20877 ACE Language (Yr 1) Full stops Question marks Exclamation Marks
Create successful ePaper yourself
Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.
Your partner in education<br />
YEAR 1<br />
ENGLISH<br />
LANGUAGE:<br />
TEXT STRUCTURE AND ORGANISATION<br />
Punctuation: full <strong>stops</strong>, question <strong>marks</strong>, exclamation <strong>marks</strong><br />
Recognise that different types of punctuation,<br />
including full <strong>stops</strong>, question <strong>marks</strong> and<br />
exclamation <strong>marks</strong>, signal sentences that<br />
make statements, ask questions, express<br />
emotion or give commands (<strong>ACE</strong>LA1449)<br />
Australian Primary Publisher<br />
of the Year 2015 and 2016
Australian Curriculum English – <strong>Language</strong>: Text structure and organisation (Year 1)<br />
Foreword<br />
Australian Curriculum English – <strong>Language</strong>: Text structure and organisation (Year 1) is one in a series of seven teacher<br />
resource books that support teaching and learning activities in Australian Curriculum English. The books focus on<br />
the sub-strand of Text structure and organisation within the <strong>Language</strong> strand of the national English curriculum.<br />
The resource books include theoretical background information, activities to develop the content descriptions, blackline<br />
masters, resource sheets and assessment checklists, along with interrelated links to other English strands and sub-strands.<br />
Titles in this series are:<br />
• Australian Curriculum English – <strong>Language</strong>: Text structure and organisation (Foundation)<br />
• Australian Curriculum English – <strong>Language</strong>: Text structure and organisation (Year 1)<br />
• Australian Curriculum English – <strong>Language</strong>: Text structure and organisation (Year 2)<br />
• Australian Curriculum English – <strong>Language</strong>: Text structure and organisation (Year 3)<br />
• Australian Curriculum English – <strong>Language</strong>: Text structure and organisation (Year 4)<br />
• Australian Curriculum English – <strong>Language</strong>: Text structure and organisation (Year 5)<br />
• Australian Curriculum English – <strong>Language</strong>: Text structure and organisation (Year 6)<br />
Contents<br />
Format of this book .................................. iv – v<br />
<strong>Language</strong>: Text structure and<br />
organisation .............................................. 2–85<br />
Understand that the purposes texts serve shape their<br />
structure in predictable ways (<strong>ACE</strong>LA1477)<br />
© Australian Curriculum: Assessment and Reporting Authority 2012<br />
–Teacher information ................................................. 2<br />
–Activities to develop the content description ...... 3–10<br />
–Blackline masters ............................................. 11–25<br />
–Assessment checklist ............................................. 26<br />
–Interrelated English links ........................................ 27<br />
– Modes, capabilities and priorities covered by the<br />
activities in this content description ....................... 27<br />
Understand patterns of repetition and contrast in<br />
simple texts (<strong>ACE</strong>LA1448)<br />
© Australian Curriculum: Assessment and Reporting Authority 2012<br />
–Teacher information ............................................... 28<br />
–Activities to develop the content description .......... 29<br />
–Blackline masters and resource sheets .............. 30–51<br />
–Assessment checklist ............................................. 52<br />
–Interrelated English links ........................................ 53<br />
– Modes, capabilities and priorities covered by the<br />
activities in this content description ....................... 53<br />
Recognise that different types of punctuation, including full<br />
<strong>stops</strong>, question <strong>marks</strong> and exclamation <strong>marks</strong>, signal<br />
sentences that make statements, ask questions, express<br />
emotion or give commands (<strong>ACE</strong>LA1449)<br />
© Australian Curriculum: Assessment and Reporting Authority 2012<br />
–Teacher information ............................................... 54<br />
–Activities to develop the content description ......... 55<br />
–Blackline masters and resource sheets ............. 56–69<br />
–Assessment checklist ............................................. 70<br />
–Interrelated English links ........................................ 71<br />
– Modes, capabilities and priorities covered by the<br />
activities in this content description ....................... 71<br />
Understand concepts about print and screen, including how<br />
different types of texts are organised using page<br />
numbering, tables of content, headings and titles,<br />
navigation buttons, bars and links (<strong>ACE</strong>LA1450)<br />
