RIC-20244 Primary Grammar and Word Study Year 5 – Punctuation

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YEAR 5
PRIMARY
GRAMMAR
YEAR 1
AND WORD STUDY
Punctuation
Full stops, question marks,
exclamation marks, capital letters,
commas, apostrophes, quotation marks,
colons, semicolons, hyphens,
dashes and ellipses
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of the Year 2015 and 2016

Primary grammar and word study (Book F)
Published by R.I.C. Publications ® 2008
Copyright © by R.I.C. Publications ® 2008
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original purchaser for use with their class(es). The
publisher prohibits the loaning or onselling of this
master for the purposes of reproduction.
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Primary grammar and
word study – Book F
Foreword
Primary grammar and word study is a series of seven books designed
to introduce students to parts of speech, ways to understand and choose
words, punctuation and figures of speech.
Titles in this series:
• Primary grammar and word study Book A (Ages 5– 6)
• Primary grammar and word study Book B (Ages 6–7)
• Primary grammar and word study Book C (Ages 7–8)
• Primary grammar and word study Book D (Ages 8–9)
• Primary grammar and word study Book E (Ages 9 –10)
• Primary grammar and word study Book F (Ages 10–11)
• Primary grammar and word study Book G (Ages 11–12)
Teachers notes .............................................. iv – v
Curriculum links ................................................... v
Literacy character explanation ...................... vi – vii
Checklists ................................................... viii – xi
Parts of speech .............................................. 2–33
Nouns .............................................................. 2–5
Verbs .............................................................. 6–11
Adjectives..................................................... 12–17
Adverbs ........................................................ 18–21
Pronouns ...................................................... 22–25
Conjunctions ................................................ 26–27
Determiners ................................................. 28–31
Prepositions ................................................ 32–33
Understanding and choosing words ........... 34–57
Words that are similar ...............................34–41
Homographs ......................................... 34–35
Homophones ........................................ 36–37
Eponyms .............................................. 38–39
Acronyms ............................................. 40–41
Words that change .....................................42–49
Plurals .................................................. 42–45
Prefixes ................................................ 46–47
Suffixes ................................................ 48–49
Contents
Words and their meanings ........................50–53
Synonyms and antonyms...................... 50–51
Word origins ......................................... 52–53
Confused words .........................................54–57
Punctuation .................................................. 58–75
Full stops, question marks,
exclamation marks and capital letters .......... 58–59
Commas ....................................................... 60–63
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Apostrophes ................................................. 64–67
Quotation marks ........................................... 68–71
Colons and semicolons ................................. 72–73
Hyphens, dashes and ellipses ....................... 74–75
Figures of speech ......................................... 76–85
Colloquialisms and jargon ............................. 76–77
Hyperbole ..................................................... 78–79
Idioms .......................................................... 80–81
Metaphors and similes ................................. 82–83
Proverbs ....................................................... 84–85
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Primary grammar and word study

Punctuation
checklist
Name of student
Full stops
Question
marks
Exclamation
marks
Capital
letters
Commas Apostrophes Quotation
marks
Colons/
Semicolons
Hyphens/
Dashes/
Ellipses
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Punctuation
Punctuation marks and capital letters
Focus
Capital letters for sentence beginnings and proper
nouns
Full stops at the end of a sentence and for
abbreviations
Question marks
Exclamation marks
Definitions
• Full stops are punctuation marks used to show the
end of a sentence.
• An abbreviation is a shortened form of a word. A
full stop can be used to show that a word has been
abbreviated.
Example:
paragraph—para. or figure—fig.
• Question marks are punctuation marks used to
indicate a question.
• Exclamation marks are punctuation marks used
at the end of a remark to show strong emotion or
feeling.
Example:
Oh bother! I’ve spilt the milk!
Explanation
• Full stops, also called periods, usually show the
end of an idea or thought in a sentence. They can
also indicate that a break or pause is needed when
reading.
• In abbreviations, full stops are not used when the
last letter is the last letter of the word.*
Example:
Rd, St, Dr
• A question is an interrogative sentence, addressed to
someone in order to elicit information.
• Exclamation marks usually indicate a strong
feeling, such as surprise, disgust, anger or joy. An
exclamation mark can be used at the end of an
interjection (Oh no!) or command (Don’t touch!) and
to add emphasis.
Worksheet information
• Revise the information about full stops, question
marks, exclamation marks, abbreviations and capital
letters by using some examples before asking the
students to complete the worksheet.
Ideas for further practice
• Revise incorrectly-identified errors in future
grammar lessons.
• Students write their own texts using all the same
punctuation marks included on page 59.
Answers
1. Dear Milla
Would you believe that our laptop has died and
my mobile has no service? Talk about primitive!
