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Year 5 Vocabulary, Grammar and Punctuation The information below gives guidance on the learning your child should be secure in by the end of the academic year. CONTENT WORD SKILLS Converting nouns or adjectives into verbs using suffixes Verb prefixes SENTENCE SKILLS Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun TEXT SKILLS PUNCTUATION SKILLS Indicating degrees of possibility using adverbs (for example, perhaps, surely) or modal verbs (for example, might, should, will, must) Devices to build cohesion within a paragraph Children may use then, after that, this, firstly, to effectively organise their writing for meaning. Linking ideas across paragraphs using adverbials of time, place and number or tense choices cohesion Linking ideas using words/phrases that describe the action in a sentence using; Time, i.e. later Place, i.e. nearby Number, i.e. secondly Tense, i.e. he had seen her before An amplifying or explanatory word, phrase, or sentence inserted in a passage from which it is usually set off by punctuation including brackets, dashes and commas (see below) You can use commas to separate things in a list. You can also use them to mark out the less important part of a sentence (the dependent clause). The principal English modal verbs are can, could, may, might, must, shall, should, will and would. Brackets are punctuation marks, used in pairs to set apart or interject text within other text. They are used to contain optional or additional material in a sentence that could be removed without destroying the meaning of the main text. Brackets may be used to add supplementary information, Relative clauses. Relative clauses are clauses starting with the relative pronouns who*, that, which, whose, where, when. They are most often used to define or identify the noun that precedes them. An amplifying or explanatory word, phrase, or sentence inserted in a passage from which it is usually set off by punctuation i.e. dash, bracket The dash (—) is a mark of punctuation used to set off a word or phrase after an independent clause or to set off a remark (i.e., words, phrases, or clauses that interrupt a sentence). To effectively organise their writing for meaning. ambiguity Something can be understood in more than one way. Brackets, dashes or commas to indicate parenthesis Use of commas to clarify meaning or avoid ambiguity TERMINOLOGY modal verb These are the words your child should understand and be able to use correctly EXPLANATION Change names of objects and words that describe them in to action words by adding –ate; –ise; –ify Add prefixes to action words dis–, de–, mis–, over– and re– A clause is a group of words with its own subject and verb. An independent (main) clause is a complete sentence; a dependent (subordinate) clause is part of a sentence. A dependent clause cannot stand alone. Relative pronouns introduce relative clauses. The most common relative pronouns are who, whom, whose, which, that. The relative pronoun we use depends on what we are referring to and the type of relative clause. Adverbs are words that describe a verb. In this case perhaps, and surely may be used. Modal verbs are can, could, may, might, must, shall, should, will and would. Certain other verbs are sometimes, but not always. bracket relative pronoun relative clause parenthesis dash