5.3 Year 5: using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e omitted) relative pronoun

This Real Grammar KS2 resources pack provides everything that you need to learn how relative clauses are used to add information to a noun. Pupils will learn how relative pronouns are used at the beginning of relative clauses and also look at examples where these can be omitted. Teaching slides, worksheets, games and an opportunity to apply the new learning in a writing task are all included to explore relative clauses with pupils in Year 5 or to revisit this area of learning.

Pupils will need to be familiar with pronouns and subordinate clauses before using the resources in this pack. A Year 3 Real Grammar resource on subordinate clauses and a Year 4 Real Grammar resource on pronouns are available to revisit these areas in more detail if required.

What is a relative clause?

Relative clauses are a type of subordinate clause that adds information about a noun.

They can be used to specify which person or thing.

• The girl who lives next door has a new cat.

The relative clause tells us which girl has the cat. This is called a defining relative clause and commas are not needed around it.

They can also add information about the person or thing.

• The song, which he wrote last year, is now a worldwide hit!

We now know when the song was written. This is called a non-defining relative clause. It does not specify which person or thing is being written or talked about but gives more information. Commas are needed to punctuate these relative clauses.

What is a relative pronoun?

Relative clauses begin with a type of pronoun (a word that can be used to replace a noun in a sentence) called a relative pronoun. These are who, which, where, when, whose, whom or that.

• Paul has a brother who works at the bank.
• Hassim travelled for a meeting, which was in London, by train.
• Can we go to the park where the tall slide is?
• Marge has a daughter whose school is closed today.
• The man whom Steve met on the train was an old friend.
• The shoes that I bought today are very comfortable.

When can relative pronouns be omitted?

The word ‘omitted’ means to be removed. We can omit relative pronouns in some relative clauses if the noun is the object of the verb.

• The man whom Steve met on the train was an old friend.
• The man Steve met on the train was an old friend.

‘Whom’ can be omitted because ‘The man’ is the object of the verb ‘met’ (Steve met the man).

• The shoes that I bought today are very comfortable.
• The shoes I bought today are very comfortable.

‘That’ can be omitted because ‘The shoes’ are the object of the verb ‘bought’ (I bought the shoes).

What is included in this resource pack?

This pack is divided into five parts:

TEACH

This section includes PowerPoint teaching slides and teaching notes with an optional script to introduce relative clauses. It can also be used to revisit this aspect of grammar with pupils.

PRACTISE

An independent activity for pupils to practise using what they have been taught, allowing teachers to assess understanding.

REVISIT

A series of short, 10-minute activities that can be used following the TEACH session to revisit and rehearse what has been taught. These may be short writing tasks, grammar games or editing/proofreading activities.

APPLY

A short writing task where pupils can use the grammar skills taught in context to produce independent writing.

REVISE

Five SATs style test questions, including cloze activities and multiple choice quiz questions, based on the grammar that has been taught.

Teachers can choose which section of the resource pack to use according to their pupils’ needs and could use the activities over a series of lessons or weeks

Teacher notes are provided to show how these quality resources could be used with pupils.

How is this resource differentiated?

The PRACTISE and REVISE sections include three activities differentiated for three levels of ability:

• Worksheet 1 for pupils who may need support. Questions will have a lower cognitive domain (what is being asked of pupils) and/or vocabulary used may be simplified where possible.
• Worksheet 2 for pupils working at age related expectations.
• Worksheet 3 for pupils who may need an additional challenge and may be working at a greater depth in this area. Questions will have a higher cognitive domain with more challenging vocabulary.

SUPPORT and CHALLENGE ideas are also included in the teacher notes of each section where relevant, with ideas of how to support pupils working towards the expected standard or at greater depth in this area.

What pupil-facing resources are included?

• TEACH

  PPT slides; model text ‘The Amulet’; relative pronoun cards

• PRACTISE

  Practise 1, Practise 2 and Practise 3 worksheets

• REVISIT

  Game 1, game 2

• APPLY

  Planning sheet

• REVISE

  PPT slides; Revise 1, Revise 2 and Revise 3 worksheets

Answer sheets for all worksheets are provided, where appropriate.