© Australian Curriculum: Assessment and Reporting Authority 2012<br />
–Teacher information ............................................... 72<br />
–Activities to develop the content description .......... 73<br />
–Blackline masters and resource sheets ............. 74–83<br />
–Assessment checklist ............................................. 84<br />
–Interrelated English links ........................................ 85<br />
– Modes, capabilities and priorities covered by the<br />
activities in this content description ....................... 85<br />
Answers ................................................... 86–90<br />
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – <strong>Language</strong>: Text structure and organisation (Year 1)<br />
iii
Format of the book<br />
This teacher resource book includes supporting materials for teaching and learning in the sub-strand of Text structure and<br />
organisation within the strand of <strong>Language</strong> in Australian Curriculum English. All content descriptions in the sub-strand<br />
have been included, as well as teaching points based on the Curriculum’s elaborations.<br />
While the book focuses on the sub-strand of Text structure and organisation, activities and interrelated links to other<br />
strands and sub-strands have been incorporated.<br />
Each section supports a specific content description and follows a consistent format, containing the following information<br />
over several pages:<br />
• activities to develop the content descriptions • student blackline masters • resource sheets<br />
• interrelated English links<br />
• assessment checklist<br />
Answers relating to student blackline masters have been included at the back of the book.<br />
The length of each content description section varies.<br />
Teacher information includes background information relating to the content description, as well as<br />
related terms and desirable student vocabulary and other useful details which may assist the teacher.<br />
Related terms includes vocabulary<br />
associated with the content description.<br />
Many of these relate to the glossary<br />
in the back of the official Australian<br />
Curriculum English document;<br />
additional related terms may also have<br />
been added.<br />
Student vocabulary includes words<br />
which the teacher would use—<br />
and expect the students to learn,<br />
understand and use—during English<br />
lessons.<br />
Further resources by R.I.C.<br />
Publications or other publishers<br />
or authors are included where<br />
appropriate.<br />
?<br />
T<br />
E<br />
What this means<br />
provides a general<br />
explanation of the<br />
content description.<br />
Teaching points<br />
provides a list of<br />
the main teaching<br />
points relating to the<br />
content description.<br />
Elaborations are a<br />
list of elaborations<br />
based on those in the<br />
content description.<br />
Activities to develop the content<br />
description includes descriptions or<br />
instructions for activities or games<br />
relating to the content descriptions<br />
or elaborations. Some activities are<br />
supported by blackline masters or<br />
resource sheets. Where applicable,<br />
these will be stated for easy reference.<br />
Australian Curriculum English – <strong>Language</strong>: Text structure and organisation (Year 1) www.ricpublications.com.au R.I.C. Publications ®<br />
iv
Format of the book<br />
Blackline masters and resource<br />
sheets are provided to support<br />
teaching and learning activities<br />
for each content description.<br />
These include worksheets for<br />
class use, games, charts or other<br />
materials which the teacher might<br />
find useful to use or display in<br />
the classroom. For each blackline<br />
master or resource sheet, the<br />
content description to which it<br />
relates is given.<br />
Each section has a checklist<br />
which teachers may find useful as<br />
a place to keep a record of their<br />
observations of the activities to<br />
develop the content descriptions.<br />
Interrelated English links<br />
lists other links covered within<br />
the <strong>Language</strong> strand, Literature<br />
strand and Literacy strand of<br />
English that are incorporated in<br />
the activities provided with the<br />
content description. While the<br />
book’s approach focuses on the<br />
Text structure and organisation<br />
sub-strand, the links show the<br />
integration across the three<br />
strands.<br />
A table showing the <strong>Language</strong><br />
modes, General capabilities<br />
and Cross-curriculum priorities<br />
covered by the activities in each<br />
content description is provided.<br />
Answers for student worksheets<br />
are provided at the back of the<br />
book.<br />
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – <strong>Language</strong>: Text structure and organisation (Year 1)<br />
v
Text structure<br />
and organisation<br />