Our holiday to ‘get back to nature’, as Dad puts it,
has certainly been interesting! Three months away
from home, school and friends felt like forever
when we started our holiday, but time is starting to
fly. When we left home in Sept., I thought it would
take ages to end but it’s almost Nov. already.
We seem to have travelled over half of Vic. and
Tas. and who would believe that there are so
many things to see and do? I’ve been completely
‘blown away’ by some of the sights we’ve seen!
So amazing! Crystal L. is so beautiful, with water
so clear and clean that you can see fish swimming
metres below the surface. Not at all dirty and
muddy like Bowen R. back home!
We took a canoe ride around Peaceful Harb. and
didn’t collide with any speedboats, surf skis or
Sunday sailors. What a change! We usually take
our lives in our hands when we go canoeing at
home, don’t we?
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Yesterday, we took a boat trip across to Seal Is.
but we had to be really careful not to get too close.
We actually got to see seals in the flesh! The seals
are so powerful and sleek that it’s such a shame
they are still being hunted.
Who would have thought that Dad would come up
such a good idea? Still, I do miss technology! I’ll
send you an email or text message as soon as we
get home next week.
Your pal
Primary grammar and word study 58
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Ravi
2.–4. Teacher check
* R.I.C. Publications employs full stops for abbreviations
as recommended by the Style manual for authors,
editors and printers, sixth edition (2002).

Punctuation marks and capital
letters
1. Edit the letter below to include the following:
• 7 full stops at the end of a sentence
• 14 capital letters for proper nouns
• 21 capital letters for sentence beginnings
Write your corrections above each error.
dear milla
• 8 full stops for abbreviations
• 8 exclamation marks
• 4 question marks
would you believe that our laptop has died and my mobile has no service talk about primitive our
holiday to ‘get back to nature’, as dad puts it, has certainly been interesting three months away from
home, school and friends felt like forever when we started our holiday, but time is starting to fly
when we left home in sept, I thought it would take ages to end but it’s almost nov already
we seem to have travelled over half of vic and tas and who would have thought that there were
so many things to see and do i’ve been completely ‘blown away’ by some of the sights we’ve seen
so amazing crystal L is so beautiful, with water so clear and clean that you can see fish swimming
metres below the surface not at all dirty and muddy like bowen R back home
we took a canoe ride around peaceful harb and didn’t collide with any speed boats, surf skis or
sunday sailors what a change we usually take our lives in our hands when we go canoeing at home,
don’t we
yesterday, we took a boat trip across to seal Is but we had to be really careful not to get too close
we actually got to see seals in the flesh the seals are so powerful and sleek that it’s such a shame
that they are still being hunted
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who would have thought that dad would come up with such a good idea still, I do miss technology
i’ll send you an email or text message as soon as we get home next week
your pal
ravi
2. Compare your edits to those of a classmate and decide on any changes you need to make.
3. Reread the final text with edits one last time in case you have missed anything.
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Primary grammar and word study

Punctuation
Commas
Focus
Commas in a series of words, phrases and clauses
Definition
• Commas are punctuation marks used to separate
words, phrases or clauses to clarify meaning.
Explanation
• In a series, the comma stands for an omitted
conjunction, such as ‘and’ or ‘or’.
Example:
‘I play the violin, cello and piano’ means ‘I play
the violin and cello and piano’. The comma has
replaced the omitted ‘and’.
• Commas can be used for:
– a series of nouns.
Example:
The meal consisted of steak, peas and potatoes.
– a series of verbs.
Example:
Jason ran, tripped, fell and fainted.
– a series of adjectives.
Example:
She was young, beautiful, kind and naive.
– a series of phrases.
Example:
He doesn’t like washing dishes, ironing clothes or
mopping floors.
• A comma placed before the conjunction is called
a serial comma and is usually considered
unnecessary; however, it is necessary if omitting
it might cause confusion to the meaning of the
sentence.
Example:
Jason spotted a man running, a girl eating an ice
cream and a fox. (Incorrect)
Without a comma after ice cream, it may seem the
girl is eating an ice cream and a fox!
Jason spotted a man running, a girl eating an ice
cream, and a fox. (Correct)
• A serial comma is also needed in a series of items if
the last item in a list already has ‘and’.
Example:
He added tomato sauce, cheese, and pepper and
salt.
Worksheet information
• Read the text with the class. Students identify the
sentences with lists of words, and the sentence
with the lists of phrases. Explain to the class that a
phrase is a group of words which does not have a
verb with a subject.
• Read and discuss the first comma rule with the
class.
• Students determine if the sentences in question
2 contain a series of words or a series of phrases
before they begin the task. Students add commas
where they are needed, following the comma rule.
• Introduce the new comma rule to the class,
explaining that when a series of words ends with
the last two words already having an ‘and’ between
them, an extra comma is required.
• In question 3, the students add the commas where
needed.
