20877 ACE Language (Yr 1) Full stops Question marks Exclamation Marks

Your partner in education 

YEAR 1 

ENGLISH 

LANGUAGE: 

TEXT STRUCTURE AND ORGANISATION 

Punctuation: full stops, question marks, exclamation marks 

Recognise that different types of punctuation, 

including full stops, question marks and 

exclamation marks, signal sentences that 

make statements, ask questions, express 

emotion or give commands (ACELA1449) 

Australian Primary Publisher 

of the Year 2015 and 2016

Australian Curriculum English – Language: Text structure and organisation (Year 1) 

Foreword 

Australian Curriculum English – Language: Text structure and organisation (Year 1) is one in a series of seven teacher 

resource books that support teaching and learning activities in Australian Curriculum English. The books focus on 

the sub-strand of Text structure and organisation within the Language strand of the national English curriculum. 

The resource books include theoretical background information, activities to develop the content descriptions, blackline 

masters, resource sheets and assessment checklists, along with interrelated links to other English strands and sub-strands. 

Titles in this series are: 

• Australian Curriculum English – Language: Text structure and organisation (Foundation) 

• Australian Curriculum English – Language: Text structure and organisation (Year 1) 






Contents 

Format of this book .................................. iv – v 

Language: Text structure and 

organisation .............................................. 2–85 

Understand that the purposes texts serve shape their 

structure in predictable ways (ACELA1477) 

© Australian Curriculum: Assessment and Reporting Authority 2012 

–Teacher information ................................................. 2 

–Activities to develop the content description ...... 3–10 

–Blackline masters ............................................. 11–25 

–Assessment checklist ............................................. 26 

–Interrelated English links ........................................ 27 

– Modes, capabilities and priorities covered by the 

activities in this content description ....................... 27 

Understand patterns of repetition and contrast in 

simple texts (ACELA1448) 


–Teacher information ............................................... 28 

–Activities to develop the content description .......... 29 

–Blackline masters and resource sheets .............. 30–51 





Recognise that different types of punctuation, including full 

stops, question marks and exclamation marks, signal 

sentences that make statements, ask questions, express 

emotion or give commands (ACELA1449) 



–Activities to develop the content description ......... 55 

–Blackline masters and resource sheets ............. 56–69 





Understand concepts about print and screen, including how 

different types of texts are organised using page 

numbering, tables of content, headings and titles, 

navigation buttons, bars and links (ACELA1450) 



–Activities to develop the content description .......... 73 

–Blackline masters and resource sheets ............. 74–83 





Answers ................................................... 86–90 

R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 1) 

iii

Format of the book 

This teacher resource book includes supporting materials for teaching and learning in the sub-strand of Text structure and 

organisation within the strand of Language in Australian Curriculum English. All content descriptions in the sub-strand 

have been included, as well as teaching points based on the Curriculum’s elaborations. 

While the book focuses on the sub-strand of Text structure and organisation, activities and interrelated links to other 

strands and sub-strands have been incorporated. 

Each section supports a specific content description and follows a consistent format, containing the following information 

over several pages: 

• activities to develop the content descriptions • student blackline masters • resource sheets 

• interrelated English links 

• assessment checklist 

Answers relating to student blackline masters have been included at the back of the book. 

The length of each content description section varies. 

Teacher information includes background information relating to the content description, as well as 

related terms and desirable student vocabulary and other useful details which may assist the teacher. 

Related terms includes vocabulary 

associated with the content description. 

Many of these relate to the glossary 

in the back of the official Australian 

Curriculum English document; 

additional related terms may also have 

been added. 

Student vocabulary includes words 

which the teacher would use— 

and expect the students to learn, 

understand and use—during English 

lessons. 

Further resources by R.I.C. 

Publications or other publishers 

or authors are included where 

appropriate. 

? 

T 

E 

What this means 

provides a general 

explanation of the 

content description. 

Teaching points 

provides a list of 

the main teaching 

points relating to the 


Elaborations are a 

list of elaborations 

based on those in the 


Activities to develop the content 

description includes descriptions or 

instructions for activities or games 

relating to the content descriptions 

or elaborations. Some activities are 

supported by blackline masters or 

resource sheets. Where applicable, 

these will be stated for easy reference. 

