ELA Bell Ringers: Free English Warm-Ups for Grades 6–12
ELA bell ringers, also called English bell work, are short warm-ups that get students working with grammar, punctuation, and writing in the first few minutes of class. This page has two parts: a short table of sourced language rules, each linked to the page where it was read, and ten original bell ringers with answers that use them. Every prompt takes 3 to 5 minutes, and all the sentences are written for this site, so there is no copyrighted text. Last checked November 1, 2026. Compiled by Clay Shumate, a certified grades 6–12 teacher, with AI assistance; see our editorial standards.
Key takeaways
- It’s is a contraction of “it is” (or “it has”); its is the possessive and takes no apostrophe.
- A plural noun ending in -s takes only an apostrophe to show possession (“the dogs’ bowls”), while a plural that does not end in -s takes ‘s (“the children’s game”).
- Put a comma before and, but, for, or, nor, so, or yet when it joins two independent clauses.
- Put a comma after an introductory clause, phrase, or word, and between items in a series of three or more.
- The verb agrees with the subject, not with a phrase in between, and each, everyone, and neither take a singular verb.
- A thesis statement usually appears at the end of the first paragraph and should be specific.
Apostrophes and commonly confused words
| Rule | Source |
|---|---|
| Singular nouns, including those ending in -s, take ‘s to show possession (“the owner’s car,” “James’s hat”). Plurals not ending in -s take ‘s (“the children’s game”). Plurals ending in -s take only an apostrophe (“two cats’ toys”). | Purdue OWL: Apostrophe introduction |
| Apostrophes mark omitted letters in contractions (“don’t = do not”). The page notes that “could’ve” means “could have,” not “could of.” | Purdue OWL: Apostrophe introduction |
| “It’s” is a contraction of “it is”; “its” is a possessive pronoun and takes no apostrophe. | Purdue OWL: Apostrophe introduction; Purdue OWL: Words that sound alike |
| “Affect” is a verb meaning to influence. “Effect” is mainly a noun meaning a result or consequence, and it can also be a verb meaning to bring about. | Purdue OWL: Words that sound alike |
| “Their” is a possessive pronoun, “there” refers to a place, and “they’re” is a contraction of “they are.” | Purdue OWL: Words that sound alike |
Commas, agreement, and thesis statements
| Rule | Source |
|---|---|
| Use a comma before a coordinating conjunction (and, but, for, or, nor, so, yet) that joins two independent clauses. | Purdue OWL: Commas |
| Use a comma after introductory clauses, phrases, or words that come before the main clause. | Purdue OWL: Commas |
| Use commas to separate three or more words, phrases, or clauses written in a series. | Purdue OWL: Commas |
| The verb agrees with the subject, not with a noun or pronoun in a phrase between them. Compound subjects joined by “and” take a plural verb. Each, everybody, and neither are singular and take a singular verb. | Purdue OWL: Subject-verb agreement |
| A thesis statement usually appears at the end of the first paragraph of a paper, should be specific, and in an argumentative paper makes a claim that is justified with specific evidence. | Purdue OWL: Thesis statement tips |
ELA bell ringers with answers
Put one prompt on the board as students walk in, run a visible 3 to 5 minute timer, have two students share, then open the answer box and check the work together.
Apostrophes
1. Choose the correct form: (a) The (childrens / children’s) game was loud. (b) The (dogs / dogs’ / dog’s) bowls are empty. (There are three dogs.) (c) That is (James’s / James’) hat. (d) The team celebrated (its / it’s) win.
Answer and teacher notes
(a) children’s (a plural that does not end in -s takes ‘s). (b) dogs’ (a plural ending in -s takes only an apostrophe). (c) James’s is the form the source gives; some style guides allow James’, so accept either if the student can explain it. (d) its (possessive, no apostrophe). Source: Purdue OWL: Apostrophe introduction.
2. Fill in its or it’s: (a) ___ going to rain this afternoon. (b) The cat licked ___ paw. (c) I think ___ been a long week. (d) Write your own sentence that uses both words correctly.
Answer and teacher notes
(a) It’s (it is). (b) its (possessive). (c) it’s (it has). (d) answers vary, for example: “It’s clear the school improved its schedule.” Test trick: replace the word with “it is” or “it has”; if the sentence still makes sense, use it’s. Sources: Purdue OWL: Apostrophe introduction; Purdue OWL: Words that sound alike.