Ideas for further practice
• Finish the sentence. ‘Four animals which live in
the ocean are …’; ‘To make muffins, we need …’
Create your own sentence starters.
• Find a suitable newspaper article, copy it and
distribute to the class. Students identify sentences
which contain lists of words and phrases and
highlight them.
• Write sentences containing lists of words and ask a
friend to punctuate them. Correct the work and give
feedback.
Answers
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1. Teacher check
2. (a) For my nanna’s 80th birthday, all of my aunties,
uncles and cousins went away for the weekend.
(b) On the weekend I went to the movies, shopping
in the city, my best friend’s birthday party and the
beach for a surfing lesson.
(c) I would like to think that I am quite generous when
I volunteer to doorknock to raise money for charity,
donate blankets for the winter appeal and donate
Christmas gifts for children.
(d) Mum and Dad gave me a skateboard, computer
game, DVD and CD for my birthday.
3. (a) My favourite winter meals are beef stroganoff,
spaghetti bolognaise, meatloaf, and soup and
crusty bread.
(b) I really like listening to pop, hip-hop, rap, and rock
and roll music.
Primary grammar and word study 60
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Commas in a series
Commas are punctuation marks used to separate a series of words,
phrases or clauses in a sentence to make the meaning clear.
1. (a) Read the text.
Planning a field trip to the local creek took several weeks to organise. We made a list of things we
needed to do, phoned various companies to get prices on transport to and from the destination,
worked out what we were going to do there and finally we drafted a letter to our parents to gain
their permission for the excursion. We decided it was important to study the creek in order to
observe wildlife, flora, pollution and water levels. This would mean that we would work in small
groups to study each aspect, record our observations and report our findings to the whole class.
Prior to going on the excursion we designed observation forms to complete at the creek, gathered
our required materials and organised our groups. We all worked professionally, cooperatively and
responsibly together to make sure the field trip was a huge success.
(b) Circle all the commas.
(c) Use a red pencil to underline all the lists of words separated by a comma.
(d) Use a blue pencil to underline a series of phrases or clauses separated by a comma.
Comma rule
A comma is placed after every item, phrase or clause in a list except the last two.
Write ‘and’ or ‘or’ between the last two.
2. Add commas where they are needed in the sentences below.
(a) For my nanna’s 80th birthday, all of my aunties uncles and cousins went away for the weekend.
(b) On the weekend, I went to the movies shopping in the city my best friend’s birthday party and the beach
for a surfing lesson.
(c) I would like to think that I am quite generous when I volunteer to doorknock to raise money for charity
donate blankets for the winter appeal and donate Christmas gifts for children.
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(d) Mum and Dad gave me a skateboard computer game DVD and CD for my birthday.
Comma rule
If the last two items in a list already have ‘and’ because they belong together, add
a comma and ‘and’ before them.
Example: The children played hopscotch, skipping, and hide and seek.
3. Add commas where they are needed in these sentences.
(a) My favourite winter meals are beef stroganoff spaghetti bolognaise meatloaf and soup and crusty
bread.
(b) I really like listening to pop hip-hop rap and rock and roll music.
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Primary grammar and word study

Punctuation
Commas
Focus
Commas used to set off geographical names and
addresses
Definition
• Commas are punctuation marks used to separate
words, phrases or clauses to clarify meaning.
Explanation
• Commas can be used to set off geographical names
and separate parts of an address.
• When a placename is followed by further information
about its location, a comma is used to separate the
information.
Example:
We went on our summer holidays to Phuket,
Thailand.
• Commas are used to separate the street/suburb/
state/country within an address. No comma is
required between the street number and name.
Example:
I live at 102 Oakhill Avenue, Pittsburgh, PA.
Worksheet information
• Read the information provided in each box. Write
some example sentences on the board without
commas. Invite students to discuss and place the
commas in the correct place within the sentence.
• Students complete the examples provided and write
sentences of their own.
Ideas for further practice
• Identify and locate examples of commas in
addresses and geographical names.
Answers
1. (a) My father was born in St Julians Bay,
Malta.
(b)
(c)
One day, I would love to visit the Great
Pyramid of Khufu near Giza, Egypt.
The 2008 Olympic Games were held in
Beijing, China.
(d) Robert Baden-Powell held the first
Scouting camp at Brownsea Island,
England.
(e) Grand Canyon National Park is located in
Arizona, USA.
(f) The Amazon River originates in Peru, South
America.
(g) Many tourists take a trip on a boat called a
gondola in Venice, Italy.
(h)–(i) Teacher check
2. (a) Parliament House is located on Parliament
Drive, Canberra, ACT.
(b) We are going to visit my Uncle Tom at 21B
Denham Way, Gosnells, WA.
(c) I would be interested to find out who lives
at 39 Down Street, Midlands, NT.
