Category: Infants 2 English

Spelling and Dictation Revision – Infants 2

Aven BrisailLeave a comment

This is extra English revision for Infants 2, for children about 6 years old. Practise these 30 words for a spelling and dictation test. The words on the test are chosen at random, so try them all.

Tap a button to hear a word, hear it spelled letter by letter, or hear a short sentence. If you hear no sound, check the volume, or try Chrome or Safari.

The oa sound

These words use oa, as in boat.

Coat

oa as in boat

I put on my coat.

Goat

oa as in boat

The goat is in the park.

The oo sound

moon, soon and school have a long oo. shook has a short oo, like book.

Moon

long oo, as in moon

The moon is out.

Soon

long oo, as in moon

We will go soon.

School

oo in the middle

I go to school.

Shook

short oo, as in book

He shook the bag.

The ee and ea sounds

Listen for ee in green, and ea in beach, read and teacher.

Green

ee as in green

The park is green.

Beach

ea as in beach

We went to the beach.

Read

ea as in read

I can read the book.

Teacher

ea as in teacher

My teacher is kind.

The igh and ar sounds

light has igh. park and sharp have ar.

Light

igh as in light

Please turn on the light.

Park

ar as in park

We play in the park.

Sharp

ar as in park

The fork is sharp.

The oi and or sounds

oil and spoil have oi. fork has or.

Oil

oi as in oil

Do not spill the oil.

Spoil

oi as in oil

Do not spoil the cake.

Fork

or as in fork

I eat with a fork.

Magic e words

The e at the end can make the vowel say its name: cake, home.

Cake

magic e, as in cake

I like cake.

Home

magic e, as in home

I am going home.

Tricky words

You cannot always sound these out. Look, say, cover, write and check.

Always

a tricky word

I always say please.

Because

a tricky word

I sit down because I am tired.

What

a tricky word

What is that?

Those

a tricky word

Those books are mine.

Please

a tricky word

Please come here.

Write

w is silent, as in write

Please write your name.

Longer words

Say them slowly, then write one part at a time. favourite uses ou, as we do in Trinidad and Tobago.

Favourite

favour plus ite, with ou

Green is my favourite colour.

Purple

ur as in purple

I like the colour purple.

Burger

ur as in burger

The burger is on the plate.

Thirteen

thir plus teen

She counted to thirteen.

Cemetery

say it in parts: ce-me-te-ry

We walked past the cemetery.

Complains

com plus plains

He complains when it is cold.

Practise a word

TRY ITHear it, type it

Tap Hear the word. Type the word in the box. Then tap Check. Tap Show me if you want to see it.

? ? ?

Mini test

TESTTen random words

This is like the real test. You will hear 10 words, chosen at random from the 30. Listen, type, then check. Some words have an optional picture hint. The test still starts with listening.

Dictation practice

TRY ITWrite the sentence

An adult can also say these sentences out loud. Listen, write on paper, then tap Show me to check capital letters, spelling and the full stop. You can type the sentence too if you like.

Pick the correct spelling

GAMEWhich one is right?

Tap the correct spelling. Each choice is on its own line.

Your badge

1. Listen for the word and write it. Then open the answer.

Show answer

coat

2. Listen for the word and write it. Then open the answer.

Show answer

goat

3. Listen for the word and write it. Then open the answer.

Show answer

moon

When JavaScript is off, use the word list and worksheet. Progress cannot be saved here.

To print this worksheet, tap the button. To save it as a PDF instead, look in the print window for an option like Save as PDF, Save to PDF, Print to PDF or Download. The name is a little different on each phone, tablet and computer.

Words to know

Say these words with a grown-up. Can you use each one in a sentence?

Coat · Goat · Moon · Soon · School · Shook · Green · Beach · Read · Teacher · Light · Park · Sharp · Oil · Spoil · Fork · Cake · Home · Always · Because · What · Those · Please · Write · Favourite · Purple · Burger · Thirteen · Cemetery · Complains

Try it at home

  • Look, say, cover, write and check five words each day.
  • Ask a grown-up to say a word while you write it, then a short sentence.
  • Remember capital letters at the start of a sentence, and a full stop at the end.
  • Practise favourite with ou, and watch silent w in write.

For parents and teachers

These 30 words are for spelling and dictation practice in Infants 2. On the test, the words are chosen at random, so it helps to practise the whole list, not just a few favourites.