Australian Curriculum English – Language: Text structure and organisation (Year 1) www.ricpublications.com.au R.I.C. Publications ® 

iv

Format of the book 

Blackline masters and resource 

sheets are provided to support 

teaching and learning activities 

for each content description. 

These include worksheets for 

class use, games, charts or other 

materials which the teacher might 

find useful to use or display in 

the classroom. For each blackline 

master or resource sheet, the 

content description to which it 

relates is given. 

Each section has a checklist 

which teachers may find useful as 

a place to keep a record of their 

observations of the activities to 

develop the content descriptions. 

Interrelated English links 

lists other links covered within 

the Language strand, Literature 

strand and Literacy strand of 

English that are incorporated in 

the activities provided with the 

content description. While the 

book’s approach focuses on the 

Text structure and organisation 

sub-strand, the links show the 

integration across the three 

strands. 

A table showing the Language 

modes, General capabilities 

and Cross-curriculum priorities 

covered by the activities in each 

content description is provided. 

Answers for student worksheets 

are provided at the back of the 

book. 


v

Text structure 

and organisation 

Recognise that different types of punctuation, including full stops, question marks and exclamation 

marks, signal sentences that make statements, ask questions, express emotion or give commands 

(ACELA1449) 


Related terms 

Punctuation/Punctuation marks 

The system of inserting marks in text to clarify 

meaning. Punctuation marks include full stops, 

question marks and exclamation marks. 

Sentence 

A sentence is a group of words which convey a 

complete meaning and include a subject and a 

verb; e.g. Today (subject) is (verb) Wednesday. 

A sentence can also be called a statement, as 

opposed to a question. 

A written sentence begins with a capital letter 

and ends with a full stop, question mark or 

exclamation mark. 

Full stop 

Punctuation mark used to show the end of a 

sentence (statement); e.g. ‘I need a haircut.’ 

Question mark 

Punctuation mark used to indicate a question; 

e.g. ‘What’s the time, please?’ 

Exclamation mark 

Punctuation mark used at the end of a remark 

to show strong emotion or feeling; ‘Oh, no!’ 

or when giving a concise command; e.g. ‘Don’t 

touch!’ 

Intonation 

The rise or fall of voice in speaking. 

? 

T 

What this means 

Teacher information 

• Different types of punctuation marks at the end of sentences indicate whether it is a 

statement (use of full stop), a question (use of a question mark) or an exclamation 

(use of an exclamation mark). 

• Students need to identify full stops, question marks and exclamation mark in 

sentences and what each indicates. 

Teaching points 

• Students should identify that a sentence is a group of words which make sense by 

themselves. A line of writing is not necessarily a sentence. It may be simply be a 

group of random words, a caption or a heading. 

• Discuss punctuation marks such as full stops, question marks and exclamation 

marks in sentences students encounter in familiar and unfamiliar texts in class. Talk 

about the reason we have these standardised marks. 

• Punctuation is an important part of written text. Using the correct punctuation 

makes a difference to how a sentence is read and understood. Punctuation gives 

writing structure and organisation so a reader (or listener) understands the message 

conveyed by the writer. 

• Students should identify that punctuation marks are a guide to using the correct 

intonation and pauses when reading out loud. Frequent modelling by the teacher of 

reading sentences with different punctuation will assist students to identify and use 

the punctuation marks correctly. Points to note: 

– A full stop indicates the end of an idea or thought in a sentence (statement). It 

signals a break or pause is needed when reading. The voice goes down or stays 

the same when fi nishing a sentence. 

– A question mark indicates an interrogative statement, addressed to someone to 

fi nd out information. The voice is raised at the end. 

– An exclamation mark indicates strong feeling, such as surprise, excitement or 

anger or be used after a concise command. The voice is raised during all of the 

exclamation to show emphasis. 

sentence 

question 

Student vocabulary 

exclamation 

punctuation marks 

capital letter 

full stop 

question mark 

exclamation mark 

R.I.C. Publications ® follows the guidelines for 

punctuation and grammar as recommended by the 

Style manual for authors, editors and printers, 6th 

edn., 2002. 

Note, however, that teachers should use their own 

guide if there is a conflict. 

E 

Elaborations 

E1. Identifi es full stops, question marks and exclamation marks in sentences. 

E2. Understands that punctuation marks in text are a guide to using the correct 

intonation and pauses when reading. 