Recognise that different types of punctuation, including full <strong>stops</strong>, question <strong>marks</strong> and exclamation<br />
<strong>marks</strong>, signal sentences that make statements, ask questions, express emotion or give commands<br />
(<strong>ACE</strong>LA1449)<br />
© Australian Curriculum: Assessment and Reporting Authority 2012<br />
Related terms<br />
Punctuation/Punctuation <strong>marks</strong><br />
The system of inserting <strong>marks</strong> in text to clarify<br />
meaning. Punctuation <strong>marks</strong> include full <strong>stops</strong>,<br />
question <strong>marks</strong> and exclamation <strong>marks</strong>.<br />
Sentence<br />
A sentence is a group of words which convey a<br />
complete meaning and include a subject and a<br />
verb; e.g. Today (subject) is (verb) Wednesday.<br />
A sentence can also be called a statement, as<br />
opposed to a question.<br />
A written sentence begins with a capital letter<br />
and ends with a full stop, question mark or<br />
exclamation mark.<br />
<strong>Full</strong> stop<br />
Punctuation mark used to show the end of a<br />
sentence (statement); e.g. ‘I need a haircut.’<br />
<strong>Question</strong> mark<br />
Punctuation mark used to indicate a question;<br />
e.g. ‘What’s the time, please?’<br />
<strong>Exclamation</strong> mark<br />
Punctuation mark used at the end of a remark<br />
to show strong emotion or feeling; ‘Oh, no!’<br />
or when giving a concise command; e.g. ‘Don’t<br />
touch!’<br />
Intonation<br />
The rise or fall of voice in speaking.<br />
?<br />
T<br />
What this means<br />
Teacher information<br />
• Different types of punctuation <strong>marks</strong> at the end of sentences indicate whether it is a<br />
statement (use of full stop), a question (use of a question mark) or an exclamation<br />
(use of an exclamation mark).<br />
• Students need to identify full <strong>stops</strong>, question <strong>marks</strong> and exclamation mark in<br />
sentences and what each indicates.<br />
Teaching points<br />
• Students should identify that a sentence is a group of words which make sense by<br />
themselves. A line of writing is not necessarily a sentence. It may be simply be a<br />
group of random words, a caption or a heading.<br />
• Discuss punctuation <strong>marks</strong> such as full <strong>stops</strong>, question <strong>marks</strong> and exclamation<br />
<strong>marks</strong> in sentences students encounter in familiar and unfamiliar texts in class. Talk<br />
about the reason we have these standardised <strong>marks</strong>.<br />
• Punctuation is an important part of written text. Using the correct punctuation<br />
makes a difference to how a sentence is read and understood. Punctuation gives<br />
writing structure and organisation so a reader (or listener) understands the message<br />
conveyed by the writer.<br />
• Students should identify that punctuation <strong>marks</strong> are a guide to using the correct<br />
intonation and pauses when reading out loud. Frequent modelling by the teacher of<br />
reading sentences with different punctuation will assist students to identify and use<br />
the punctuation <strong>marks</strong> correctly. Points to note:<br />
– A full stop indicates the end of an idea or thought in a sentence (statement). It<br />
signals a break or pause is needed when reading. The voice goes down or stays<br />
the same when fi nishing a sentence.<br />
– A question mark indicates an interrogative statement, addressed to someone to<br />
fi nd out information. The voice is raised at the end.<br />
– An exclamation mark indicates strong feeling, such as surprise, excitement or<br />
anger or be used after a concise command. The voice is raised during all of the<br />
exclamation to show emphasis.<br />
sentence<br />
question<br />
Student vocabulary<br />
exclamation<br />
punctuation <strong>marks</strong><br />
capital letter<br />
full stop<br />
question mark<br />
exclamation mark<br />
R.I.C. Publications ® follows the guidelines for<br />
punctuation and grammar as recommended by the<br />
Style manual for authors, editors and printers, 6th<br />
edn., 2002.<br />
Note, however, that teachers should use their own<br />
guide if there is a conflict.<br />
E<br />
Elaborations<br />
E1. Identifi es full <strong>stops</strong>, question <strong>marks</strong> and exclamation <strong>marks</strong> in sentences.<br />
E2. Understands that punctuation <strong>marks</strong> in text are a guide to using the correct<br />
intonation and pauses when reading.<br />
E3. Uses full <strong>stops</strong>, question <strong>marks</strong> and exclamation <strong>marks</strong> correctly when writing<br />
sentences.<br />
Further resources<br />
• Primary grammar and word study (Book A) published by R.I.C. Publications<br />
• Fergus full stop by Barbara Cooper<br />
• Quentin question mark by Barbara Cooper<br />
• Ethel exclamation mark by Barbara Cooper<br />