For extra practice, say a word clearly and ask your child to write it. Then dictate a short, simple sentence that uses one or two of the words. This builds spelling, careful listening, punctuation and dictation at the same time.

  • Keep sentences short, with a capital letter and a full stop.
  • Say the sentence at a normal pace, then more slowly if needed.
  • This list uses British and Caribbean spelling, such as favourite (with ou) and colour in the example sentences.

The read-aloud uses the device speech voice. An English voice is chosen when one is installed (it prefers a British or Trinidad voice when it can). A grown-up is still the best model.

Back to Infants 2 lessons (all subjects)

Updates

2026/11/14
– Added small picture hints for words you can picture.
– Made read aloud more reliable on phones.

2026/11/13
– Added picture hints.
– Updated the title and wording so this post is general Infants 2 revision.

2026/11/12
– Added dictation sentences so every word is practised.

2026/11/11
– First version of this extra Infants 2 spelling and dictation revision (draft).

Verbs: Action Words – Infants 2 English

Aven Brisail1 Comment

Some words tell us what people and things do. They are called action words. Let us get moving!

What is a verb?

A verb is an action word. It tells what someone or something does.

Can you do these actions?

run · jump · swim · eat · sleep · walk · talk · dance · jog · cut

Look and say

Read each one. The action word is in bold.

I swim at the beach.

We dance to soca.

The dog runs fast.

Mom cuts the mango.

Brennan plays pan.

Activity A: Popping verbs

Colour only the balloons that have action words. Or tap them in the game below to pop them!

swim cat run cut glass eat sleep walk talk pencil red jog dance soap tall

TRY ITAction word games

Choose a game. Tap the action words.

Activity B: Act it out

A grown-up says an action word. You act it out! Then swap.

hop

clap

wave

sit

sing

Activity C: Fill in the action

Choose a word from the box. You can also play Fill in the action in the game above.

eat · swim · sleep · run · read

1. 🐟 Fish can ___.

Show answer

swim

2. 📖 I ___ my book.

Show answer

read

3. 🌙 At night I ___.

Show answer

sleep

4. 🍽️ We ___ roti for lunch.

Show answer

eat

5. 🏃 I ___ in the race on Sports Day.

Show answer

run

Activity D: Verb or not?

Circle the action word in each sentence. You can also play Verb or not? in the game above.

1. The cat sleeps.

Show answer

sleeps

2. I eat a red apple.

Show answer

eat

3. We walk to school.

Show answer

walk

4. The bird sings.

Show answer

sings

5. Dad kicks the ball.

Show answer

kicks

Quick check

1. What is a verb?

Show answer

An action word. It tells what someone or something does.

2. Is “jump” an action word?

Show answer

Yes! You can jump.

3. Is “pencil” an action word?

Show answer

No. A pencil is a thing. You cannot “pencil”.

Words to know

Say these words with a grown-up. Can you use each one in a sentence?

verb · action word · does · act · move

Parents’ corner

  • Simon Says with action words: “Simon says hop! Simon says clap!” Ask: what was the action word?
  • On the way to school: name what people are doing. “That man is sweeping. The children are walking.”
  • Verb of the day: pick one action word (for example “jump”) and use it as many times as you can all day.

For parents and teachers

After this lesson, your child should be able to:

  • say what a verb (action word) is
  • tell action words apart from naming and describing words
  • find the action word in a short sentence
  • choose the right action word to finish a sentence

Answer key

Activity A: swim, run, cut, eat, sleep, walk, talk, jog, dance.
Activity B: answers will vary.
Activity C: swim, read, sleep, eat, run.
Activity D: sleeps, eat, walk, sings, kicks.

Previous: Adjectives: Describing Words
Next: Infants 2 lessons (all subjects)

© 2026 Vedesh Kungebeharry. All rights reserved.

Adjectives: Describing Words – Infants 2 English

Aven Brisail2 Comments

Some words tell us more about a thing. They are called describing words. Let us become word painters!

What is an adjective?

An adjective is a describing word. It tells us more about a noun (a person, animal, place or thing).

An adjective can tell us:

  • how it looks: pretty, shiny
  • how it feels: soft, hot, happy, sad
  • its size: big, small, tall
  • its colour: red, green, yellow
  • how many: one, two, three
  • how it moves: fast, slow

big · small · tall · happy · sad · fast · red · soft

Look and say

Read each one. The describing word is in bold.

