in the kitchen.
• The fog began to roll in.
• He came in late to the class and sat at the back.
• A young boy picked up a penny and put it in his pocket.
• He went to the bathroom and looked at his face in the mirror.
• It was the age of wisdom and the age of foolishness. We once had everything and now we have nothing.
• A young man died yesterday, and no one knows why.
• The boy was a little boy. He was not yet a man. He lived in a house in a big city.
• They had just returned from the theatre when the phone rang.
• I walked up to the front of the store and noticed the neon sign was out.
• I always wondered what happened to Mary.
• I stopped to say hello and then walked on.
• The boy’s mother didn’t want him to play outside…
• The lights suddenly went out…
• After 10 years in prison, he was finally out.
• The raindrops pelted the window, which was set high up on the wall, and I could see it was a clear day outside.
• My friend and I had just finished a large pizza, and we were about to open our second.
• I love the smell of the ocean, but it never smells as good as it does when the waves are crashing.
• They just stood there, staring at each other.
• A party was in full swing until the music stopped.

For more ideas on how to start your story, check out these first-line writing prompts . Did you find this list of creative story starters useful? Let us know in the comments below!

Marty the wizard is the master of Imagine Forest. When he's not reading a ton of books or writing some of his own tales, he loves to be surrounded by the magical creatures that live in Imagine Forest. While living in his tree house he has devoted his time to helping children around the world with their writing skills and creativity.

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Here are Some Really Good Sentence Starters for Creative Writing

So, your head is chock-a-block with ideas, and yet you're struggling to begin your story. No cause for worry, as it happens to most of us. Instead, read this Penlighten post - it has some amazing ideas to get your creative juices flowing.

So, your head is chock-a-block with ideas, and yet you’re struggling to begin your story. No cause for worry, as it happens to most of us. Instead, read this Penlighten post – it has some amazing ideas to get your creative juices flowing.

“The scariest moment is always just before you start.” ― Stephen King, On Writing: A Memoir of the Craft

Master storyteller that he is, Stephen King was gracious enough to admit that a writer tends to dread the moment when he actually begins writing any piece―this can be a bit of a make-or-break kind of a situation. A flying start tends to set the tone of the work, all positive, of course, whereas an unsure start only leads to the doomed path of redrafts.

You may have the entire concept of your story or essay in mind, but when it comes to the actual act of putting pen to paper, the enthusiasm tends to deflate a little. A rather strange phenomenon, this, and it wouldn’t be wrong to say that most writers, at some point, have encountered this experience.

To our fellow budding writers, we’re offering a helping hand by providing a few sample starts to get that creativity rolling, followed by a little inspiration from the stalwarts of the business.

Sample Sentence Starters for Fiction

Fiction writing is a boundless category, and each author has his preferred style of beginning a story or a novel. It is obvious that the beginning of a story depends on the overall plot, but there are times when you can use all the inspiration you need to get the start you were looking for. Therefore, we’ve included 5 ideas you can use in your starter, along with 3 examples for each.

Describe the weather

► The warm Californian sunshine hit her face as she stepped outside for the first time as a free woman.

► It had been raining nonstop for the past six days.

► The night sky was exceptionally clear tonight.

Introduce a character

► Daniel hated reunions and all the fake camaraderie.

► Edie Brent’s gruesome murder made it to the front page of the New York Times.

► Alison loved to keep secrets.

Talk about the city

► The streets of London come alive during the Holidays.

► Springtime is the best time to be in New York.

► Rio de Janeiro was where his dreams were.

Add a little suspense

► Walking home in the dead of the night was not new to Carol, but tonight felt different.

► The key clicked in the lock as Alan opened the door to his apartment. Everything seemed to be in place, and yet, something wasn’t right.

► It was 3 a. m. and there was no sign of Tim. He always called to tell if he was getting late. Why hadn’t he called?

And some drama

► How do you react when you’re told that you have a mere hours left to live?

► Prom queen and head cheerleader, Jessica always loved to be the center of attention.

► “Get the hell out of my life!”, screamed Karen at the top of her lungs.