3. A student writes, “We could of won if we had practiced.” (a) Fix the error. (b) Explain in one sentence why “could of” is wrong. (c) Write the contraction for “do not” and “they are.”
Answer and teacher notes
(a) “We could’ve won” or “We could have won.” (b) “Could’ve” is a contraction of “could have,” and “of” is what the contraction sounds like, not what it means. (c) don’t, they’re. Sources: Purdue OWL: Apostrophe introduction; Purdue OWL: Words that sound alike.
Commas
4. Add the missing commas: (a) We wanted to walk to school but it was pouring. (b) After the bell rang everyone packed up. (c) For lunch I packed an apple a sandwich and crackers.
Answer and teacher notes
(a) We wanted to walk to school, but it was pouring. (comma before “but” joining two independent clauses) (b) After the bell rang, everyone packed up. (comma after the introductory clause) (c) I packed an apple, a sandwich, and crackers. (items in a series; the comma before “and” is the serial comma, which some style guides require and others do not, so accept it either way). Source: Purdue OWL: Commas.
5. Combine each pair of sentences into one correctly punctuated sentence using the conjunction in parentheses. (a) The bus was late. Maya walked. (so) (b) I like pizza. My brother prefers tacos. (but) (c) Rewrite (a) so it begins with “Because.” What changes about the comma?
Answer and teacher notes
(a) The bus was late, so Maya walked. (b) I like pizza, but my brother prefers tacos. (c) Because the bus was late, Maya walked. The comma now follows the introductory clause instead of coming before a conjunction. Source: Purdue OWL: Commas.
Subject-verb agreement
6. Choose the correct verb: (a) The coach, along with the players, (is / are) ready. (b) Each of the students (has / have) a pencil. (c) Maya and Jordan (is / are) late. (d) Neither of the answers (is / are) correct.
Answer and teacher notes
(a) is (the subject is “coach”; the phrase “along with the players” does not change it). (b) has (“each” is singular). (c) are (a compound subject joined by “and” is plural). (d) is (“neither” is singular). Source: Purdue OWL: Subject-verb agreement.
Words that sound alike
7. Choose affect or effect: (a) The storm will ___ our plans. (b) The storm had a big ___ on our plans. (c) Write one sentence of your own using the verb “affect.”
Answer and teacher notes
(a) affect (a verb meaning to influence). (b) effect (a noun meaning a result). (c) answers vary. Note that “effect” can also be a verb meaning to bring about (“to effect change”), which is less common; the source says effect is mainly a noun. Source: Purdue OWL: Words that sound alike.
8. Fill in their, there, or they’re: (a) ___ going to the game tonight. (b) The students left ___ backpacks by the door. (c) Put the box over ___. (d) Which one of these three words is a contraction, and what two words does it replace?
Answer and teacher notes
(a) They’re. (b) their. (c) there. (d) they’re replaces “they are.” Source: Purdue OWL: Words that sound alike.
Writing a thesis
9. Which is the stronger thesis, and why? (A) “This paper is about school start times.” (B) “Our school should add a five-minute quiet reading time at the start of first period, because a calm beginning helps students focus.”
Answer and teacher notes
B. It is specific, and it makes a claim the writer would have to justify with evidence. A only names a topic. This is a classroom-policy example, not a statement of fact about what helps students focus. Source: Purdue OWL: Thesis statement tips (specific; argumentative papers make a claim and justify it with specific evidence).
10. Write a one-sentence thesis for this claim: “Students should get to choose some of the books they read in class.” Then name where in a paper the thesis usually goes.
Answer and teacher notes
Answers vary. A strong thesis is specific, for example: “Students should choose at least one book per semester because choice gives them a reason to finish what they read.” Look for a clear claim and a reason, not a statement of topic. The thesis usually goes at the end of the first paragraph. This is an opinion and reasoning prompt, not a political one. Source: Purdue OWL: Thesis statement tips.
More ELA bell ringers: sentences, reading, and word choice
Ten more bell ringers in ELA that go past grammar into reading, vocabulary and writing. Same routine: 3 to 5 minutes, two students share, then check the answer box.