The big mango.

The happy dog.

The tall coconut tree.

The small red car.

The fast bike.

Activity A: Picture puzzle

Finish the sentence with a word from the box.

happy · tall · fast · small · big · sad

  • 🐘 The elephant is ___.
  • 🐭 The mouse is ___.
  • 🦒 The giraffe is ___.
  • 🐇 The rabbit is ___.

Play the game below to check. Then try Find the adjective (Activity C).

TRY ITDescribing word games

Choose a game. Look at the picture and tap the right word.

Activity B: Describe a monster

  • Draw your own monster on paper.
  • Write 3 to 5 describing words for it. For example: big, green, hairy, funny, three-eyed.
  • Write two sentences about it.

For example: “My monster is big and green.” “It has three funny eyes.”

Activity C: Find the adjective

Circle (or tap in the game above) the describing word.

1. The cat is soft.

Show answer

soft

2. I have a red ball.

Show answer

red

3. The sun is hot.

Show answer

hot

4. Granny has a sweet mango.

Show answer

sweet

5. The sad boy cried.

Show answer

sad

Quick check

1. What is an adjective?

Show answer

A describing word. It tells us more about a noun.

2. Say a describing word for a coconut tree.

Show answer

For example: tall, green.

3. Make it better: “The dog ran.”

Show answer

For example: The big brown dog ran.

Words to know

Say these words with a grown-up. Can you use each one in a sentence?

adjective · describing word · noun · size · colour · feel

Parents’ corner

  • I spy with describing words: “I spy something round and yellow.” Take turns.
  • At the market: pick a fruit and describe it together: “This pineapple is big, prickly and sweet.”
  • Adjective of the day: choose one word (for example “shiny”) and find things that match it all day.

For parents and teachers

After this lesson, your child should be able to:

  • say what a describing word (adjective) is
  • pick describing words for size, colour, feel and how many
  • find the describing word in a short sentence
  • use describing words to make their own sentences more interesting

Answer key

Activity A: elephant – big, mouse – small, giraffe – tall, rabbit – fast.
Activity C: soft, red, hot, sweet, sad.
Activity B: answers will vary.

Previous: Media All Around Us and Colours That Feel
Next: Verbs: Action Words

© 2026 Vedesh Kungebeharry. All rights reserved.

Media All Around Us and Colours That Feel – Infants 2 English

Aven Brisail1 Comment

Media are ways of sharing information and stories with many people: books, newspapers, radio, television, posters and the internet.

Seen, heard or both?

  • We hear the radio and songs. (audio)
  • We see books, newspapers, posters and photos. (visual / print)
  • We see and hear television, films and videos. (audio-visual)
An old small portable radio
A radio. We listen to the news, music and stories on the radio. Photo: ブルーノ・プラス, CC0, via Wikimedia Commons.

Every media message is made for someone. A cartoon is made for children. The news is made for grown-ups. A poster about a school fair is made for families.

Take care of equipment

  • Ask before you use a tablet, computer or speaker.
  • Use clean, dry hands.
  • Hold it with two hands and put it back where it belongs.
  • Tell a grown-up straight away if something breaks.

Colours and feelings

Illustrators choose colours to make us feel something. Warm colours (red, orange, yellow) can feel happy, exciting or hot. Cool colours (blue, green, purple) can feel calm, quiet or sad. Dark colours can feel scary or mysterious.

Working in a group

When we make a poster together we share the crayons, take turns, listen to everyone’s ideas and follow the group leader.

TRY ITMedia and colour

Choose a game. Tap your answer.

Let’s practise

Try each one. Then tap Show answer to check.

1. Name a media we can only hear.

Show answer

Radio (or a song, a podcast).

2. Name a media we can see and hear.

Show answer

Television, a film or a video.

3. Who is a cartoon made for?

Show answer

Children.

4. What colour might an illustrator use for a happy, sunny story?

Show answer

Yellow or orange (warm colours).

5. What should you do if a tablet breaks?

Show answer

Tell a grown-up straight away.

Quick check

1. Name three kinds of media.

Show answer

For example: books, newspapers, radio, television, posters, the internet.

2. Are blue and green warm or cool colours?

Show answer

Cool colours.

3. Name one way to be a good group member.

Show answer

Share, take turns, listen, follow the leader, help tidy up.