(d) When I was born, we lived at 72 Eastway
Drive, Renton, WA.
(e) The residence of the British Prime Minister
is 10 Downing Street, London, England.
(f) The Heritage Hotel is located at 171 Queen
Street, Auckland, New Zealand.
(g) Please deliver the spare parts to the
workshop situated at 50 Rocco Drive,
Scoresby, Alberta.
(h)–(i) Teacher check
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Commas
Commas are punctuation marks which are used to set off geographical names.
Example: We saw the famous dolphins at Sea World Florida.
1. Use a comma to set off the geographical names in these sentences. Then write two of your own.
(a) My father was born in St Julians Bay Malta.
(b) One day, I would love to visit the Great Pyramid of Khufu near Giza Egypt.
(c) The 2008 Olympic Games were held in Beijing China.
(d) Robert Baden-Powell held the first Scouting camp at Brownsea Island England.
(e) Grand Canyon National Park is located in Arizona USA.
(f) The Amazon River originates in Peru South America.
(g) Many tourists take a trip on a boat called a gondola in Venice Italy.
(h)
(i)
Commas are punctuation marks used to separate parts of an address.
Example: I live at 24 Oaktown Road Campion DC.
2. Use a comma to separate the parts of the address in these sentences. Then write two of your own.
(a) Parliament House is located on Parliament Drive Canberra ACT.
(b) We are going to visit my Uncle Tom at 21B Denham Way Gosnells WA.
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(c) I would be interested to find out who lives at 39 Down Street Midlands NT.
(d) When I was born, we lived at 72 Eastway Drive Renton WA.
(e) The residence of the British Prime Minister is 10 Downing Street London England.
(f)
The Heritage Hotel is located at 171 Queen Street Auckland New Zealand.
(g) Please deliver the spare parts to the workshop situated at 50 Rocco Drive Scoresby Alberta.
(h)
(i)
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Primary grammar and word study

Punctuation
Apostrophes in contractions
Focus
Apostrophes in contractions
Definition
• A contraction is a shorter word made by joining two
or more words and taking out one or more letters.
The missing letter or letters is/are replaced by an
apostrophe.
Explanation
• When two or more words are joined and contracted,
the omitted letter or letters are marked with an
apostrophe.
• The mistake is often made of placing the
apostrophe between the two words, e.g. should’nt,
do’nt. Students will need to be reminded that the
apostrophe marks the missing letter and not the
space where the two words join.
• Contractions are commonly used in speech and
informal writing, but not as often in formal writing.
• Not all words with apostrophes are contractions.
Apostrophes can also indicate possession.
Worksheet information
• Discuss contractions with the students. If necessary,
demonstrate removing letters from words to create
the contraction, showing the correct placement of
the apostrophe.
• Students read the story about the day a boy was too
ill to go to school for a class excursion. They then
find eight contractions from the text, writing the full
version of the contracted words. To do this they will
need to read the word in context, try both ‘would’
and ‘had’ with the first word, and decide which one
sounds logical.
• If students are having difficulty with this, teachers
may wish to encourage the students to look at the
words following the contraction. The words following
a ‘would’ contraction tend to be present tense, while
those following a ‘had’ contraction are past tense.
• Students then complete the crossword by
contracting the words in bold type.
Ideas for further practice
• Students could write an imaginative text using the
form ‘If I’d been born with (e.g. superpowers, four
legs)’, listing all the things that they might have
accomplished or experienced in their lives.
Answers
1. Second line: Mum had, I would
2.
Third line: I had, it had
Fourth line: they would
Sixth line: she had
Seventh line: you had
Eighth line: must have
4
7
2
W
I ’ V E
S
N
O ’ S
C A N ’ T H
O ’ E
U T H E Y ’ D
L E D
D O N ’ T
N
’
5
6
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8
D
T H E Y ’ L L
1
Note: A space has been left in the crossword to include
each apostrophe in each contraction.
3
Primary grammar and word study 64
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Apostrophes in contractions
Some words can be joined and shortened by taking out some letters to make a new
word called a contraction. The letters are replaced with an apostrophe, which shows
us that letters are missing and that the word is a contraction.
Example: they + would = they’d
they + had = they’d
1. Find eight different contractions with ‘d’ in the text and write them below. Next to each, write the two
words that make up that contraction, choosing between ‘had’ and ‘would’ (depending on how it is used
in the sentence).
‘The instant I woke up, it hit me—a wave of nausea that sent me dashing to the bathroom. As I hugged
the toilet bowl Mum’d made me clean on the weekend, I knew I’d be missing school that day ... the day
of the excursion! I’d been looking forward to it since it’d been announced at the assembly. As I used the
toilet bowl once again, I pictured the rest of my class visiting the chocolate factory; they’d be tasting
samples and chocolate products all day!
