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It also specifies punctuation expectations, including capitalization, full stops, question and exclamation marks, commas, apostrophes, and inverted commas for direct speech, supporting clear, accurate writing.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/vocabulary-grammar-and-punctuation/490702/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/vocabulary-grammar-and-punctuation/490702.png","ImageObject",300,407,{"name":42,"@type":43},"Đào","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-12","2026-10-01",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What word-level skills are developed across the progression?","Question",{"text":63,"@type":64},"Learners build word formation skills using suffixes and prefixes, develop adjectives and nouns through common patterns, and use word families to understand related forms and meanings.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the document describe sentence development?",{"text":68,"@type":64},"It progresses from writing simple phrases and combining words to using clauses, subordination and coordination, expanded noun phrases, relative clauses, and the passive voice to shape meaning.",{"name":70,"@type":61,"acceptedAnswer":71},"Which punctuation skills are covered?",{"text":72,"@type":64},"The progression includes capitalization and sentence-ending punctuation, word spacing, commas in lists, apostrophes for missing letters and singular possession, and inverted commas to mark direct speech.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},490702,1791182357,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":55,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144},1374402968488,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Vocabulary, Grammar and Punctuation  \n\n| Area | EYFS | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n| Word |  | • Regular plural noun suffixes –s or –es [for example, dog, dogs; wish, wishes], includingthe effects of these suffixes on the meaning of the noun\u003Cbr>• Suffixes that can be added to verbs where no change is needed in the spelling of root words (e.g. helping, helped, helper)\u003Cbr>• How the prefix un– changes the meaning of verbs and adjectives [negation, for example, unkind, or undoing: untie the boat] | • Formation of nouns using suffixes such as –ness,–erand by compounding [for example, whiteboard, superman]\u003Cbr>• Formation of adjectives using suffixes eg –ful,–less\u003Cbr>• (A fuller list of suffixes can be found on page 46 in the year 2 spelling section in English Appendix 1)\u003Cbr>• Use of the suffixes –er,– est in adjectives and the use of –ly in Standard English to turn adjectives into adverbs | • Formation of nouns using a range of prefixes [for example super–, anti–, auto–]\u003Cbr>• Use of the forms a or an according to whether the next word begins with a consonant or a vowel [for example, a rock, an open box]\u003Cbr>• Word families based on common words, showing how words are related in form and meaning [for example, solve, solution, solver, dissolve, insoluble] | • The grammatical difference between plural and possessive –s\u003Cbr>• Standard English forms for verb inflections instead of local spoken forms [for example, we were instead of we was, or I did instead of I done] | • Converting nouns or adjectives into verbs using suffixes [for example, ate; –ise; –ify]\u003Cbr>• Verb prefixes [for example, dis–, de–, mis–, over– and re–] | • The difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing [for example, find out – discover; ask for – request; go in – enter]\u003Cbr>• How words are related by meaning as synonymsand antonyms [for example, big, large, little] . |\n| Sentence | • write simple phrases and sentences that can be read by others\u003Cbr>• Write for different purposes – cards, labels, letters and captions.\u003Cbr>• Re-read what they have written to check it makes sense. | • How words can combine to make sentences\u003Cbr>• Joining words and joining clauses using and | • Subordination (using when, if, that, because) and coordination (using or, and, but)\u003Cbr>• Expanded noun phrases for description and specification [e.g., the blue butterfly, plain flour, the man in the moon]\u003Cbr>• How the grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command | • Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of] | • Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with curly hair)\u003Cbr>• Fronted adverbials [for example, Later that day, I heard the bad news.] | • Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun\u003Cbr>• Indicating degrees of possibility using adverbs [for example, perhaps, surely] or modal verbs [for example, might, should, will, must] | • Use of the passive to affect the presentation of information in a sentence [e.g. , I broke the window in the greenhouse versus the window in the greenhouse was broken (by me)] .\u003Cbr>• The difference between structures typical of informal speech and structures appropriate for formal speech and writing |\n\n\n| Text | • write more than one sentence and begin to use capital letters and full stops when writing more than one sentence | • Sequencing sentences to form short narratives | • Correct choice and consistent use of present tense and past tense throughout writing\u003Cbr>• Use of the progressive form of verbs in the present and past t","cbCaio83NNqyMJlz","https://ap.wps.com/l/cbCaio83NNqyMJlz","pdf",194085,"English","# Word\n## Sentence\n## Text\n## Punctuation","[{\"question\":\"What word-level skills are developed across the progression?\",\"answer\":\"Learners build word formation skills using suffixes and prefixes, develop adjectives and nouns through common patterns, and use word families to understand related forms and meanings.\"},{\"question\":\"How does the document describe sentence development?\",\"answer\":\"It progresses from writing simple phrases and combining words to using clauses, subordination and coordination, expanded noun phrases, relative clauses, and the passive voice to shape meaning.\"},{\"question\":\"Which punctuation skills are covered?\",\"answer\":\"The progression includes capitalization and sentence-ending punctuation, word spacing, commas in lists, apostrophes for missing letters and singular possession, and inverted commas to mark direct speech.\"}]","Vocabulary, Grammar and Punctuation | PDF",1790841578,15]