Words to know

Say these words with a grown-up. Can you use each one in a sentence?

media · audio · visual · print · warm colours · cool colours · mood · illustrator · group

Try it at home

  • Look at the covers of three books. What colours did the illustrator use? How do they make you feel?
  • Listen to the radio news with a grown-up. Then watch a short TV news clip. What was different?
  • Make a poster with your family for a pretend fair. Share the work!

For parents and teachers

After this lesson, your child should be able to:

  • handle media equipment carefully, tidy up and report damage
  • name media that we see, hear, or see and hear, and say who a message is for
  • explain how illustrators use colour to show mood
  • work respectfully in a group: share, take turns, listen and follow the leader

Previous: Building Sentences
Next: Adjectives: Describing Words

Attributions to media used in this post:

Transistor radio TR-55 by sony.jpg – ブルーノ・プラス – CC0 (via Wikimedia Commons)

Updates

2026/10/14
– Answer buttons now show words in their real capitals and small letters.

© 2026 Vedesh Kungebeharry. All rights reserved.

Building Sentences – Infants 2 English

Aven BrisailLeave a comment

A sentence is a group of words that makes sense on its own. Let us become sentence builders!

Who and what

A sentence tells us who (or what) and what they are doing.

Who?Is doing what?
The dogbarks.
My sisteris reading a book.
The childrenplayed cricket.

am, is, are

  • I am happy.
  • He / She / It is happy.
  • We / You / They are happy.

was and were (for the past)

  • I / He / She / It was at home yesterday.
  • We / You / They were at home yesterday.

Make it interesting

Add describing words: “The dog barks.” → “The big brown dog barks loudly.”

My checklist

  • Does my sentence start with a capital letter?
  • Does it end with a full stop or question mark?
  • Does it make sense when I read it aloud?

TRY ITSentence builder

Choose a game. Tap the words in order.

Let’s practise

Try each one. Then tap Show answer to check.

1. Choose: They (is / are) my cousins.

Show answer

are.

2. Choose: I (was / were) tired last night.

Show answer

was.

3. Who is doing something? “The baby laughed.”

Show answer

The baby.

4. Make this more interesting: “The fish swam.”

Show answer

For example: The little orange fish swam quickly.

5. Fix it: “my friend is kind”

Show answer

My friend is kind.

Quick check

1. What two things does a sentence tell us?

Show answer

Who (or what) and what they are doing.

2. Which word goes with “we”: is or are?

Show answer

are.

3. Write one sentence about your favourite food. Check it with the checklist.

Show answer

For example: I love doubles.

Words to know

Say these words with a grown-up. Can you use each one in a sentence?

sentence · who · doing word · describing word · am · is · are · was · were · checklist

Try it at home

  • Write three sentences about your weekend. Use the checklist.
  • Cut a sentence into word cards, mix them up and rebuild it.
  • Read your sentences proudly to your family.

For parents and teachers

After this lesson, your child should be able to:

  • write simple sentences that tell who and what is happening
  • use am, is, are (now) and was, were (past) correctly
  • add describing words to make sentences interesting
  • check capital letters and end marks using a checklist and share their writing with pride

Previous: Neat Handwriting and Capital Letters
Next: Media All Around Us and Colours That Feel

Updates

2026/10/05
– Fixed the answer buttons so capital and small letters show correctly.

© 2026 Vedesh Kungebeharry. All rights reserved.

Neat Handwriting and Capital Letters – Infants 2 English

Aven BrisailLeave a comment

Neat handwriting helps everyone read your work. Today we practise our letters and learn when to use capital letters.

Get ready to write

  • Sit up straight with feet flat on the floor.
  • Hold the pencil between your thumb and first finger, resting on your middle finger.
  • Hold the paper still with your other hand.
  • Start letters at the top and go down.

Tall, small and tail letters

Some letters are tall (b, d, h, k, l, t). Some are small (a, c, e, m, n, o). Some have a tail that goes below the line (g, j, p, q, y). Keep your small letters the same size.

When do we use capital letters?

  • at the start of every sentence: The dog ran.
  • for the word I
  • for names of people and pets: Keisha, Rover
  • for places: Trinidad and Tobago, San Fernando
  • for days and months: Monday, August
  • for festivals and special days: Divali, Eid, Christmas, Carnival

Ending a sentence

A telling sentence ends with a full stop ( . ). An asking sentence ends with a question mark ( ? ).