(interactive game<br />
about adding full <strong>stops</strong>)<br />
(interactive game<br />
identifying sentences, questions and exclamations)<br />
Australian Curriculum English – <strong>Language</strong>: Text structure and organisation (Year 1) www.ricpublications.com.au R.I.C. Publications ®<br />
54
Text structure<br />
and organisation<br />
Recognise that different types of punctuation, including full <strong>stops</strong>,<br />
question <strong>marks</strong> and exclamation <strong>marks</strong>, signal sentences that make<br />
statements, ask questions, express emotion or give commands<br />
(<strong>ACE</strong>LA1449)<br />
© Australian Curriculum: Assessment and Reporting Authority 2012<br />
Activities to<br />
develop the<br />
content description<br />
E1. Identifies full <strong>stops</strong>, question <strong>marks</strong> and exclamation <strong>marks</strong> in sentences.<br />
• Introducing/Revising full <strong>stops</strong>, question <strong>marks</strong> and exclamation <strong>marks</strong><br />
Depending on what students have learnt previously, they made need to have each punctuation mark treated separately, rather than introduce/revise all<br />
at the same time. Some ideas are provided below.<br />
– Make cardboard cut outs of each in different coloured card—black for full <strong>stops</strong>, blue for question <strong>marks</strong> and red for exclamation <strong>marks</strong>. Attach<br />
Blu-Tack to the back. Explain each mark’s job: a full stop is a dot to show where a sentence <strong>stops</strong>. A question mark and exclamation also have a<br />
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<br />
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.<br />
– Look at sentences in shared reading books and ask students to identify the full <strong>stops</strong>, question <strong>marks</strong> and exclamation <strong>marks</strong>.<br />
– Use physical activities to practise identifying punctuation <strong>marks</strong>. The teacher, chosen student or class read a sentence on the board or chart.<br />
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<br />
mark.<br />
• Punctuation mark hunt<br />
– Tally the number of full <strong>stops</strong>, question <strong>marks</strong> and exclamation <strong>marks</strong> in a section of a class reader, shared book or other text. Discuss why there are<br />
(usually) more full <strong>stops</strong> than question <strong>marks</strong> and exclamation <strong>marks</strong>.<br />
– Use black, blue and red felt-tipped pens (refer to the activity in fi rst bullet point above) to trace over full <strong>stops</strong>, question <strong>marks</strong> and exclamation<br />
<strong>marks</strong> in recycled magazines and newspapers.<br />
• Punctuation <strong>marks</strong> resource sheets (pages 56 to 58)<br />
– Colour and enlarge the punctuation <strong>marks</strong> resource sheets and display for students to refer to.<br />
Interrelated English links: See page 71<br />
E2. Understands that punctuation <strong>marks</strong> in text are a guide to using the correct intonation and pauses<br />
when reading.<br />
• Modelling correct intonation and pauses<br />
Look at sentences in class readers and shared reading books and ask students to identify the full <strong>stops</strong>, question <strong>marks</strong> and exclamation <strong>marks</strong>. Model<br />
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<br />
page 54.<br />
• How do you say it? (Game cards, pages 59 to 61)<br />
Punctuation cards and matching punctuation <strong>marks</strong> are provided for use in games. One student in a small group chooses a card from a pile placed facedown,<br />
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.)<br />
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<br />
card from the pile. The group continues taking turns.<br />
• Playscripts (pages 62 to 63)<br />
Playscripts are texts that usually contain a mixture of sentences, questions and exclamations. Two have been provided for students to read and perform.<br />
Interrelated English links: See page 71<br />
E3. Uses full <strong>stops</strong>, question <strong>marks</strong> and exclamation <strong>marks</strong> correctly when writing sentences.<br />
• Sentence of the week<br />
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.<br />
• Stimulus pictures (page 64)<br />
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.<br />
They colour the picture and use it as a stimulus to write sentences, questions and exclamations about it, using the correct punctuation <strong>marks</strong>. Share and<br />
compare.<br />
• Using punctuation <strong>marks</strong> in sentences (pages 65 to 69)<br />
Pages 65 to 69 provide a variety of blackline masters students can use to practise writing their own sentences and identifying which punctuation <strong>marks</strong><br />
