Proofread -able and -ible
Correct the spelling of selected -able and -ible words.
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These activities practise selected skills from England’s English curriculum. They do not cover all English, reading comprehension or the full SATs assessment. Years 3–4 and 5–6 share spelling requirements; the year placement here is a suggested practice sequence.Check curriculum coverage and available practice →
Correct the spelling of selected -able and -ible words.
Complete the word using the choices. Write its full spelling.
consid_rable
considerable · considerably · tolerable
One example from this topic. Worksheet questions may vary.
Correct selected words with related endings.
Complete the word using the choices. Write its full spelling.
dec_nt
decent · frequent · decency
One example from this topic. Worksheet questions may vary.
Form a specified verb from a noun or adjective.
Insert one missing letter. Choose the resulting word from the options.
falify
falsify · simplify · purify
One example from this topic. Worksheet questions may vary.
Recognise selected -cial and -tial spellings.
Insert one missing letter. Choose the resulting word from the options.
supericial
judicial · superficial · crucial
One example from this topic. Worksheet questions may vary.
Spell related words with single or double r.
Complete the word using the choices. Write its full spelling.
confe_ence
deferring · deferred · conference
One example from this topic. Worksheet questions may vary.
Recognise ei after c and varied ough spellings.
Insert one missing letter. Choose the resulting word from the options.
cogh
though · cough · trough
One example from this topic. Worksheet questions may vary.
Use a hyphen between the supplied prefix and root.
Restore the hyphen between the named prefix and root.
Prefix: re; root: evaluate. Word: reevaluate
One example from this topic. Worksheet questions may vary.
Recognise spellings across the complete statutory word list.
Rearrange these letters to make one of the supplied words.
e / t / a / r / e / g / g / a / x / e
existence · excellent · exaggerate
One example from this topic. Worksheet questions may vary.
Recognise selected words ending in -ancy and -ency.
Complete the word using the choices. Write its full spelling.
occu_ancy
truancy · tenancy · occupancy
One example from this topic. Worksheet questions may vary.
Identify a modal verb in a sentence.
Copy the modal verb.
The pupil may fold the towel.
One example from this topic. Worksheet questions may vary.
Choose who, whose or which from the supplied options.
Choose from who, whose or which.
The child ___ found the clock is here.
which · whose · who
One example from this topic. Worksheet questions may vary.
Add dis-, de-, mis-, over- and re- to selected verbs.
Add the specified prefix to the verb.
over- + cook
One example from this topic. Worksheet questions may vary.
Use relative clauses, including where, when, that and omitted pronouns.
Remove only that. Leave the rest unchanged.
This is a kite that the pupil made.
One example from this topic. Worksheet questions may vary.
Identify an adverb expressing a degree of possibility.
Copy the adverb expressing possibility or certainty.
The pupil will possibly find a feather.
One example from this topic. Worksheet questions may vary.
Choose a linking phrase for time, place or order.
Choose the link showing the next stage.
First: Change into a swimsuit. ___: Swim in the pool.
Nearby · Previously · Next
One example from this topic. Worksheet questions may vary.
Distinguish an earlier completed event from a later past event.
Complete the past perfect for the earlier action.
By noon, the pupil ___ chosen a colour.
have · had · has
One example from this topic. Worksheet questions may vary.
Put brackets around the specified extra information.
Put brackets around the extra information: after checking the instructions.
We can after checking the instructions fold the blanket.
One example from this topic. Worksheet questions may vary.
Use a comma when speaking directly to a named person.
Add a comma to show direct address.
Sam please paint the chair.
One example from this topic. Worksheet questions may vary.
Mark the specified extra information using commas or dashes.
Use two spaced em dashes around the extra information: our team captain.
The pupil our team captain can build a tower.
One example from this topic. Worksheet questions may vary.
Compare sentences with and without paired commas.
Does the relative clause describe the whole group or identify only some of it?
The players who wanted to see the basket waited outside.
only some of the group · the whole group
One example from this topic. Worksheet questions may vary.
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