TRY ITWrite it neatly

Choose a game. Trace with your finger or a mouse.

Let’s practise

Try each one. Then tap Show answer to check.

1. Fix it: “ravi lives in arima.”

Show answer

Ravi lives in Arima.

2. Which letters have tails below the line? Name two.

Show answer

Any two of g, j, p, q, y.

3. Does “thursday” need a capital?

Show answer

Yes: Thursday.

4. Add the mark: “Do you like rice”

Show answer

Do you like rice?

5. Write your full name with capital letters at the start.

Show answer

For example: Aaliyah Mohammed.

Quick check

1. Name three things that always start with a capital letter.

Show answer

Any three: the start of a sentence, I, names, places, days, months, festivals.

2. Which mark ends an asking sentence?

Show answer

A question mark.

3. Where do we start most letters?

Show answer

At the top.

Words to know

Say these words with a grown-up. Can you use each one in a sentence?

capital letter · small letter · full stop · question mark · sentence · tall letter · tail

Try it at home

  • Write a shopping list with a grown-up. Check the capital letters on brand names.
  • Practise letters in sand, flour or with a wet finger on a chalkboard.
  • Write the names of everyone in your family, each starting with a capital.

For parents and teachers

After this lesson, your child should be able to:

  • hold a pencil correctly and sit well for writing
  • form upper- and lower-case letters and numbers neatly with the right starting point, direction and size
  • use capital letters for sentence starts, I, names, places, days, months and festivals
  • end sentences with a full stop or question mark

Short, frequent practice (5 minutes) beats long sessions. Tracing on screen is a warm-up; real pencil-and-paper practice matters most.

Previous: Stories and Poems: Anansi and Friends
Next: Building Sentences

Updates

2026/10/05
– Fixed the answer buttons so capital and small letters show correctly.

© 2026 Vedesh Kungebeharry. All rights reserved.

Stories and Poems: Anansi and Friends – Infants 2 English

Aven BrisailLeave a comment

There are many kinds of stories: fairy tales, fables, funny poems, riddles and jokes. Anansi stories came to the Caribbean from West Africa long ago, and grandparents have told them ever since. Here is one!

A large orb-weaver spider in its web against the sky
Anansi is a clever spider. This golden orb-weaver spider lives in Trinidad and Tobago and builds big, strong webs. Photo: Ianaré Sévi, CC BY 3.0, via Wikimedia Commons.

Anansi and the Pot of Wisdom

Long ago, Anansi the spider wanted to be the cleverest creature in the world.

He collected all the wisdom he could find and put it in a big clay pot.

“I will hide it at the top of the tallest tree,” he said, “and keep it all for myself!”

He tied the pot to his front and tried to climb. But the pot was in the way, and he kept slipping.

His little son, Ntikuma, called up: “Father, why not tie the pot on your back?”

Anansi was so cross that a child was cleverer than him that he dropped the pot. Crash!

The wisdom spilled out and the wind blew it all over the world. And that is why everyone has a little bit of wisdom today.

Story parts

  • Characters: Anansi (clever but greedy) and his son Ntikuma (helpful and smart).
  • Setting: a forest, long ago.
  • Problem: Anansi wanted to keep all the wisdom for himself, but could not climb with the pot.
  • What happened: the pot broke and wisdom went all over the world.

Poems play with sounds

  • Rhyme: The cat in the hat sat on the mat.
  • Repetition (saying again): Rain, rain, rain on the roof.
  • Sound words: buzz, splash, crash, pitter-patter.
  • Same first sound: Silly snakes slide slowly.
  • Like (comparing): The sun is like a big orange ball.

TRY ITStory and poem fun

Choose a game. Tap your answer.

Let’s practise

Try each one. Then tap Show answer to check.

1. Name two characters in the story.

Show answer

Anansi and Ntikuma.

2. Where did Anansi stories first come from?

Show answer

West Africa. They came to the Caribbean long ago.

3. What is a sound word? Give one.

Show answer

A word that sounds like the noise it names, e.g. buzz, crash, splash.

4. Make a rhyme for “tree”.

Show answer

For example bee, see, me, free.

5. Tell the story again in your own words.

Show answer

Any retelling with the beginning, middle and end.