E3. Uses full stops, question marks and exclamation marks correctly when writing 

sentences. 

Further resources 

• Primary grammar and word study (Book A) published by R.I.C. Publications 

• Fergus full stop by Barbara Cooper 

• Quentin question mark by Barbara Cooper 

• Ethel exclamation mark by Barbara Cooper 

(interactive game 

about adding full stops) 

(interactive game 

identifying sentences, questions and exclamations) 


54



Recognise that different types of punctuation, including full stops, 

question marks and exclamation marks, signal sentences that make 

statements, ask questions, express emotion or give commands 



Activities to 

develop the 

content description 

E1. Identifies full stops, question marks and exclamation marks in sentences. 

• Introducing/Revising full stops, question marks and exclamation marks 

Depending on what students have learnt previously, they made need to have each punctuation mark treated separately, rather than introduce/revise all 

at the same time. Some ideas are provided below. 

– Make cardboard cut outs of each in different coloured card—black for full stops, blue for question marks and red for exclamation marks. Attach 

Blu-Tack to the back. Explain each mark’s job: a full stop is a dot to show where a sentence stops. A question mark and exclamation also have a 

dot. A question mark has a squiggle above the dot to show it is a question and needs an answer. An exclamation mark has a straight line above the 

dot to show the sentence has strong feeling. Write sentences on a board or chart for students to attach the correct punctuation mark at the end. 

– Look at sentences in shared reading books and ask students to identify the full stops, question marks and exclamation marks. 

– Use physical activities to practise identifying punctuation marks. The teacher, chosen student or class read a sentence on the board or chart. 

Students curl into a ball if it has a full stop at the end, curl over if it has a question mark and stand up tall and straight if it has an exclamation 

mark. 

• Punctuation mark hunt 

– Tally the number of full stops, question marks and exclamation marks in a section of a class reader, shared book or other text. Discuss why there are 

(usually) more full stops than question marks and exclamation marks. 

– Use black, blue and red felt-tipped pens (refer to the activity in fi rst bullet point above) to trace over full stops, question marks and exclamation 

marks in recycled magazines and newspapers. 

• Punctuation marks resource sheets (pages 56 to 58) 

– Colour and enlarge the punctuation marks resource sheets and display for students to refer to. 

Interrelated English links: See page 71 

E2. Understands that punctuation marks in text are a guide to using the correct intonation and pauses 

when reading. 

• Modelling correct intonation and pauses 

Look at sentences in class readers and shared reading books and ask students to identify the full stops, question marks and exclamation marks. Model 

reading the sentences out loud for students to repeat, using the correct intonation and pauses. Refer to the fi nal bullet point in the ‘Teaching points’ on 

page 54. 

• How do you say it? (Game cards, pages 59 to 61) 

Punctuation cards and matching punctuation marks are provided for use in games. One student in a small group chooses a card from a pile placed facedown, 

without showing the others in the group. He or she reads the words on the card, using the correct intonation. (Teacher guidance may be needed.) 

Student to the left works out if a full stop, question mark or exclamation mark card is the correct one to choose. That student is the next to pick up a 

card from the pile. The group continues taking turns. 

• Playscripts (pages 62 to 63) 

Playscripts are texts that usually contain a mixture of sentences, questions and exclamations. Two have been provided for students to read and perform. 


E3. Uses full stops, question marks and exclamation marks correctly when writing sentences. 

• Sentence of the week 

Write a sentence on a board or thick strip of card every day. Students have to decide if it needs a full stop, question mark or exclamation mark. 

• Stimulus pictures (page 64) 

Enlarge, photocopy and cut out copies of the pictures of the characters (alien, clown, witch and dragon) on page 64. Distribute one to each student. 

They colour the picture and use it as a stimulus to write sentences, questions and exclamations about it, using the correct punctuation marks. Share and 

compare. 

• Using punctuation marks in sentences (pages 65 to 69) 

Pages 65 to 69 provide a variety of blackline masters students can use to practise writing their own sentences and identifying which punctuation marks 

to use in given sentences. Note: Pages 66 and 67 deal with question marks. The words used in the activities are those that indicate a question is being 

asked. Students should understand that these words signal when to use a question mark. 



55

FULL STOPS 

Resource sheet 

A full stop is used at the end of a sentence. 

For example: 

It was a sunny day. 

