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

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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) © Australian Curriculum: Assessment and Reporting Authority 2012 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. Interrelated English links: See page 71 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. Interrelated English links: See page 71 R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 1) 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 Australian Curriculum English – Language: Text structure and organisation (Year 1) www.ricpublications.com.au R.I.C. Publications ® 56
Page 1 and 2: Your partner in education YEAR 1 EN
Page 3 and 4: Format of the book This teacher res
Page 5: Text structure and organisation Rec
Page 9 and 10: EXCLAMATION MARKS An exclamation ma
Page 11 and 12: Punctuation game cards - 2 Resource
Page 13 and 14: A drink of water Resource sheet Sce
Page 15 and 16: Stimulus pictures Resource sheet Re
Page 17 and 18: ??? Question words ??? - 1 Some wor
Page 19 and 20: !!! Exclamation marks !!! 1. Read t
Page 21 and 22: Text structure and organisation Rec
Page 23: Text structure and organisation Rec

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

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