Sentence Starters for Formal Essays

Middle school and high school students have to draft varied writing assignments, including persuasive essays, arguments, and narratives. In case of essays, particularly, the kind of start you make depends entirely on the topic at hand. However, formal essays or presentations need to begin in a certain manner. We’ve listed a few examples here:

► (The topic) has fostered a debate on …

► There is growing support for the notion that …

► The data gathered in the study strongly suggests that …

► The focus of discussion in this paper is …

► The premise of (the topic) seems to be based on …

► Latest research corroborates the view that …

Learn from the Greats

Who doesn’t seek inspiration from the masters of the field? Agreed, we all do. Therefore, we’ve brought you a list of the first sentences of some of the most iconic novels ever written.

It is a truth universally acknowledged, that a single man in possession of a good fortune, must be in want of a wife. ― Jane Austen, Pride and Prejudice

All happy families are alike; each unhappy family is unhappy in its own way. ― Leo Tolstoy, Anna Karenina

It was a bright cold day in April, and the clocks were striking thirteen. ― George Orwell, Nineteen Eighty-Four

Call me Ishmael. ― J. M. Barrie, Peter Pan

Mr and Mrs Dursley, of number four, Privet Drive, were proud to say that they were perfectly normal, thank you very much. ― J. K. Rowling, Harry Potter and the Philosopher’s Stone

It was inevitable: the scent of bitter almonds always reminded him of the fate of unrequited love. ― Gabriel Garcia Marquez, Love in the Time of Cholera

These sample sentence starters ought to have helped you get over your dry spell. Getting the right start is crucial when it comes to creative writing, and you need to give it your all to bring it up to standard.

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Creative writing sentence mat

This engaging sentence writing mat is designed to encourage KS3-4 students to write a wider range of sentences in their creative or narrative writing.

With two pictures prompts to inspire their sentence-level experiments (a Christmas market and an Alpine lake), students write a range of different sentences.

Can be used to develop students' fiction writing skills in preparation for GCSE English Language exam tasks, including AQA English Language Paper 1 question 5. It's also perfect for a topical (exam-skills focused!) Christmas lesson at the end of term.

Example sentence tasks from the writing mat: 

Describe the image using the five senses:

A simile sentence:

The three-verb sentence:

An -ed verb (such as surprised) opening:

Sentence with a semicolon in the middle to connect two clauses:

An -ing verb (present participle, such as running) at the start of the sentence:

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Lesson Plan: KS3 English, creative writing

• Subject: English and MFL
• Date Posted: 12 March 2013
• View page as PDF: Download Now

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​Providing the right atmosphere can encourage students to take their creative writing to a whole new level, says Claire Sheffield…

​Providing the right atmosphere can encourage students to take their creative writing to a whole new level, says Claire Sheffield…

Today you will….

• Develop the ability to use your imagination to create a story in the gothic genre
• Learn to use ambitious vocabulary to achieve specific effects

Starting a piece of creative writing can be a source of frustration for many young people; so much so that it can lead to loss of confidence. If ideas aren’t flowing, learners can quickly switch off and give up. Creative writing lessons, therefore, need to stimulate all of the senses and inspire students. Creative writing in the gothic genre – spooky stories – offers a wonderful opportunity for just this. This is a topic that always manages to enthuse pupils and one of the most exciting aspects is that the outcome is completely different with every group. Giving students time for thinking and the creation of ideas is essential. Therefore, this plan should be seen as just a starting point; it provides the stimulus from which a number of sessions can be developed. Subsequent periods can also focus on the development of different writing skills as required by the individual needs of a group. As a way into creative writing, this opener allows learners to be independent; an environment that enables them to thrive. Most importantly, it’s a lesson that students always leave talking about!

Starter activity

Creating a spooky word wall.

Preparation is key to this lesson. For maximum impact, everything needs to be ready so that students enter the room and immediately feel a mysterious atmosphere. This can be created by closing blinds, turning off the lights, playing spooky music and displaying an image on the whiteboard of an old, decrepit, haunted-looking house (easily sourced from the internet). It is great to see students entering the room and looking around confused, wondering what is happening and therefore immediately engaged!