We went to the park. 

I played on the monkey bars. 

My sister went down the slide. 

Dad sat on the bench. 

Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands 

(ACELA1449) © Australian Curriculum: Assessment and Reporting Authority 2012 


56



QUESTION MARKS 

A question mark is used at the end of a 

question. 

What is your name? 

How old are you? 

Where do you live? 

For example: 

What is your favourite colour? 


57 

Resource sheet

EXCLAMATION MARKS 

An exclamation mark is used at the end 

of a exclamation. 

Watch out! 

Ouch! 

Don’t do that! 

Ready, set, go! 

For example: 

I hate eating broccoli! 





58

Punctuation game cards – 1 





59

Punctuation game cards – 2 





60

Punctuation mark cards 




? ! . . 

? ! . . 

? ! ! . 

? ? ! . 


61

A drink of water 


Scene: A family living room at night 

Props: chair, box to represent TV, two chairs pushed 

together for bed, rug, empty glass on floor, screen 

between ‘rooms’ 

Characters: Dad, Ebony (characters can be changed to Mum or a 

son, change names to suit) 

(Dad is sitting in front of the television. Ebony is behind 

screen in bed.) 

Ebony: D-a-a-ad, I’m thirsty. Can I have a glass of water, 

please? 

Dad: No! You had a drink of water just five minutes ago, 

Ebony. Go to sleep! It’s way past your bedtime. 

(All is quiet for a few seconds.) 

Ebony: D-a-a-ad, I’m really thirsty! Could I have some water, 

please? 

Dad: Ebony, I already said ‘No!’ You don’t need any water. 

Go to sleep and don’t call out again! 

(This time it is quiet for a bit longer.) 

Ebony: D-a-a-ad … 

Dad: Ebony! Remember what I said. 

Ebony: Yes, Dad, I remember. 

Dad: Well, what is it then? 

Ebony: When you’re coming down to my room to be angry, 

could you bring me a glass of water, please? 




62

Jack and Jill 




Scene: On a hill in the country 

Characters: Jack, Jill 

Props: plastic bucket, mat to roll on, 

long cushion for the log 

(Jill is waiting halfway up the 

‘hill’ for Jack. Jack is offstage.) 

Jill: Come on, Jack! Hurry up! 

Jack: Ok! I’m on my way. (He catches up to Jill.) 

Jill: Let’s fetch water as quickly as we can. Then we can 

have the rest of the day to play. 

Jack: I hate this hill! I’m sick of going up it every day to 

fetch water from the well. 

Jill: I hate it too! But if we didn’t go, we wouldn’t have 

any water to drink. 

Jack: I know. (He smiles and holds the bucket on top of his 

head.) Hey, Jill! Do you like my hat? 

Jill: Jack, stop wasting time! (She tries to grab the bucket.) 

Jack: (He bends over and holds the bucket on his back.) 

Now I’m a camel! 

Jill: Jack, watch out for that log! 

Jack: (Looking at Jill.) What log? (In slow motion and 

exaggerated expression and movement, he trips over the 

cushion.) Help! (He drops the bucket, falls over and rolls 

down the hill.) 

Jill: Jack, are you all right? (She puts her foot on the bucket.) 

Oh, no! (In slow motion and exaggerated expression, she 

falls over and rolls down the hill after him.) 


63

Stimulus pictures 





64

… Full stops … 



• Look at the picture below. 

• Write some sentences about what you can see. 

• Don’t forget to end each sentence with a full stop. 


65

??? Question words ??? – 1 

Some words are always at the beginning of a question. 

• Write the correct word at the beginning of each question. 

Where Do How Can 

When What Who Why 

1. you have a pet? 

2. do you get to school? 

3. do you live? 

4. do you go to bed? 

5. you help me, please? 

6. is your best friend? 

7. is your name? 

8. were they late for school? 




66

??? Question words ??? – 2 



Some words are always at the beginning of a question. 

• Finish writing a question for each. 

• Remember the question mark. 

• The first one has been done for you. 

When 

Why 

Where 

Who 

How 

What 

Do 

Can 

is your birthday? 


67

!!! Exclamation marks !!! 

1. Read the exclamations below with your teacher. 

2. Say each with strong feeling. 

3. Choose the correct exclamation to write what the person in each 

picture is saying with strong feeling. 

