How words can combine to make sentences

Text Structure
Sequencing sentences to form short
narratives

Punctuation
Separation of words with spaces

Introduction to capital letters, full stops,

Correct choice and consistent use of
question marks and exclamation marks to
Subordination (using when, if, that, or because) present tense and past tense throughout demarcate sentences
Regular plural noun suffixes s or es [for example, dog,
and co-ordination (using or, and, or but)
writing
dogs; wish, wishes], including the effects of these suffixes on the
Capital letters for names and for the personal
Expanded noun phrases for description and
Use of the progressive form of verbs in
meaning of the noun
pronoun I
specification [for example, the blue butterfly,
the present and past tense to mark
Suffixes that can be added to verbs where no change is
Use of capital letters, full stops, question
plain flour, the man in the moon]
actions in progress [for example, she is
needed in the spelling of root words (e.g. helping, helped,
marks and exclamation marks to demarcate
drumming, he was shouting]
How the grammatical patterns in a sentence
helper)
sentences
Introduction to paragraphs as a way to
indicate its function as a statement, question,
How the prefix un changes the meaning of verbs and
Commas to separate items in a list
group related material
exclamation or command
adjectives [negation, for example, unkind, or undoing: untie the
Apostrophes to mark where letters are
Headings and sub-headings to aid
boat]
Expressing time, place and cause using
missing in spelling and to mark singular
conjunctions [for example, when, before, after, presentation
Formation of nouns using suffixes such as ness, er and by
possession in nouns [for example, the girls
while, so, because], adverbs [for example, then, Use of the present perfect form of verbs name]
compounding [for example, whiteboard, superman]
next, soon, therefore], or prepositions [for
instead of the simple past [for example, He
Formation of adjectives using suffixes such as ful, less (A
Introduction to inverted commas to
example, before, after, during, in, because of]
has gone out to play contrasted with He
fuller list of suffixes can be found in the spelling appendix.)
punctuate direct speech
went out to play]
Noun phrases expanded by the addition of
Use of the suffixes er, est in adjectives and the use of ly in
Use of inverted commas and other
Use of paragraphs to organise ideas
modifying adjectives, nouns and preposition
Standard English to turn adjectives into adverbs
punctuation to indicate direct speech [for
phrases (e.g. the teacher expanded to: the strict around a theme
example, a comma after the reporting clause;
Formation of nouns using a range of prefixes [for example
maths teacher with curly hair)
Appropriate choice of pronoun or noun
end punctuation within inverted commas: The
super, anti, auto]
Fronted adverbials [for example, Later that day, within and across sentences to aid
conductor shouted, Sit down!]
Use of the forms a or an according to whether the next word
cohesion and avoid repetition
I heard the bad news.]
Apostrophes to mark plural possession [for
begins with a consonant or a vowel [for example, a rock, an
example, the girls name, the girls names]
Relative
clauses
beginning
with
who,
which,
Devices to build cohesion within a
open box]
where, when, whose, that, or an omitted relative paragraph (e.g. then, after that, this, firstly) Use of commas after fronted adverbials
Word families based on common words, showing how words
pronoun
are related in form and meaning [for example, solve, solution,
Brackets, dashes or commas to indicate
Linking ideas across paragraphs using
solver, dissolve, insoluble]
Indicating degrees of possibility using adverbs
parenthesis
adverbials of time [for example, later],
[for
example,
perhaps,
surely]
or
modal
verbs
The grammatical difference between plural and possessive -s
Use of commas to clarify meaning or avoid
place [for example, nearby] and number
[for example, might, should, will, must]
ambiguity
Standard English forms for verb inflections instead of local
[for example, secondly] or tense choices
Use of the passive to affect the presentation of
spoken forms (e.g. we were instead of we was, or I did instead
Use of the semi-colon, colon and dash to
information in a sentence [for example, I broke Linking ideas across paragraphs using a
of I done)
mark the boundary between independent
the window in the greenhouse versus The
wider range of cohesive devices:
clauses [for example, Its raining; Im fed up]
Converting nouns or adjectives into verbs using suffixes [for
window in the greenhouse was broken (by me)]. repetition of a word or phrase,
example, ate; ise; ify]
Use of the colon to introduce a list and use of
grammatical connections [for example, the
semi-colons within lists
Verb prefixes (e.g. dis, de, mis, over and re)
The difference between structures typical of
use of adverbials such as on the other
informal speech and structures appropriate for
Punctuation of bullet points to list
The difference between vocabulary typical of informal speech
hand, in contrast, or as a consequence],
formal speech and writing [for example, the use and ellipsis
information
and vocabulary appropriate for formal speech and writing [for
of question tags: Hes your friend, isnt he?, or
example, find out discover; ask for request; go in enter]
How hyphens can be used to avoid ambiguity
the use of subjunctive forms such as If I were or Layout devices, such as headings, subHow words are related by meaning as synonyms and antonyms
[for example, man eating shark versus manheadings, columns, bullets, or tables, to
Were they to come in some very formal writing
[for example, big, large, little].
eating shark, or recover versus re-cover]
Joining words and joining clauses using and

