Fillable Grammar And Punctuation Knowledge Evaluation Form (Page 3 of 5) in pdf

Grammar And Punctuation Knowledge Evaluation Form Page 3

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Year

Word structure

Sentence structure

Text structure

Punctuation

Terminology for pupils

common words

can check what he said.)

The grammatical difference

Appropriate choice of

Use of paragraphs to

Use of inverted commas to

pronoun, possessive

between plural and

pronoun or noun within a

organise ideas around a

punctuate direct speech

pronoun, adverbial

possessive -s

sentence to avoid ambiguity

theme

and repetition

Apostrophes to mark

Standard English forms for

Appropriate choice of

singular and plural

verb inflections instead of

Fronted adverbials (e.g.

pronoun or noun across

possession (e.g. the girl’s

local spoken forms (e.g. we

Later that day, I heard the

sentences to aid cohesion

name, the boys’ boots)

were instead of we was, or I

bad news.)

and avoid repetition

did instead of I done)

Use of commas after fronted

adverbials

Converting nouns or

Relative clauses beginning

Devices to build cohesion

Brackets, dashes or commas

relative clause, modal verb,

adjectives into verbs using

with who, which, where, why,

within a paragraph (e.g. then,

to indicate parenthesis

relative pronoun,

suffixes (e.g. –ate; –ise; –ify)

whose, that, or an omitted

after that, this, firstly)

parenthesis, bracket, dash,

relative pronoun

Use of commas to clarify

determiner, cohesion,

Verb prefixes (e.g. dis–,

Linking ideas across

meaning or avoid ambiguity

ambiguity

de–, mis–, over– and re–)

paragraphs using adverbials

Indicating degrees of

possibility using modal

of time (e.g. later), place

verbs (e.g. might, should,

(e.g. nearby) and number

will, must) or adverbs (e.g.

(e.g. secondly)

perhaps, surely)

iii

Grammar And Punctuation Knowledge Evaluation Form Page 3

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