(a) 

(c) 

(e) 

I’m freezing! Happy birthday! This is delicious! 

Aaachoo! That ride was awesome! Help! 

(b) 

(d) 

(f) 




68

Punctuation marks 



. A full stop is used to end a sentence. 

? A question mark is used in sentences that ask about things. 

! An exclamation mark is used in sentences to show strong feeling. 

1. Add the correct punctuation marks. 

(a) I have a new school bag 

(b) It’s so hot today 

(c) Come here now 

(d) How old are you 

(e) What is your favourite colour 

(f) My lead pencil is blunt 

2. Write the correct punctuation marks in the story. 

The surprise visitor 

Last night our family were watching TV 

ran across the carpet 

‘Aaaah 

’ screamed Mum 

‘How did it get inside 

‘It’s so cute 

‘Catch it 

’ I asked 

’ my little sister exclaimed 

’ yelled Dad 

But the little mouse was nowhere to be seen 


69 

Suddenly, a mouse








Assessment 

checklist 

Student Name 

Identifi es full stops in 

sentence-level text 

Identifi es question 

marks in sentence-level 

text 

Identifi es exclamation 

marks in sentence-level 

text 

Uses correct intonation 

when reading sentences 


when reading questions 


when reading 

exclamations 

Understands when to 

use full stops in writing 


use question marks in 

writing 


use exclamation marks 

in writing 


70








Interrelated 

English links 

Below is a list of links within the Language strand, Literature strand and Literacy strand of English that are covered within the activities provided with the 

content description above: 

E1. Identifies full stops, question marks and exclamation marks in sentences. 

• Understand that there are different ways of asking for information, making offers and giving commands (ACELA1446) 

• Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787) 

• Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions 

(ACELY1656) 

E2. Understands that punctuation marks in text are a guide to using the correct intonation and pauses 

when reading. 





• Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace 


• Read supportive texts using developing phrasing, fl uency, contextual, semantic, grammatical and phonic knowledge and emerging text processing 

strategies, for example, prediction, monitoring meaning and rereading (ACELY1659) 

E3. Uses full stops, question marks and exclamation marks when writing sentences. 





• Read supportive texts using developing phrasing, fl uency, contextual, semantic, grammatical and phonic knowledge and emerging text processing 

strategies, for example, prediction, monitoring meaning and rereading (ACELY1659) 

• Reread student’s own texts and discuss possible changes to improve meaning, spelling and punctuation (ACELY1662) 

• Write using unjoined lower case and upper case letters (ACELY1663) 

The above links are reproduced with permission from ACARA. 


Modes, capabilities and priorities covered by the 

activities in this content description 

Language modes General capabilities 

Listening ✔ Literacy ✔ 

Speaking ✔ Numeracy 

Reading ✔ 

Information & communication 

technology (ICT) capability 

✔ 

Viewing ✔ Critical and creative thinking ✔ 

Writing ✔ Personal and social capability ✔ 

Ethical behaviour 

Intercultural understanding 

Cross-curriculum priorities 

Aboriginal and Torres Strait Islander histories and cultures 

Asia and Australia’s engagement in Asia 

Sustainability 


71








Answers 

Full stops ....................................................... page 65 

Teacher check 

Question words – 1 ...................................... page 66 

1. Do 2. How 3. Where 

4. When 5. Can 6. Who 

7. What 8. Why 

Question words – 2 ...................................... page 67 

Teacher check 

Exclamation marks ....................................... page 68 

1.–2. Teacher check 

3. (a) Aaachoo! (b) That ride was awesome! 

(c) This is delicious! 

(d) I’m freezing! 

(e) Happy birthday! (f) Help! 

Punctuation marks ....................................... page 69 

1. (a) I have a new school bag. (b) It’s so hot today! 

(c) Come here now! 

(d) How old are you? 

(e) What is your favourite colour? 

(f) My lead pencil is blunt. 

2. Last night our family was watching TV. Suddenly, a mouse ran across 

the carpet. 

‘Aaaah!’ screamed Mum. 

‘How did it get inside?’ I asked. 

‘It’s so cute!’ my little sister exclaimed. 

‘Catch it!’ yelled Dad. 

But the little mouse was nowhere to be seen. 


89

20877 ACE Language (Yr 1) Full stops Question marks Exclamation Marks

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