Sentence errors
11. Fix this run-on sentence two different ways: “I love reading I read every night before bed.”
Answer and teacher notes
Any two of these: “I love reading. I read every night before bed.” / “I love reading; I read every night before bed.” / “I love reading, so I read every night before bed.” A comma alone would make a comma splice, so a comma needs a conjunction like so or and.
12. Choose fewer or less: (a) There were (fewer / less) students absent today. (b) I drink (fewer / less) soda than I used to. (c) This line is for 10 items or (fewer / less).
Answer and teacher notes
(a) fewer, because students can be counted. (b) less, because soda is an amount, not a count. (c) The traditional rule says fewer (items can be counted). Point out that store signs often say “or less,” so everyday usage and formal writing don’t always match.
13. Fix the pronoun: “Me and Jordan went to the library after school.” Then explain the trick you used.
Answer and teacher notes
“Jordan and I went to the library after school.” The trick: drop the other person. You would say “I went,” not “Me went,” so the subject needs I. Naming yourself last is a courtesy, not a grammar rule, but it is the usual style.
Reading and figurative language
14. Which sentence uses a simile and which uses a metaphor? (A) The hallway was an oven. (B) The hallway was as hot as an oven.
Answer and teacher notes
(A) is a metaphor: it says the hallway is an oven. (B) is a simile: it compares using as. Similes use like or as; metaphors make the comparison directly.
15. Name the point of view: (a) “I walked into the gym and froze.” (b) “She walked into the gym and froze.” (c) “You walk into the gym and freeze.”
Answer and teacher notes
(a) first person (I). (b) third person (she). (c) second person (you). Ask students which one feels most immediate and why.
16. Read: “The town council voted to build a new skate park. Supporters say it will give teens a safe place to go. The park will cost $250,000.” Which sentences state facts, and which one is an opinion?
Answer and teacher notes
“The town council voted to build a new skate park” and “The park will cost $250,000” are facts that could be checked. “It will give teens a safe place to go” is an opinion, and the passage reports it as what supporters say. Point out that reporting an opinion accurately is still a factual statement about what someone said.
Vocabulary and word choice
17. Use the prefix to define each word: (a) preview (b) rewrite (c) unusual (d) misread
Answer and teacher notes
(a) to view before (pre- = before). (b) to write again (re- = again). (c) not usual (un- = not). (d) to read wrongly (mis- = wrongly).
18. Replace the weak verb phrase with one strong verb: (a) She went quickly down the hall. (b) He said loudly that he was done. (c) The dog ate the food fast.
Answer and teacher notes
Answers vary. Good choices: (a) raced, hurried, dashed. (b) shouted, yelled, announced. (c) gobbled, wolfed, devoured. The point is that one precise verb usually beats a weak verb plus an adverb.
Writing
19. Combine these two sentences with a semicolon, then again with a comma and a conjunction: “The game was canceled. The field was flooded.”
Answer and teacher notes
“The game was canceled; the field was flooded.” and “The field was flooded, so the game was canceled.” (With a comma and so, the cause has to come first.)
20. Write a topic sentence for a paragraph about why your school should have a longer lunch period. Then underline the claim.
Answer and teacher notes
Answers vary. Example: “Our school should add ten minutes to lunch because students who eat in a rush come back to class tired and distracted.” The claim is “Our school should add ten minutes to lunch.” Look for a clear claim plus a reason the paragraph will support.
Want grammar only? See the 40 grammar bell ringers with an answer key. Every school day also brings a new ELA prompt in the Bell Ringer Library.
How these rules were gathered
Each rule was read on the page linked in its row, and details a page did not state were left out. The example sentences in the prompts are original, written for this site. Descriptions are written in plain language and may simplify the source’s wording; the linked page is the authority. Where style guides differ (the serial comma, James’s versus James’), the answer notes say so. If you spot an error, email shu@elevatethenorm.com.
More free bell ringers
Every school day we post a new five-subject set for grades 6–8 and grades 9–12, with an ELA prompt, answers, and sources. For more, see grammar bell ringers, the free bell ringer worksheets, and bell ringers for middle school. Also see chemistry and geometry bell ringers.