to use in given sentences. Note: Pages 66 and 67 deal with question <strong>marks</strong>. The words used in the activities are those that indicate a question is being<br />
asked. Students should understand that these words signal when to use a question mark.<br />
Interrelated English links: See page 71<br />
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – <strong>Language</strong>: Text structure and organisation (Year 1)<br />
55
FULL STOPS<br />
Resource sheet<br />
A full stop is used at the end of a sentence.<br />
For example:<br />
It was a sunny day.<br />
We went to the park.<br />
I played on the monkey bars.<br />
My sister went down the slide.<br />
Dad sat on the bench.<br />
Recognise that different types of punctuation, including full <strong>stops</strong>, question <strong>marks</strong> and exclamation <strong>marks</strong>, signal sentences that make statements, ask questions, express emotion or give commands<br />
(<strong>ACE</strong>LA1449) © Australian Curriculum: Assessment and Reporting Authority 2012<br />
Australian Curriculum English – <strong>Language</strong>: Text structure and organisation (Year 1) www.ricpublications.com.au R.I.C. Publications ®<br />
56
Recognise that different types of punctuation, including full <strong>stops</strong>, question <strong>marks</strong> and exclamation <strong>marks</strong>, signal sentences that make statements, ask questions, express emotion or give commands<br />
(<strong>ACE</strong>LA1449) © Australian Curriculum: Assessment and Reporting Authority 2012<br />
QUESTION MARKS<br />
A question mark is used at the end of a<br />
question.<br />
What is your name?<br />
How old are you?<br />
Where do you live?<br />
For example:<br />
What is your favourite colour?<br />
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – <strong>Language</strong>: Text structure and organisation (Year 1)<br />
57<br />
Resource sheet
EXCLAMATION MARKS<br />
An exclamation mark is used at the end<br />
of a exclamation.<br />
Watch out!<br />
Ouch!<br />
Don’t do that!<br />
Ready, set, go!<br />
For example:<br />
I hate eating broccoli!<br />
Resource sheet<br />
Recognise that different types of punctuation, including full <strong>stops</strong>, question <strong>marks</strong> and exclamation <strong>marks</strong>, signal sentences that make statements, ask questions, express emotion or give commands<br />
(<strong>ACE</strong>LA1449) © Australian Curriculum: Assessment and Reporting Authority 2012<br />
Australian Curriculum English – <strong>Language</strong>: Text structure and organisation (Year 1) www.ricpublications.com.au R.I.C. Publications ®<br />
58
Punctuation game cards – 1<br />
Resource sheet<br />
Recognise that different types of punctuation, including full <strong>stops</strong>, question <strong>marks</strong> and exclamation <strong>marks</strong>, signal sentences that make statements, ask questions, express emotion or give commands<br />
(<strong>ACE</strong>LA1449) © Australian Curriculum: Assessment and Reporting Authority 2012<br />
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – <strong>Language</strong>: Text structure and organisation (Year 1)<br />
59
Punctuation game cards – 2<br />
Resource sheet<br />
Recognise that different types of punctuation, including full <strong>stops</strong>, question <strong>marks</strong> and exclamation <strong>marks</strong>, signal sentences that make statements, ask questions, express emotion or give commands<br />
(<strong>ACE</strong>LA1449) © Australian Curriculum: Assessment and Reporting Authority 2012<br />
Australian Curriculum English – <strong>Language</strong>: Text structure and organisation (Year 1) www.ricpublications.com.au R.I.C. Publications ®<br />
60
Punctuation mark cards<br />
Resource sheet<br />
Recognise that different types of punctuation, including full <strong>stops</strong>, question <strong>marks</strong> and exclamation <strong>marks</strong>, signal sentences that make statements, ask questions, express emotion or give commands<br />
(<strong>ACE</strong>LA1449) © Australian Curriculum: Assessment and Reporting Authority 2012<br />
? ! . .<br />
? ! . .<br />
? ! ! .<br />
? ? ! .<br />
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – <strong>Language</strong>: Text structure and organisation (Year 1)<br />
61
A drink of water<br />
Resource sheet<br />
Scene: A family living room at night<br />
Props: chair, box to represent TV, two chairs pushed<br />
together for bed, rug, empty glass on floor, screen<br />
between ‘rooms’<br />
Characters: Dad, Ebony (characters can be changed to Mum or a<br />
son, change names to suit)<br />
(Dad is sitting in front of the television. Ebony is behind<br />
screen in bed.)<br />
Ebony: D-a-a-ad, I’m thirsty. Can I have a glass of water,<br />
please?<br />
Dad: No! You had a drink of water just five minutes ago,<br />
Ebony. Go to sleep! It’s way past your bedtime.<br />
(All is quiet for a few seconds.)<br />
Ebony: D-a-a-ad, I’m really thirsty! Could I have some water,<br />