Mum walked in; I tried to look normal so she’d think about letting me go. But it was no good; she’d
noticed my green face as she walked past the bathroom. ‘You’d better stay home today, young man. Poor
you! It must’ve been that junk food you ate last night!’ she said.
I just groaned and wished I’d eaten something healthier for dinner last night!’
• : , • : ,
• : , • : ,
• : , • : ,
• : , • : ,
2. Write the contraction for the bold words in the clues in
the crossword. Apostrophes go in a separate square.
Across
1. I have been to the zoo.
4. Zara said you cannot open it yet
5. Mum and Dad said they would take us out.
6. I do not believe it!
8. Quick! They will be here soon.
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4
2
5 6
1
3
Down
1. That is not my bag!
2. Jet said he will not go.
3. Sophie said she would like to help us.
4. The scientist said he could not believe it.
6. Paris said he would be here on time.
7
8
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Primary grammar and word study

Punctuation
Apostrophes for possession
Focus
Common mistakes made when using apostrophes to
show possession
Definition
• An apostrophe of possession indicates ownership
and is placed directly after the owner/owners.
Example:
The girl’s uniform was saturated (one girl).
The girls’ teacher was quite strict (more than one
girl).
The children’s bags are blue.
Explanation
• To show possession of a noun that does not end
with an s, an apostrophe and the letter s are usually
placed directly after the owners.
Example:
the dog’s collar
the children’s pet
• If a noun ends with s, such as ladies and boys, the
apostrophe comes after that s and an additional s is
usually unnecessary.
Example:
The monkeys’ cage
• However, if a noun or name ends in s and the
possessive is pronounced as a separate syllable, it
can take an apostrophe and s.
Example:
the princess’s crown
the Jones’s house
Jesus’s life (Note: Jesus’ life is also accepted.)
• A number of mistakes are commonly made when
using apostrophes to show possession.
– When using its to show possession, no
apostrophe is required. The word its is already
possessive, meaning ‘belonging to it’ and
requires no apostrophe.
It’s is a contraction of it and is and does not
show possession.
– Many people make the mistake of adding
an apostrophe to make a noun plural. This
incorrect use of apostrophes is sometimes
called ‘greengrocers’ apostrophes’, because this
mistake can often be seen on handwritten signs
such as in greengrocers’ shops.
Worksheet information
• Read the introductory text and common problems
described in the text boxes with the students.
Discuss different ways to avoid making these
mistakes.
• To work out where the apostrophe needs to go,
students can circle the owner, add an apostrophe
outside the right side of the circle, and an s if there
isn’t one already there.
• Students then complete Questions 1–2, practising
the correct use of apostrophes to show ownership.
Ideas for further practice
• At
students can play an online interactive game
practising the correct use of apostrophes of
ownership.
Answers
1. (a) That clever dog is holding its leash in its
mouth! It’s walking itself!
(b) My two cats share a basket. It’s a really soft
and fluffy one.
(c) Juan and Xavier’s team had won all of their
games.
(d) There are 12 pens and 10 pencils on my
teacher’s desk.
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2. (a) Josie and Francesca’s grandmother’s perfume
smelled like flowers.
(b) Those two bands’ new songs are really similar.
(c) The library’s book collection included 14 rare
encyclopedias.
(d) The women’s basketball uniforms were black
with yellow stripes.
Primary grammar and word study 66
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Apostrophes for possession
An apostrophe is a punctuation mark used to indicate possession. Using apostrophes
to show that something belongs to someone (or something) can be a bit confusing.
Here are some hints to help you avoid common mistakes.
Where does it go?
The apostrophe to show ownership goes straight after the owner or owners.
Example: the boy’s mother, the ladies’ golf clubs, the men’s bags
The its- it’s problem
The word its is a contraction of the words it and is.
The apostrophe represents the letter i missing from
‘is’ and indicates that it is a contraction.
Example: It’s a dog. (It is a dog.)
The word its is a possessive determiner and like his
and my does not need an apostrophe.
Example: The dog wagged its tail.
1. Find and circle the mistakes in the following sentences. Rewrite them correctly.
(a) That clever dog is holding it’s leash in it’s mouth! Its walking it’self!
(b) My two cat’s share a basket. Its a really soft and fluffy one.
(c) Juan and Xavier’s team have won all of their game’s.
Plurals
Apostrophes are sometimes used incorrectly in
plural nouns.
Example:
Oranges: Three dollars per kilo (not three
dollar’s)
My favourite TV shows are on tonight! (not TV
show’s)
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(d) There are 12 pen’s and 10 pencil’s on my teachers’ desk.
2. Put apostrophes in the correct place in these sentences.
(a) Josie and Francescas grandmothers perfume smelled like flowers.
(b) Those two bands new songs are really similar.
(c) The librarys book collection included 14 rare encyclopedias.
