Full Stops, Question and Exclamation Marks

Year 6 SPaG worksheet on full stops, question marks and exclamation marks: 20 SATs-style questions with answers. Free printable PDF.

3-page A4 PDF from the Tiger Shark Education question bank (Punctuation): two pages of questions (insert the punctuation) and an answer page. Example questions: Insert the correct punctuation mark to end the sentence. We saw an ancient ruin / Insert the correct punctuation mark to end the sentence. Have you seen my bag

What are full stops, question marks and exclamation marks? These are the three marks that end a sentence. A full stop ends a statement or command, a question mark ends a direct question, and an exclamation mark shows strong feeling or ends an exclamation. Choosing the right one depends on the sentence form and meaning, not just on the words used.

Common mistakes and tips: Children often overuse exclamation marks or use question marks after indirect questions (I wonder whether it will rain?). Others leave sentences without end punctuation at all. Encourage pupils to identify the sentence form first, then choose the mark. Reading the sentence aloud with expression helps them decide.

Quick example to try: read the same sentence aloud three ways, as a statement, a question and an exclamation, and ask pupils which end mark each needs. Then give them ‘I wonder what time it is’ and discuss why it ends with a full stop even though it sounds like a question.

In the KS2 SATs, grammar and punctuation are tested in a separate paper of around 50 short questions, and this topic regularly appears. The questions on this sheet use the same styles as the test (circle, tick, underline, insert), so children practise the format as well as the knowledge.

Teaching ideas: model the first two questions together and talk through the reasoning, then let children complete the rest independently. Use the answers to group pupils for a follow-up session. For extra challenge, ask children to explain their answers in a full sentence using the correct grammatical terms.

Supporting all learners: for children who find grammar difficult, read the questions aloud and work through the first few together before they continue alone. Colour-coding word classes or clauses on mini whiteboards makes abstract ideas more concrete, and sorting word cards or building sentences from strips helps too. More confident pupils can write their own test-style questions for a partner, with the answers and a short explanation. Once each topic is secure, mix it with others, because the real test does not group questions by topic and pupils need to recognise what each question is asking them to do.