please?<br />
Dad: Ebony, I already said ‘No!’ You don’t need any water.<br />
Go to sleep and don’t call out again!<br />
(This time it is quiet for a bit longer.)<br />
Ebony: D-a-a-ad …<br />
Dad: Ebony! Remember what I said.<br />
Ebony: Yes, Dad, I remember.<br />
Dad: Well, what is it then?<br />
Ebony: When you’re coming down to my room to be angry,<br />
could you bring me a glass of water, please?<br />
Recognise that different types of punctuation, including full <strong>stops</strong>, question <strong>marks</strong> and exclamation <strong>marks</strong>, signal sentences that make statements, ask questions, express emotion or give commands<br />
(<strong>ACE</strong>LA1449) © Australian Curriculum: Assessment and Reporting Authority 2012<br />
Australian Curriculum English – <strong>Language</strong>: Text structure and organisation (Year 1) www.ricpublications.com.au R.I.C. Publications ®<br />
62
Jack and Jill<br />
Resource sheet<br />
Recognise that different types of punctuation, including full <strong>stops</strong>, question <strong>marks</strong> and exclamation <strong>marks</strong>, signal sentences that make statements, ask questions, express emotion or give commands<br />
(<strong>ACE</strong>LA1449) © Australian Curriculum: Assessment and Reporting Authority 2012<br />
Scene: On a hill in the country<br />
Characters: Jack, Jill<br />
Props: plastic bucket, mat to roll on,<br />
long cushion for the log<br />
(Jill is waiting halfway up the<br />
‘hill’ for Jack. Jack is offstage.)<br />
Jill: Come on, Jack! Hurry up!<br />
Jack: Ok! I’m on my way. (He catches up to Jill.)<br />
Jill: Let’s fetch water as quickly as we can. Then we can<br />
have the rest of the day to play.<br />
Jack: I hate this hill! I’m sick of going up it every day to<br />
fetch water from the well.<br />
Jill: I hate it too! But if we didn’t go, we wouldn’t have<br />
any water to drink.<br />
Jack: I know. (He smiles and holds the bucket on top of his<br />
head.) Hey, Jill! Do you like my hat?<br />
Jill: Jack, stop wasting time! (She tries to grab the bucket.)<br />
Jack: (He bends over and holds the bucket on his back.)<br />
Now I’m a camel!<br />
Jill: Jack, watch out for that log!<br />
Jack: (Looking at Jill.) What log? (In slow motion and<br />
exaggerated expression and movement, he trips over the<br />
cushion.) Help! (He drops the bucket, falls over and rolls<br />
down the hill.)<br />
Jill: Jack, are you all right? (She puts her foot on the bucket.)<br />
Oh, no! (In slow motion and exaggerated expression, she<br />
falls over and rolls down the hill after him.)<br />
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – <strong>Language</strong>: Text structure and organisation (Year 1)<br />
63
Stimulus pictures<br />
Resource sheet<br />
Recognise that different types of punctuation, including full <strong>stops</strong>, question <strong>marks</strong> and exclamation <strong>marks</strong>, signal sentences that make statements, ask questions, express emotion or give commands<br />
(<strong>ACE</strong>LA1449) © Australian Curriculum: Assessment and Reporting Authority 2012<br />
Australian Curriculum English – <strong>Language</strong>: Text structure and organisation (Year 1) www.ricpublications.com.au R.I.C. Publications ®<br />
64
… <strong>Full</strong> <strong>stops</strong> …<br />
Recognise that different types of punctuation, including full <strong>stops</strong>, question <strong>marks</strong> and exclamation <strong>marks</strong>, signal sentences that make statements, ask questions, express emotion or give commands<br />
(<strong>ACE</strong>LA1449) © Australian Curriculum: Assessment and Reporting Authority 2012<br />
• Look at the picture below.<br />
• Write some sentences about what you can see.<br />
• Don’t forget to end each sentence with a full stop.<br />
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – <strong>Language</strong>: Text structure and organisation (Year 1)<br />
65
??? <strong>Question</strong> words ??? – 1<br />
Some words are always at the beginning of a question.<br />
• Write the correct word at the beginning of each question.<br />
Where Do How Can<br />
When What Who Why<br />
1. you have a pet?<br />
2. do you get to school?<br />
3. do you live?<br />
4. do you go to bed?<br />
5. you help me, please?<br />
6. is your best friend?<br />
7. is your name?<br />
8. were they late for school?<br />
Recognise that different types of punctuation, including full <strong>stops</strong>, question <strong>marks</strong> and exclamation <strong>marks</strong>, signal sentences that make statements, ask questions, express emotion or give commands<br />
(<strong>ACE</strong>LA1449) © Australian Curriculum: Assessment and Reporting Authority 2012<br />
Australian Curriculum English – <strong>Language</strong>: Text structure and organisation (Year 1) www.ricpublications.com.au R.I.C. Publications ®<br />
66
??? <strong>Question</strong> words ??? – 2<br />