Word Structure

2013 PrimaryTools.co.uk - All on One A4 Sheet

https://www.gov.uk/government/publications/nationalcurriculum-in-england-framework-for-key-stages-1-to-4

Terminology for Pupils

letter, capital letter, word, singular,
plural, sentence, punctuation, full
stop, question mark, exclamation
mark
noun, noun phrase, statement,
question, exclamation, command,
compound, suffix, adjective,
adverb, verb, tense (past, present),
apostrophe, comma
preposition conjunction, word
family, prefix, clause, subordinate
clause, direct speech, consonant,
consonant letter vowel, vowel
letter, inverted commas (or
speech marks)
determiner, pronoun, possessive
pronoun, adverbial
modal verb, relative pronoun,
relative clause, parenthesis,
bracket, dash, cohesion, ambiguity
subject, object, active, passive,
synonym, antonym, ellipsis,
hyphen, colon, semi-colon, bullet
points

All terms in bold should be understood with

the meanings set out in the glossary.

Sentence Structure

Key:
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6

Statutory Programmes of Study and Attainment Targets

How words can combine to make sentences

Text Structure
Sequencing sentences to form short
narratives

Punctuation
Separation of words with spaces

Introduction to capital letters, full stops,

Correct choice and consistent use of
question marks and exclamation marks to
Subordination (using when, if, that, or because) present tense and past tense throughout demarcate sentences
Regular plural noun suffixes s or es [for example, dog,
and co-ordination (using or, and, or but)
writing
dogs; wish, wishes], including the effects of these suffixes on the
Capital letters for names and for the personal
Expanded noun phrases for description and
Use of the progressive form of verbs in
meaning of the noun
pronoun I
specification [for example, the blue butterfly,
the present and past tense to mark
Suffixes that can be added to verbs where no change is
Use of capital letters, full stops, question
plain flour, the man in the moon]
actions in progress [for example, she is
needed in the spelling of root words (e.g. helping, helped,
marks and exclamation marks to demarcate
drumming, he was shouting]
How the grammatical patterns in a sentence
helper)
sentences
Introduction to paragraphs as a way to
indicate its function as a statement, question,
How the prefix un changes the meaning of verbs and
Commas to separate items in a list
group related material
exclamation or command
adjectives [negation, for example, unkind, or undoing: untie the
Apostrophes to mark where letters are
Headings and sub-headings to aid
boat]
Expressing time, place and cause using
missing in spelling and to mark singular
conjunctions [for example, when, before, after, presentation
Formation of nouns using suffixes such as ness, er and by
possession in nouns [for example, the girls
while, so, because], adverbs [for example, then, Use of the present perfect form of verbs name]
compounding [for example, whiteboard, superman]
next, soon, therefore], or prepositions [for
instead of the simple past [for example, He
Formation of adjectives using suffixes such as ful, less (A
Introduction to inverted commas to
example, before, after, during, in, because of]
has gone out to play contrasted with He
fuller list of suffixes can be found in the spelling appendix.)
punctuate direct speech
went out to play]
Noun phrases expanded by the addition of
Use of the suffixes er, est in adjectives and the use of ly in
Use of inverted commas and other
Use of paragraphs to organise ideas
modifying adjectives, nouns and preposition
Standard English to turn adjectives into adverbs
punctuation to indicate direct speech [for
phrases (e.g. the teacher expanded to: the strict around a theme
example, a comma after the reporting clause;
Formation of nouns using a range of prefixes [for example
maths teacher with curly hair)
Appropriate choice of pronoun or noun
end punctuation within inverted commas: The
super, anti, auto]