(d) The womens basketball uniforms were black with yellow stripes.
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Primary grammar and word study

Punctuation
Quotation marks
Focus
Quotation marks for direct speech in relation to the position of
a carrier
Definitions
• Quotation marks are inverted commas used to enclose
speech or thoughts.
• The carrier is the part of the sentence indicating who is
speaking.
Explanation
• A quotation always starts with a new sentence so it begins
with a capital letter.
• A new paragraph is needed for each speaker.
• Indirect speech tells what was said but not always in the
exact words so it does not need quotation marks.
In direct speech, the presence and position of a carrier
affects the punctuation of the quotation.
The punctuation guidelines followed in this book are
those outlined in the Style manual for authors, editors
and printers (sixth edition) 2002, as endorsed by the
Federal government of Australia.
When a carrier precedes the quotation:
• the carrier (underlined) is followed by a comma
• the quotation begins with a capital letter
• the final full stop of the quotation lies outside the closing
quotation mark:
Example:
Tania sighed, ‘This is the last day of term’.
When a carrier interrupts a sentence within a quotation:
• the comma following the first part of the sentence lies
outside its closing quotation mark,
• the carrier (underlined) is followed by a comma,
• the sentence continues with a small letter,
• the final full stop of the quotation lies outside the closing
quotation mark:
Example:
‘I’m so glad’, said Isaac, ‘that we are on holiday’.
When a quotation stands without a carrier:
• all words and punctuation marks are enclosed by the
quotation marks.
Example:
‘We all wish you well in your new school.’
When a carrier interrupts a quotation between two
separate sentences:
• a comma follows the first sentence and lies outside the
closing quotation mark (there is no full stop at the end of
the first sentence),
• the carrier (underlined) is followed by a full stop,
• the rest of the quotation stands independently as a
quotation without a carrier. The closing quotation mark
goes after the final full stop.
Example:
‘I’m going away for three weeks’, said Jayden. ‘We’re
visiting relatives in the country.’
When a carrier follows the quotation:
• the comma following the quotation lies outside its closing
quotation mark,
• the carrier (underlined) is followed by a full stop.
Example:
‘We can keep in touch via email’, offered Libby.
Worksheet information
• In each set of examples, emphasise the position of the
quotation marks and other punctuation marks in relation to
the position of the carrier.
Ideas for further practice
• Give students examples of direct speech with all quotation
marks and capital letters removed. Students punctuate the
examples, following the guidelines of the Style manual.
• In pairs, students choose examples of direct speech with
the carrier always in the same position. They familiarise
themselves with the punctuation rules of this example then
explain the rules to other students.
Answers
1. (a) Teacher check; beginning
(b) Teacher check; middle
(c) Teacher check; end
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2. (a) Gina dreamed, ‘If only I could act like Mia’.
(b) ‘My skateboard’, moaned Sam, ‘has been stolen’.
(c) Robert offered, ‘I can help you set up your new
computer’.
(d) ‘I wish the match was on earlier’, grumbled Ashley.
(e) ‘My dog has had puppies’, said Azul. ‘We’re giving
them away.’
(f) ‘I can’t wait’, laughed Nazira, ‘for the show to begin’.
(g) ‘I have to go now’, sighed Jake. ‘I’ll see you
tomorrow.’
(h) ‘I think Ottawa is the capital of Canada’, whispered
Nathan.
(i) ‘The walk across the mountains was exhausting’,
gasped Cadel.
(j) Anya shivered, ‘I’m so cold I can’t feel my toes’.
(k) ‘The low pressure’, said the weatherman, ‘will bring
rain tomorrow’.
(l) ‘The tour is very varied’, said Su Lin. ‘You’ll see many
amazing places.’
Primary grammar and word study 68
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Quotation marks for direct speech
Quotation marks are inverted commas used to enclose speech or thoughts.
The carrier is the part of the sentence indicating who is speaking.
In direct speech, the carrier can be placed at the beginning, in the middle or
at the end of the speech.
1. For each example (a), (b) and (c):
• underline the carrier
• circle the quotation marks
• show the position of the carrier (beginning, middle, end of the speech)
(a) Ethan argued, ‘I don’t want to practise the piano today’.
The carrier is: at the beginning , in the middle , at the end .
(b) ‘It’s my birthday next month’, said Joe. ‘I’m having a party.’
The carrier is: at the beginning , in the middle , at the end .
(c) ‘A volcano has erupted in Mexico’, the reporter announced.
The carrier is: at the beginning , in the middle , at the end .
2. Underline the carrier and add the quotation marks.
(a) Gina dreamed, If only I could act like Mia .
(b) My skateboard , moaned Sam, has been stolen .
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(c) Robert offered, I can help you set up your new computer .
(d) I wish the match was on earlier , grumbled Ashley.
(e) My dog has had puppies , said Azul. We’re giving them away.