Recognise that different types of punctuation, including full <strong>stops</strong>, question <strong>marks</strong> and exclamation <strong>marks</strong>, signal sentences that make statements, ask questions, express emotion or give commands<br />
(<strong>ACE</strong>LA1449) © Australian Curriculum: Assessment and Reporting Authority 2012<br />
Some words are always at the beginning of a question.<br />
• Finish writing a question for each.<br />
• Remember the question mark.<br />
• The first one has been done for you.<br />
When<br />
Why<br />
Where<br />
Who<br />
How<br />
What<br />
Do<br />
Can<br />
is your birthday?<br />
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – <strong>Language</strong>: Text structure and organisation (Year 1)<br />
67
!!! <strong>Exclamation</strong> <strong>marks</strong> !!!<br />
1. Read the exclamations below with your teacher.<br />
2. Say each with strong feeling.<br />
3. Choose the correct exclamation to write what the person in each<br />
picture is saying with strong feeling.<br />
(a)<br />
(c)<br />
(e)<br />
I’m freezing! Happy birthday! This is delicious!<br />
Aaachoo! That ride was awesome! Help!<br />
(b)<br />
(d)<br />
(f)<br />
Recognise that different types of punctuation, including full <strong>stops</strong>, question <strong>marks</strong> and exclamation <strong>marks</strong>, signal sentences that make statements, ask questions, express emotion or give commands<br />
(<strong>ACE</strong>LA1449) © Australian Curriculum: Assessment and Reporting Authority 2012<br />
Australian Curriculum English – <strong>Language</strong>: Text structure and organisation (Year 1) www.ricpublications.com.au R.I.C. Publications ®<br />
68
Punctuation <strong>marks</strong><br />
Recognise that different types of punctuation, including full <strong>stops</strong>, question <strong>marks</strong> and exclamation <strong>marks</strong>, signal sentences that make statements, ask questions, express emotion or give commands<br />
(<strong>ACE</strong>LA1449) © Australian Curriculum: Assessment and Reporting Authority 2012<br />
. A full stop is used to end a sentence.<br />
? A question mark is used in sentences that ask about things.<br />
! An exclamation mark is used in sentences to show strong feeling.<br />
1. Add the correct punctuation <strong>marks</strong>.<br />
(a) I have a new school bag<br />
(b) It’s so hot today<br />
(c) Come here now<br />
(d) How old are you<br />
(e) What is your favourite colour<br />
(f) My lead pencil is blunt<br />
2. Write the correct punctuation <strong>marks</strong> in the story.<br />
The surprise visitor<br />
Last night our family were watching TV<br />
ran across the carpet<br />
‘Aaaah<br />
’ screamed Mum<br />
‘How did it get inside<br />
‘It’s so cute<br />
‘Catch it<br />
’ I asked<br />
’ my little sister exclaimed<br />
’ yelled Dad<br />
But the little mouse was nowhere to be seen<br />
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – <strong>Language</strong>: Text structure and organisation (Year 1)<br />
69<br />
Suddenly, a mouse
Text structure<br />
and organisation<br />
Recognise that different types of punctuation, including full <strong>stops</strong>,<br />
question <strong>marks</strong> and exclamation <strong>marks</strong>, signal sentences that make<br />
statements, ask questions, express emotion or give commands<br />
(<strong>ACE</strong>LA1449)<br />
© Australian Curriculum: Assessment and Reporting Authority 2012<br />
Assessment<br />
checklist<br />
Student Name<br />
Identifi es full <strong>stops</strong> in<br />
sentence-level text<br />
Identifi es question<br />
<strong>marks</strong> in sentence-level<br />
text<br />
Identifi es exclamation<br />
<strong>marks</strong> in sentence-level<br />
text<br />
Uses correct intonation<br />
when reading sentences<br />
Uses correct intonation<br />
when reading questions<br />
Uses correct intonation<br />
when reading<br />
exclamations<br />
Understands when to<br />
use full <strong>stops</strong> in writing<br />
Understands when to<br />
use question <strong>marks</strong> in<br />
writing<br />
Understands when to<br />
use exclamation <strong>marks</strong><br />
in writing<br />
Australian Curriculum English – <strong>Language</strong>: Text structure and organisation (Year 1) www.ricpublications.com.au R.I.C. Publications ®<br />
70
Text structure<br />
and organisation<br />
Recognise that different types of punctuation, including full <strong>stops</strong>,<br />
question <strong>marks</strong> and exclamation <strong>marks</strong>, signal sentences that make<br />
statements, ask questions, express emotion or give commands<br />
(<strong>ACE</strong>LA1449)<br />
© Australian Curriculum: Assessment and Reporting Authority 2012<br />
Interrelated<br />
English links<br />
Below is a list of links within the <strong>Language</strong> strand, Literature strand and Literacy strand of English that are covered within the activities provided with the<br />