Quick check

1. What was Anansi’s problem?

Show answer

He wanted to keep all the wisdom but could not climb the tree with the pot in front.

2. What is the setting?

Show answer

A forest, long ago.

3. What lesson can we learn?

Show answer

For example: share what you have; even small children can have good ideas.

Words to know

Say these words with a grown-up. Can you use each one in a sentence?

story · fable · poem · rhyme · character · setting · problem · sound word · repeat

Try it at home

  • Ask a grandparent or older neighbour to tell you an Anansi story they know.
  • Act out the Anansi story with a family member. Who will be Ntikuma?
  • Make up a short rhyme about your pet or favourite food and perform it.

For parents and teachers

After this lesson, your child should be able to:

  • enjoy and talk about different kinds of stories and poems, including folk tales
  • describe the setting, characters, events and problem in a story
  • share feelings about a character and say why
  • notice rhyme, repetition, sound words, same-first-sound words and comparisons in poems
  • make up and perform simple rhymes

The Anansi story here is a short retelling of a traditional tale.

Previous: Reading a Story
Next: Neat Handwriting and Capital Letters

Attributions to media used in this post:

Nephila clavipes sky.JPG – Ianaré Sévi – CC BY 3.0 (via Wikimedia Commons)

© 2026 Vedesh Kungebeharry. All rights reserved.

Reading a Story – Infants 2 English

Aven BrisailLeave a comment

Before we read, we look at the title and think: What will happen? This is called predicting. Our story is called Andre’s Kite. What do you think it is about?

Andre’s Kite

It was Easter Monday. Andre had a new red kite with a long tail.

He went to the savannah with his big sister, Tanya.

The wind was strong. Up, up, up went the kite!

Suddenly the string got stuck in a tree. Andre was worried.

Tanya had an idea. She asked the park keeper for help.

The park keeper used a long pole to free the kite.

Andre said, “Thank you!” and his kite flew again, higher than ever.

Talk about it

  • Characters (who is in the story): Andre, Tanya and the park keeper.
  • Setting (where and when): the savannah on Easter Monday.
  • Problem: the kite got stuck in a tree.
  • Solution: the park keeper freed it with a long pole.

Make connections

Have you ever flown a kite? Have you ever lost something and asked for help? When a story reminds us of our own life, we understand it better.

TRY ITStory time

Tap 🔊 to hear each part. Then answer the questions.

Let’s practise

Try each one. Then tap Show answer to check.

1. What colour was Andre’s kite?

Show answer

Red.

2. Who went with Andre?

Show answer

His big sister, Tanya.

3. What did the park keeper use?

Show answer

A long pole.

4. What happened at the end?

Show answer

The kite flew again, higher than ever.

5. Retell the story in three sentences.

Show answer

For example: Andre flew his kite at the savannah. It got stuck in a tree. The park keeper got it down and it flew again.

Quick check

1. What is the setting of a story?

Show answer

Where and when it happens.

2. What is a problem in a story?

Show answer

Something that goes wrong for the characters.

3. Was your prediction right?

Show answer

Talk about what you guessed and what really happened.

Words to know

Say these words with a grown-up. Can you use each one in a sentence?

title · predict · character · setting · problem · solution · beginning · middle · end · retell

Try it at home

  • Before reading any book, look at the cover and predict what will happen.
  • Retell a favourite story using the words first, next, then and at the end.
  • Draw the beginning, middle and end of Andre’s Kite in three boxes.

For parents and teachers

After this lesson, your child should be able to:

  • use the title and pictures to predict
  • name the characters, setting, problem and solution
  • put three events in order and retell a story
  • connect a story to their own life
  • answer questions and use clues to work out how a character feels

Kite flying at Easter is a strong local connection – share your own kite stories!

Previous: What Does It Mean? Word Clues
Next: Stories and Poems: Anansi and Friends

© 2026 Vedesh Kungebeharry. All rights reserved.

What Does It Mean? Word Clues – Infants 2 English

Aven BrisailLeave a comment

When you meet a new word, be a word detective! Look for clues in the picture and in the sentence.

Picture clues

If the sentence says “The iguana sat on the branch” and the picture shows a lizard 🦎, you can guess an iguana is a kind of lizard.

Sentence clues

“The soup was so scalding that steam came out and Mummy said, ‘Wait, it will burn you!’” The clues (steam, burn) tell us scalding means very, very hot.