Ideally learners need to be seated in small table groups; this should be a buzzy lesson with lots of group discussion and sharing of ideas. As they take their seats they see on their table a map/floor plan of a house with a cross in one of the rooms; it’s one of the rooms from the house displayed on the board. This can be easily created in a word document using text boxes to create the floor plan and labelling each room. The idea is that each table will focus on a different room.

On each table an instruction card for the starter activity is also displayed. This should say something along the lines of: ‘As a group create a word wall of spooky words to describe the room you are in. Be as ambitious as possible! You have 5 minutes’. This could be completed on A3 paper or on post-it notes to stick up on the wall next to them; students will then have created their own bank of vocabulary that will help them in later parts of the lesson.

Main activities

1 developing the plot.

This lesson works well if very little is said by the teacher to the whole class. This adds to the mysterious atmosphere because students have to read and find out what to do at different stages. The teacher very much facilitates the learning in this lesson, by circulating the room, supporting and stretching groups as appropriate.

As the 5 minutes for the starter activity draws to a close, the spooky background music should be turned off and a short, shocking sound should be played. This could be a scream or a crash, for example. As this point another slide should be displayed on the board to move students onto the next stage of the lesson. This could read: ‘What has happened? Write the opening for a spooky story about a mysterious incident that has happened in the room you are in. Discuss for 5 minutes.’ Students are now using their imaginations to create a plot for their gothic story; it is important that students are encouraged to discuss and develop ideas before beginning the writing stage.

2 Going further

After around five minutes discussion, another slide can be displayed which reads: ‘Look for a clue about what has happened. You will find this somewhere near you!’ Underneath each table, students will find an envelope with a picture of a clue. This could be anything (e.g. a book or a camera). Equally, props could be placed around the room for students to find. The more unusual the better! It just gets pupils thinking more creatively. They will naturally want to talk about what they have found and start to revise their previous thinking

3 Stage three

After a few moments, the final slide of instruction can be displayed. This time, students are told: ‘Time to start writing. You have 25 minutes to use the clues so far to write the opening to a spooky story. Remember your objectives – be imaginative and use ambitious vocabulary to achieve a spooky effect.’ Spooky background music can be played throughout the writing stage. It is also important that learners have access to a thesaurus in order to locate more ambitious vocabulary.

Home learning

The lesson can be used as a starting point and developed in a number of ways… + Subsequent lessons/home learning activities could focus on developing other writing skills such as structuring a plot from beginning to end, using literary devices or using a variety of sentence structures and punctuation for effect.

+ The written work could lead into a speaking and listening lesson where students devise, rehearse and perform dramatic readings of their stories. + Students can explore a variety of gothic literature, researching different writers in the genre, reading different works and learning about the conventions of the genre. They can then develop their work to incorporate more of these conventions themselves.

After the main writing stage of this lesson, students are usually desperate to read their work out. To be able to do this in a meaningful way though, more time is usually needed, so it is appropriate to dedicate the following lesson to this. However, an opportunity to share work with others can be achieved through groups swapping their work and providing some feedback to consider for the following lesson. Questions such as those below can help students to structure their feedback in a constructive manner:

• How imaginative is the piece?
• How exciting did you find the story?
• Is there anything that does not make sense?
• How ambitious is the vocabulary? Does it achieve the desired spooky effect?
• How would you like the group to improve the piece?
• What questions can you ask the group to help them develop the piece further?

The following lesson can then begin with students considering this feedback in order to improve the work they have begun in this lesson.

Differentiation suggestions to support less able students:

• Provide a word bank or sentence starter bank.
• Provide additional resources to inspire ideas; further images or props, for example.
• Provide a wagoll (what a good one looks like) as a model of a piece of spooky writing.
• Suggestions to stretch more able students:
• Provide definitions/examples of literary devices and a challenge card asking students to ‘aim to include as many literary devices as possible.’
• Ask students to work towards a third learning objective: ‘use a variety of sentence structures for effect’ or ‘use a variety of punctuation for effect.’
• Allocate an expert to mixed ability groups who is asked to fulfil additional responsibilities as group leader.
• Provide a ‘challenging criteria’ card as a checklist of skills that more able students should aim to demonstrate.