content description above:<br />
E1. Identifies full <strong>stops</strong>, question <strong>marks</strong> and exclamation <strong>marks</strong> in sentences.<br />
• Understand that there are different ways of asking for information, making offers and giving commands (<strong>ACE</strong>LA1446)<br />
• Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (<strong>ACE</strong>LA1787)<br />
• Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions<br />
(<strong>ACE</strong>LY1656)<br />
E2. Understands that punctuation <strong>marks</strong> in text are a guide to using the correct intonation and pauses<br />
when reading.<br />
• Understand that there are different ways of asking for information, making offers and giving commands (<strong>ACE</strong>LA1446)<br />
• Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (<strong>ACE</strong>LA1787)<br />
• Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions<br />
(<strong>ACE</strong>LY1656)<br />
• Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace<br />
(<strong>ACE</strong>LY1788)<br />
• Read supportive texts using developing phrasing, fl uency, contextual, semantic, grammatical and phonic knowledge and emerging text processing<br />
strategies, for example, prediction, monitoring meaning and rereading (<strong>ACE</strong>LY1659)<br />
E3. Uses full <strong>stops</strong>, question <strong>marks</strong> and exclamation <strong>marks</strong> when writing sentences.<br />
• Understand that there are different ways of asking for information, making offers and giving commands (<strong>ACE</strong>LA1446)<br />
• Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (<strong>ACE</strong>LA1787)<br />
• Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions<br />
(<strong>ACE</strong>LY1656)<br />
• Read supportive texts using developing phrasing, fl uency, contextual, semantic, grammatical and phonic knowledge and emerging text processing<br />
strategies, for example, prediction, monitoring meaning and rereading (<strong>ACE</strong>LY1659)<br />
• Reread student’s own texts and discuss possible changes to improve meaning, spelling and punctuation (<strong>ACE</strong>LY1662)<br />
• Write using unjoined lower case and upper case letters (<strong>ACE</strong>LY1663)<br />
The above links are reproduced with permission from ACARA.<br />
© Australian Curriculum: Assessment and Reporting Authority 2012<br />
Modes, capabilities and priorities covered by the<br />
activities in this content description<br />
<strong>Language</strong> modes General capabilities<br />
Listening ✔ Literacy ✔<br />
Speaking ✔ Numeracy<br />
Reading ✔<br />
Information & communication<br />
technology (ICT) capability<br />
✔<br />
Viewing ✔ Critical and creative thinking ✔<br />
Writing ✔ Personal and social capability ✔<br />
Ethical behaviour<br />
Intercultural understanding<br />
Cross-curriculum priorities<br />
Aboriginal and Torres Strait Islander histories and cultures<br />
Asia and Australia’s engagement in Asia<br />
Sustainability<br />
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – <strong>Language</strong>: Text structure and organisation (Year 1)<br />
71
Text structure<br />
and organisation<br />
Recognise that different types of punctuation, including full <strong>stops</strong>,<br />
question <strong>marks</strong> and exclamation <strong>marks</strong>, signal sentences that make<br />
statements, ask questions, express emotion or give commands<br />
(<strong>ACE</strong>LA1449)<br />
© Australian Curriculum: Assessment and Reporting Authority 2012<br />
Answers<br />
<strong>Full</strong> <strong>stops</strong> ....................................................... page 65<br />
Teacher check<br />
<strong>Question</strong> words – 1 ...................................... page 66<br />
1. Do 2. How 3. Where<br />
4. When 5. Can 6. Who<br />
7. What 8. Why<br />
<strong>Question</strong> words – 2 ...................................... page 67<br />
Teacher check<br />
<strong>Exclamation</strong> <strong>marks</strong> ....................................... page 68<br />
1.–2. Teacher check<br />
3. (a) Aaachoo! (b) That ride was awesome!<br />
(c) This is delicious!<br />
(d) I’m freezing!<br />
(e) Happy birthday! (f) Help!<br />
Punctuation <strong>marks</strong> ....................................... page 69<br />
1. (a) I have a new school bag. (b) It’s so hot today!<br />
(c) Come here now!<br />
(d) How old are you?<br />
(e) What is your favourite colour?<br />
(f) My lead pencil is blunt.<br />
2. Last night our family was watching TV. Suddenly, a mouse ran across<br />
the carpet.<br />
‘Aaaah!’ screamed Mum.<br />
‘How did it get inside?’ I asked.<br />
‘It’s so cute!’ my little sister exclaimed.<br />
‘Catch it!’ yelled Dad.<br />
But the little mouse was nowhere to be seen.<br />
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – <strong>Language</strong>: Text structure and organisation (Year 1)<br />
89