Year 5 English: How to Teach Relative Clauses and Modal Verbs

Year 5 is an important stage for developing grammatical control. Children move beyond identifying parts of a sentence and begin using them deliberately to add detail, express possibility and shape meaning. Relative clauses and modal verbs are both part of the Upper Key Stage 2 English curriculum in England, and teaching them through clear examples, discussion and regular practice can help children use them confidently in their own writing.

The aim is not simply to memorise definitions. Children should understand what these grammar features do, recognise them when reading and choose them appropriately when writing. Short, purposeful activities are often more effective than long exercises: a few minutes of sentence work, followed by a chance to apply the idea in a story, explanation or persuasive piece, can make learning stick.

What the National Curriculum expects in Year 5

The English programmes of study for Years 5 and 6 expect pupils to use relative clauses beginning with who, which, where, when, whose or that. They should also understand that relative clauses can be indicated by commas, depending on how the sentence is structured. For example, in “The dog, which had muddy paws, jumped on the sofa”, the clause adds extra information and is set off by commas.

The curriculum also expects children to use modal verbs to indicate degrees of possibility. Words such as might, could, may, will, must and should can change how certain, likely or necessary a statement sounds. Pupils should meet these ideas in reading as well as grammar lessons, noticing how writers use sentence choices to guide the reader.

These expectations sit within a broader goal: children should write accurately and effectively for different purposes and audiences. Grammar is most useful when it helps them communicate more precisely.

Start with what a clause does

Before introducing relative clauses, check that children can identify a clause as a group of words containing a verb. A main clause can usually stand alone as a sentence: “The explorer opened the gate.” A relative clause adds information about a noun in the main clause: “The explorer, who had travelled for months, opened the gate.”

Explain that the relative clause often answers a question about the noun. Which explorer? The one who had travelled for months. What kind of gate? The gate that was covered in vines. This simple question-and-answer approach helps children see why the clause is there, rather than treating it as an extra string of words to insert at random.

Use sentences connected to familiar topics. “The footballer who scored the winning goal was interviewed” gives children a clear link between the noun and the extra information. Ask them to identify the noun being described, the relative pronoun and the verb in the clause. Then invite them to replace or extend the information while keeping the sentence sensible.

Teach relative pronouns and punctuation in context

Introduce the relative pronouns gradually. Who is generally used for people, which for things or animals, where for places, when for times, and whose to show possession. That can often be used for people or things in defining clauses. These are useful starting points, but encourage children to read the whole sentence aloud and check that the pronoun fits its meaning.

Punctuation needs careful teaching. Compare “My aunt, who lives in York, is visiting us” with “The pupils who finished early read quietly.” In the first sentence, the clause gives additional information about a particular aunt, so commas enclose it. In the second, the clause identifies which pupils are meant; removing it would change the meaning, so commas are not used. At Year 5, children do not need to master every technical label before they can make thoughtful choices. Help them ask whether the information is extra or essential to the sentence’s meaning.

A useful activity is to provide a pair of simple sentences and ask children to combine them. “We visited a castle. It stood beside the river” could become “We visited a castle that stood beside the river.” Once children are comfortable, offer two possible versions and ask how the meaning or emphasis changes. Worksheets can provide focused practice, but follow them with sentence writing so pupils apply punctuation and clause choices independently.

Make modal verbs about meaning

Modal verbs are helping verbs that work with another verb, as in “We might leave soon” or “You must wear a helmet.” They do not change the main action; they show the speaker’s attitude towards it, such as possibility, certainty, permission or obligation.

A simple way to teach their effect is to keep the rest of a sentence the same and swap the modal verb. “The parcel could arrive today” suggests possibility. “The parcel will arrive today” sounds more certain. “The parcel must arrive today” may express strong expectation or necessity. Ask children what each version makes the reader think and whether the sentence sounds appropriate for its purpose.

Context matters. In a set of classroom instructions, must may communicate a firm rule, while should can offer advice. In a story, might can build uncertainty: “A shape moved behind the curtain; it could be a branch, or it might be someone waiting.” Encourage pupils to explain their choices rather than simply select a word from a list. This builds the language awareness expected across Key Stage 2.

Connect grammar to reading and writing

Reading provides natural examples of both features. During shared reading, pause at a relative clause and ask what extra information it gives. When a character says, “You should leave now,” discuss whether should is advice, warning or instruction. Children can keep a small collection of effective sentences and use them as models, while remembering not to copy a whole sentence into their own work.

For writing, set a clear purpose. Children might write a description of a mysterious place using relative clauses to add detail, then use modal verbs in a set of survival tips. A persuasive letter can include both: “Residents who live near the park should support the new play area.” Ask pupils to underline their relative clauses and circle their modal verbs during editing. They should then check whether each choice improves meaning, rather than adding features just to meet a checklist.

Support and challenge every learner

Some children benefit from oral rehearsal before writing. Say a basic sentence together, then invite them to add a clause or change a modal verb. Sentence frames such as “The ___, who ___, ___” can provide a starting point, but gradually remove the prompts as confidence grows. Keep examples short at first and address one idea at a time, particularly if pupils are still building confidence with clauses and punctuation.

For children ready for greater challenge, explore ambiguity and effect. Can a relative clause be placed in more than one position? Does the meaning remain clear? How does “She may be right” differ from “She must be right”? Pupils can also edit a paragraph with repetitive sentence structures, deciding where a relative clause or a modal verb would make the writing more precise.

Build confidence through regular practice

Brief revision is valuable when it revisits learning over time. A quick daily task might ask pupils to identify a relative clause, choose the most suitable modal verb or explain why commas are needed. Use worksheets for independent practice and assessment, then discuss answers so children hear the reasoning behind them. If a child makes an error, ask what they intended the sentence to mean; this often reveals whether the difficulty is grammatical understanding, punctuation or vocabulary.

The most effective teaching combines explicit explanation with reading, talk and purposeful writing. Help Year 5 pupils see relative clauses as a way to add useful information and modal verbs as a way to express a particular degree of possibility or certainty. With clear examples, supportive feedback and regular opportunities to practise and revise, children can make more confident choices and produce writing that is both accurate and engaging.