(f) I can’t wait , laughed Nazira, for the show to begin .
(g) I have to go now , sighed Jake. I’ll see you tomorrow.
(h) I think Ottawa is the capital of Canada , whispered Nathan.
(i)
(j)
The walk across the mountains was exhausting , gasped Cadel.
Anya shivered, I’m so cold I can’t feel my toes.
(k) The low pressure , said the weatherman, will bring rain tomorrow .
(l)
The tour is very varied , said Su Lin. You’ll see many amazing places.
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Primary grammar and word study

Punctuation
Quotation marks
Focus
Enclosing titles in quotation marks
Definition
Quotation marks are inverted commas used to
enclose speech or thoughts.
Explanation
• Quotation marks are used in writing to highlight
direct speech, (the actual words spoken);
Example:
‘I went to the movies’, said Tom.
In direct speech, the position of a carrier affects
the punctuation of the quotation.
The punctuation guidelines followed in this
book are those outlined in the Style manual
for authors, editors and printers (sixth edition)
2002, as endorsed by the Federal government
of Australia. For the same reason, R.I.C. uses
minimal capitalisation.
• In handwritten work, quotation marks have many
other purposes, including the title of a song, long
poem, book, play, movie, television or radio program,
work of art, or an article in a magazine or journal;
Example:
The class listened as Mrs Smith read the next
chapter of ‘The lion, the witch and the wardrobe’.
• Quotation marks are not used to enclose,
– indirect speech; e.g. William said that he would
try to arrive on time.
– well-known expressions; e.g. The house was off
the beaten track and hidden by a dense forest.
– direct speech in play scripts where the reader’s
name precedes the quotation; e.g. Will: I shall
support you always, Robin of Sherwood.
• Titles are generally enclosed in single quotation
marks.
Example:
Jane’s favourite song is ‘Let it be’.
• If included within direct speech, double quotation
marks are used.
Example:
‘My favourite book is “The wind in the willows”
because it has many layers’, said Joshua.
Note: When a word processor is used, the use of
italics replaces the need for quotation marks.
Example:
My dad used to read The Beano comic when he was
a boy.
Ideas for further practice
• Place around the classroom large written examples
of quotations within quotations, with carriers.
Highlight all punctuation in a contrasting colour.
• Students write examples of unpunctuated quotations
within quotations, with and without carriers. They
swap with a partner who adds the punctuation.
Together, they correct and discuss the placement of
all punctuation in their examples.
Answers
1. a) Last night, the class saw the performance of
‘Swan Lake’ at the theatre.
(b) All the students used to watch ‘Play school’
when they were young.
(c) Dana said that ‘African Queen’ was her
grandma’s favourite movie.
2. Teacher check
3. (a) ‘My mum won’t let me watch “The Simpsons”
anymore’, complained Jaslyn.
(b) ‘Tonight’s movie is “Mary Poppins”, the old
favourite’, said the TV presenter.
(c) ‘The unofficial Australian national anthem’,
said Mr Jones, ‘is “Waltzing Matilda” by Banjo
Paterson’.
4. Teacher check
5. (a) ‘I couldn’t sleep last night after watching “The
haunted island” on TV’, said Jim.
(b) The school survey found ‘The Gallipoli story’ to
be the most inspiring book.
(c) ‘Let’s rent “The waterhorse” on DVD tonight’,
suggested Tyler.
(d) For 56 years, the crime mystery, ‘The
mousetrap’ by Agatha Christie, has been
performed on stage.
(e) ‘My favourite song is “Grammar blues” by the
group, Lost cause’, said Mike.
(f) ‘Ben Hur’ is a classic example of an epic
movie.
(g) The article ‘Giving in to bullying’ in the
‘Stockton Herald’ was widely read by
community members.
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Quotation marks for titles
Quotation marks are inverted commas used to highlight the titles of
• songs • plays • television and radio shows
• books • movies • articles from newspapers and magazines
They are enclosed in single quotation marks.
Example: Alyssa said that ‘Raiders of the lost ark’ was her favourite movie.
1. In each sentence, underline the title and enclose it in single speech marks.
(a) Last night, the class saw the performance of Swan Lake at the theatre.
(b) All the students used to watch Play school when they were young.
(c) Dana said that African Queen was her grandma’s favourite movie.
2. Write and punctuate two sentences, each containing a title.
•
•
If a title is written within direct speech, the title is enclosed in double quotation marks.
Example: ‘I think “Harry Potter and the philosopher’s stone” by JK Rowling
is an exciting adventure story’, said Robredo.
3. In each quotation, underline the title and enclose it in double speech marks.
(a) ‘My mum won’t let me watch The Simpsons anymore’, complained Jaslyn.
(b) ‘Tonight’s movie is Mary Poppins , the old favourite’, said the TV presenter.