Same and opposite

Words that mean the same (or almost the same) are called synonyms: big – large, happy – glad, fast – quick.

Words that mean the opposite are called antonyms: hot – cold, up – down, day – night, open – closed.

Fill the gap

The cat sat on the ___. (mat). We read the whole sentence, then choose a word that makes sense.

TRY ITWord detective

Choose a game. Tap your answer.

Let’s practise

Try each one. Then tap Show answer to check.

1. What is the opposite of “big”?

Show answer

small (or little).

2. Give a word that means the same as “sad”.

Show answer

unhappy (or upset).

3. Fill the gap: I ___ to school every day.

Show answer

go (or walk).

4. “The baby was SNOOZING in her cot.” What does snoozing mean?

Show answer

sleeping.

5. What is a synonym?

Show answer

A word that means the same as another word.

Quick check

1. What is an antonym?

Show answer

A word that means the opposite.

2. Opposite of “fast”?

Show answer

slow.

3. Name two places to find clues about a new word.

Show answer

The picture and the other words in the sentence.

Words to know

Say these words with a grown-up. Can you use each one in a sentence?

clue · meaning · synonym · antonym · opposite · same

Try it at home

  • Play “Opposites”: a grown-up says a word and you say the opposite as fast as you can.
  • When you read together, stop at one new word and guess its meaning from the clues.
  • Make a sentence about your family using a new word you learned today.

For parents and teachers

After this lesson, your child should be able to:

  • use picture clues and sentence clues to work out word meanings
  • fill in missing common words in a short passage
  • give simple synonyms and antonyms
  • make simple sentences and questions using new words

Previous: Word Endings, Sight Words and Short Forms
Next: Reading a Story

© 2026 Vedesh Kungebeharry. All rights reserved.

Word Endings, Sight Words and Short Forms – Infants 2 English

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Good readers know lots of words “by sight”. They also know how word endings change a word. Today we learn word endings, sight words and short forms.

Word endings

Word+ s+ ing+ ed
jumpjumpsjumpingjumped
playplaysplayingplayed
helphelpshelpinghelped
looklookslookinglooked
  • -s can mean more than one: one cat, two cats.
  • -ing means it is happening now: I am jumping.
  • -ed means it already happened: Yesterday I jumped.

Sight words

Some words are used all the time, and some are tricky to sound out. We learn them by sight: the, said, was, they, here, there, come, some, what, where, have, like.

Short forms (contractions)

Sometimes we squash two words together and use an apostrophe ( ’ ) where letters are missing.

Long wayShort form
do notdon’t
can not (cannot)can’t
I amI’m
I willI’ll
we havewe’ve
it isit’s

Read with expression

When you read aloud, read in phrases, not word … by … word. Make your voice go up at a question mark and sound excited at an exclamation mark! If a word does not make sense, stop, go back and fix it.

TRY ITWord workshop

Choose a game. Tap your answer.

Let’s practise

Try each one. Then tap Show answer to check.

1. Add -ing to “read”.

Show answer

reading.

2. Add -ed to “jump”.

Show answer

jumped.

3. One hat, two ___.

Show answer

hats.

4. Short form of “I will”?

Show answer

I’ll.

5. Long way of “don’t”?

Show answer

do not.

6. Read these sight words: said, was, they, come.

Show answer

Well done if you read them without sounding out!

Quick check

1. Which ending tells us something already happened?

Show answer

-ed.

2. What does an apostrophe show in “can’t”?

Show answer

That letters are missing (can not).

3. How should your voice sound at a question mark?

Show answer

It goes up, like you are asking.

Words to know

Say these words with a grown-up. Can you use each one in a sentence?

ending · sight word · contraction · short form · apostrophe · expression

Try it at home

  • Write sight words on cards and play Snap or Memory with them.
  • Find -ing words in a book or on signs.
  • Read a page aloud with lots of expression. Then let a grown-up read it in a funny robot voice. Which was better?

For parents and teachers

After this lesson, your child should be able to:

  • add the endings -s, -ed and -ing and know what they mean
  • read common sight words quickly
  • read and write simple contractions (don’t, can’t, I’m, I’ll, we’ve)
  • read aloud with expression and fix mistakes when the meaning does not make sense

Previous: Blends, Digraphs and Magic e
Next: What Does It Mean? Word Clues

© 2026 Vedesh Kungebeharry. All rights reserved.