[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-495708-105":59,"doc-detail-495708-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","glossary-of-english-grammar-and-usage-terms-cfe-benchmarks","Glossary of English Grammar and Usage Terms - CfE benchmarks","","Reference glossary defining key English grammar and usage terminology alongside teaching guidance. It outlines a learning progression (early to third level) and recommends modelling grammar in everyday speech and reading, introducing correct terminology only after pupils have heard it and internalised how it sounds. Benchmark guidelines are treated as flexible targets, focusing on hearing, identifying, and increasingly using terms accurately in both oral and written contexts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/glossary-of-english-grammar-and-usage-terms-cfe-benchmarks/495708/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/glossary-of-english-grammar-and-usage-terms-cfe-benchmarks/495708.png","ImageObject",300,407,{"name":92,"@type":93},"Aran","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-02",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How should grammar terminology be introduced to pupils?","Question",{"text":112,"@type":113},"Model how grammar is used in everyday speech first, then provide opportunities to hear grammar in text being read. Introduce specific terminology and correct terms only after pupils have had chances to hear them and internalised how they sound in speech and text.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Are benchmark guidelines mandatory at every level?",{"text":117,"@type":113},"The benchmark guidelines are only guidelines. At each level, teachers introduce the correct terms, but they do not necessarily require pupils to be able to use them.",{"name":119,"@type":110,"acceptedAnswer":120},"What progression does the document describe for using grammatical terms?",{"text":121,"@type":113},"Progress through hearing grammar in written and spoken context, receiving instruction of terms in oral and written contexts, identifying terms in both contexts, and finally using grammatical terms correctly in and out of context.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},495708,1792204705,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Glossary of English Grammar and Usage Terms  \nCfE benchmarks  \n\n| Early Level | First Level | Second Level | Third Level |\n| --- | --- | --- | --- |\n| Up Levelling Early\u003Cbr>Level | Up levelling First\u003Cbr>Level | Up Levelling Second\u003Cbr>Level | Up Levelling Third\u003Cbr>Level |\n\nWhen teaching grammar, it is important that we first model how it is used in everyday speech and we give our pupils plenty of opportunity to hear grammar in text being read. We can then become specific in modelling and using the correct terminology before moving onto encouraging pupils to identify and use the correct terms. Teaching the correct terms should only come after pupils have had opportunity to hear them and have internalised how they sound in speech and text.  \nThe benchmark guidelines are only guidelines and at each level we should be introducing the correct terms but not necessarily requiring pupils to be able to use them.  \n\n| Hear grammar in  written and spoken context | Instruction of  grammatical terms in oral and written text context | Identifying \u003Cbr>grammatical terms in oral and written context | Using grammatical terms correctly in and out or context |\n| --- | --- | --- | --- |\n\n\n| Adjective | A word, phrase, or clause that describes a noun or pronoun. |\n| --- | --- |\n| Adjective phrase | A phrase which describes a noun. E.g. very tall |\n| Adverb | A word, phrase, or clause that modifies the meaning of a verb, adjective, or other adverb. |\n| Adverb phrase | A phrase which adds information to a verb. E.g. only occasionally |\n| Antecedent | The noun or noun phrase to which a pronoun refers. |\n| Appositive | A noun or noun phrase that identifies or modifies the noun or pronoun that comes immediately before it—e.g., Joey, my dog, ate the Christmas turkey. |\n| Apostrophe she’s | Apostrophes are used to show possession. A child’s hat.\u003Cbr>Apostrophes are used to show contractions. I’ve seen her new house. |\n| Article | A type of adjective used to indicate specificity. In English, the only articles are the, a, and an. |\n| Auxiliary verb | An irregular verb that provides information about another verb. The main ones are to have and to be. |\n| Base words | Base words are the main part of a word once affixes have been stripped away. They can always stand alone. |\n\n\n| Capital letters | Upper case letter which is used at the beginning of a sentence on to show proper nouns and proper adjectives. |  |  |  |\n| --- | --- | --- | --- | --- |\n| Case | The property of a noun or pronoun that indicates how it relates to other parts of a sentence. The three cases in English are nominative, possessive, and objective. |  |  |  |\n| Collective noun | A count noun referring to a group—e.g., staff, band, group. |  |  |  |\n| Colon: | A colon is used to precede a list of items, a quotation or an explanation.\u003Cbr>The shop sold three types of footwear: boots, shoes and sandals. |  |  |  |\n| Comma‘ | A comma marks a slight break between different parts of a sentence to make the meaning clear. |  |  |  |\n| Comparative | Indicating that something has a quality to a greater or lesser degree than something else. For example, faster, prettier, and more equitable are comparative adjectives. Comparative adverbs usually take more. |  |  |  |\n| Comparative adjectives | Comparative adjectives compare two things. The prettier flower. |  |  |  |\n| Comparative adverb | Comparative adverbs compare the actions of two things.\u003Cbr>He ran more slowly.\u003Cbr>He ran faster.\u003Cbr>If the adverb ends in ly, it should be preceded by the word more. |  |  |  |\n| Complement | A word or phrase that completes the meaning of a verb. The main types are objects, predicate nouns, and predicate adjectives. |  |  |  |\n| Complex sentence | A sentence made up of an independent clause and one or more dependent clauses connected to it.\u003Cbr>When the cake is brown, take it out of the oven.\u003Cbr>Dependent clause Independent clause\u003Cbr>(it can’t stand on its own) (it can stand on its own) |  |  |  |\n| Compound sentence | A se","cbCaisBgfYO6zA2N","https://ap.wps.com/l/cbCaisBgfYO6zA2N","pdf",438499,"English","# Hear, identify, and use grammatical terms\n# Benchmark guidelines and teaching approach\n# Grammar and punctuation glossary\n## Parts of speech and sentence elements\n## Articles, pronouns, and referents\n## Punctuation and linking words","[{\"question\":\"How should grammar terminology be introduced to pupils?\",\"answer\":\"Model how grammar is used in everyday speech first, then provide opportunities to hear grammar in text being read. Introduce specific terminology and correct terms only after pupils have had chances to hear them and internalised how they sound in speech and text.\"},{\"question\":\"Are benchmark guidelines mandatory at every level?\",\"answer\":\"The benchmark guidelines are only guidelines. At each level, teachers introduce the correct terms, but they do not necessarily require pupils to be able to use them.\"},{\"question\":\"What progression does the document describe for using grammatical terms?\",\"answer\":\"Progress through hearing grammar in written and spoken context, receiving instruction of terms in oral and written contexts, identifying terms in both contexts, and finally using grammatical terms correctly in and out of context.\"}]","Glossary of English Grammar and Usage Terms - CfE benchmarks | PDF",1790921183,18]