Fronted adverbials [for example, Later that day, within and across sentences to aid
conductor shouted, Sit down!]
Use of the forms a or an according to whether the next word
cohesion and avoid repetition
I heard the bad news.]
Apostrophes to mark plural possession [for
begins with a consonant or a vowel [for example, a rock, an
example, the girls name, the girls names]
Relative
clauses
beginning
with
who,
which,
Devices to build cohesion within a
open box]
where, when, whose, that, or an omitted relative paragraph (e.g. then, after that, this, firstly) Use of commas after fronted adverbials
Word families based on common words, showing how words
pronoun
are related in form and meaning [for example, solve, solution,
Brackets, dashes or commas to indicate
Linking ideas across paragraphs using
solver, dissolve, insoluble]
Indicating degrees of possibility using adverbs
parenthesis
adverbials of time [for example, later],
[for
example,
perhaps,
surely]
or
modal
verbs
The grammatical difference between plural and possessive -s
Use of commas to clarify meaning or avoid
place [for example, nearby] and number
[for example, might, should, will, must]
ambiguity
Standard English forms for verb inflections instead of local
[for example, secondly] or tense choices
Use of the passive to affect the presentation of
spoken forms (e.g. we were instead of we was, or I did instead
Use of the semi-colon, colon and dash to
information in a sentence [for example, I broke Linking ideas across paragraphs using a
of I done)
mark the boundary between independent
the window in the greenhouse versus The
wider range of cohesive devices:
clauses [for example, Its raining; Im fed up]
Converting nouns or adjectives into verbs using suffixes [for
window in the greenhouse was broken (by me)]. repetition of a word or phrase,
example, ate; ise; ify]
Use of the colon to introduce a list and use of
grammatical connections [for example, the
semi-colons within lists
Verb prefixes (e.g. dis, de, mis, over and re)
The difference between structures typical of
use of adverbials such as on the other
informal speech and structures appropriate for
Punctuation of bullet points to list
The difference between vocabulary typical of informal speech
hand, in contrast, or as a consequence],
formal speech and writing [for example, the use and ellipsis
information
and vocabulary appropriate for formal speech and writing [for
of question tags: Hes your friend, isnt he?, or
example, find out discover; ask for request; go in enter]
How hyphens can be used to avoid ambiguity
the use of subjunctive forms such as If I were or Layout devices, such as headings, subHow words are related by meaning as synonyms and antonyms
[for example, man eating shark versus manheadings, columns, bullets, or tables, to
Were they to come in some very formal writing
[for example, big, large, little].
eating shark, or recover versus re-cover]
Joining words and joining clauses using and

Word Structure

2013 PrimaryTools.co.uk - All on One A4 Sheet

https://www.gov.uk/government/publications/nationalcurriculum-in-england-framework-for-key-stages-1-to-4

Terminology for Pupils

letter, capital letter, word, singular,
plural, sentence, punctuation, full
stop, question mark, exclamation
mark
noun, noun phrase, statement,
question, exclamation, command,
compound, suffix, adjective,
adverb, verb, tense (past, present),
apostrophe, comma
preposition conjunction, word
family, prefix, clause, subordinate
clause, direct speech, consonant,
consonant letter vowel, vowel
letter, inverted commas (or
speech marks)
determiner, pronoun, possessive
pronoun, adverbial
modal verb, relative pronoun,
relative clause, parenthesis,
bracket, dash, cohesion, ambiguity
subject, object, active, passive,
synonym, antonym, ellipsis,
hyphen, colon, semi-colon, bullet
points

All terms in bold should be understood with

the meanings set out in the glossary.

Sentence Structure

Key:
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6

Statutory Programmes of Study and Attainment Targets