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Complex Sentences Improving Writing KS3

Subject: English

Age range: 11-14

Resource type: Game/puzzle/quiz

Last updated

10 January 2023

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Get students using ambitious vocabulary with this Sensational Sentences creative writing game or set of 40 grammar / vocabulary cards. This activity, which can be used often, will promote outstanding narrative writing and variety in sentence structures in Key Stage 3 (KS3) English (Year 7, 8 and 9 - Y7, Y8, Y9) - or Third Level in Scotland - and will also challenge very capable writers in KS2 Year 5 and 6 - Y5, Y6 ( Second Level ). PDF format.

• 40 printable sentence-formation cards
• Colour and black and white versions
• Great as a regular morning starter, early finisher task or warm up for writing.
• An introductory card models ways to add interest and variety to sentences.
• Encourages building complex and compound sentences, using subordinate clauses etc.
• Let students write as silly a sentence as they want and relish playing with words to banish boring sentences!

  Also available is Super Sentences , featuring less challenging vocabulary, originally designed for Year 5, 6 and 7. With the same layout across the two, a mixture can be used in the same class for differentiation .

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Designed as a dice game, it can be used in other ways. As individuals, in pairs or in groups, students roll to find out which 3 words they must incorporate into a sentence (Instructions on cards). There are 6 groups of words on each card – openers/connectives, verbs, adjectives, adverbs and 2 groups of nouns. Students place the selected words anywhere in their sentence, as long as it makes sense, recording the sentence on paper or a mini whiteboard. You may wish to allow flexibility (changing verb tense, using the verb as an adjective etc.)

To cater for different situations and abilities, change the number of words they roll for, have students team up with a partner or select any words they want from the card. I encourage dictionary use for unfamiliar words and urge students to keep sentences they are especially proud of for use in longer pieces of writing. The activity might spark a whole story!

Print on card or paper and laminate for repeated use. With a smaller group, choose the ones you print and/or laminate cards back to back. Alternatively, display cards on the screen for whole class use.

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Creative Writing Complex Sentences

A creative writing VCOP game or SPaG game at two levels, these fun activity cards are designed for Upper KS2 and KS3, Year 5, 6, 7 and 8. This is a **BUNDLE** of **80** printable cards to promote ambitious sentence structures and vocabulary in descriptive / narrative writing. Regular use as a warm up or early finisher challenge will get students improving and stretching their sentences. Students enjoy playing this game in groups but they can be used by individuals too. You could also use them as a fun homework task. ***CONTENTS:*** * 2 PDF files * 84 pages (including **black and white** options) * Includes 2 packs of 40 cards (**2 different levels of challenge**), which can be purchased separately if required:   **[Super Sentences (Complex Sentence Writing)](https://www.tes.com/teaching-resource/complex-sentences-writing-11534472)**: 40 printable activity cards (colour and black and white versions). An introductory card models different ways to add interest and variety to sentences. Originally designed as a dice game, it can be used in a variety of ways. Please see the individual resource for more detail. [**Sensational Sentences (Complex Sentence Writing)**](https://www.tes.com/teaching-resource/complex-sentences-writing-ambitious-vocabulary-11534461): Another set of 40 cards - this is the same activity as above but for older / more able learners. It features more challenging vocabulary and **could be used for differentiation in the same class**. Thank you so much if you decide to purchase my resources. You might like to explore some of my other Literacy / English resources: **[Imaginative Story Writing Prompts](https://www.tes.com/teaching-resource/imaginative-story-writing-prompts-11648009)** **[Improving Sentence Structure Worksheets](https://www.tes.com/teaching-resource/improving-sentence-structure-11651717)** **[Spelling Games and Puzzles Year 5 / 6](https://www.tes.com/teaching-resource/spelling-word-list-year-5-6-activities-11964507)** **[Editing / Proofreading Puzzles Worksheets](https://www.tes.com/teaching-resource/editing-proofreading-spag-year-5-6-11880677)** **[Full Stops and Capital Letters Cards](https://www.tes.com/teaching-resource/full-stops-and-capital-letters-11692728)** **[First and Third Person Lesson](https://www.tes.com/teaching-resource/first-and-third-person-11642001)** **[FullShelf Resources](https://www.tes.com/teaching-resources/shop/FullShelf)**

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