(c) ‘The unofficial Australian national anthem’, said Mr Jones, ‘is Waltzing Matilda by Banjo Paterson’.
4. Write and punctuate two examples of direct speech, each containing a title.
•
•
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5. Underline the titles and add all quotation marks to each sentence or quotation.
(a) I couldn’t sleep last night after watching The haunted island on TV , said Jim.
(b) The school survey found The Gallipoli story to be the most inspiring book.
(c) Let’s rent The waterhorse on DVD tonight , suggested Tyler.
(d) For 56 years, the crime mystery, The mousetrap by Agatha Christie, has
been performed on stage.
(e) My favourite song is Grammar blues by the group, Lost cause , said Mike.
(f)
Ben Hur is a classic example of an epic movie.
(g) The article Giving in to bullying in the Stockton Herald was widely read by
community members.
R.I.C. Publications ® www.ricpublications.com.au 71
Primary grammar and word study

Punctuation
Colons and semicolons
Focus
Colons and semicolons
Definition
• A colon is a punctuation mark used to let readers
know that information will follow.
• A semicolon is a punctuation mark used to let
readers know they need to make a longer pause
than for a comma.
Explanation
• The use of standardised marks in writing such
as colons and semicolons clarifies meaning for a
reader.
• Examples of when a colon is used include:
1. Introducing a list of a series of items.
This term we will study the following types of
environments: desert, wetland and rainforest.
Note: When the list flows naturally as part of the
sentence, a colon is not used.
This term we will study desert, wetland and
rainforest environments.
2. Introducing an explanation or example.
There were 12 spare seats on the bus: not enough
for all of us to sit.
3. Introducing offset lists.
Method:
1. Break two eggs into a bowl.
2. Whisk until frothy.
4. Introducing each characters’ dialogue in a
playscript.
Dillon: Wow! That’s great!
5. Introducing the subtitle of a book.
Camels: Ships of the desert
• Examples of when a semicolon is used include:
1. Before words and expressions such as
‘however’, ‘for example’ and ‘therefore’.
Shannon thought she’d remembered everything;
however, she had forgotten her toothbrush.
2. To join two ideas in a sentence instead of using
a conjunction (joining word).
She looked cautiously over her shoulder; she
thought she heard footsteps behind her.
Note: Each sentence part could stand alone as a
sentence. The word as could have been used to
join the sentences. A semicolon is used instead of
a full stop for effect and variety.
3. To separate items in a sentence that contain
commas.
I bought apples, pears and plums from the market;
sausages, chops and diced beef from the butcher;
and rolls, sliced bread and cakes from the bakery.
Worksheet information
• Show students examples of colons and semicolons
in familiar books and discuss how they are used.
The worksheet concentrates on a common way
students would use them in their writing.
Ideas for further practice
• Students identify colons in book titles with sub titles,
procedures and science experiments where they
are used in offset lists and in also playscripts to
introduce a new character dialogue.
• Find examples of sentences using semicolons in
books and create a display of sentence excerpts to
discuss and refer to.
Answers
1. (a) Be sure to buy the following: erasers, pens, filing
paper and glue.
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(b) We were given the choice of three planets to
study: Mars, Venus or Saturn.
(c) These will be added to the canteen menu: salad
plates and fruit trays.
2. (a) The school garden contains a variety of flowers;
for example, roses, lilies, daisies and gerberas.
(b) We usually have music on Thursday; however, the
music teacher was ill.
(c) Cooper was late for school again; therefore, he
had to see the principal.
(d) Natalie submitted her homework on time; however,
it was completed incorrectly.
Primary grammar and word study 72
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Colons and semicolons
A colon is a punctuation mark used to let readers know that information will follow.
Example: Our class had a choice of three sports: hockey, volleyball or basketball.
1. Rewrite each sentence, adding a colon in the correct place.
(a) Be sure to buy the following erasers, pens, filing paper and glue.
(b) We were given the choice of three planets to study Mars, Venus or Saturn.
(c) These will be added to the canteen menu salad plates and fruit trays.
A semicolon is a punctuation mark used to let readers know they need to take a
longer pause than for a comma.
A semicolon can be used before words such as ‘however’, ‘for example’ and
‘therefore’. For example: We woke to find the weather was appalling; therefore, the
sports carnival was cancelled.
2. Rewrite each sentence, adding a semicolon in the correct place.
(a) The school garden contains a variety of flowers for example, roses, lilies, daisies and gerberas.
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(b) We usually have music on Thursday however, the music teacher was ill.
(c) Cooper was late for school again therefore, he had to see the principal.
(d) Natalie submitted her homework on time however it was completed incorrectly.
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Primary grammar and word study

Punctuation
Hyphens, dashes and ellipses
Focus
Hyphens, dashes and ellipses
Definitions
• Hyphens are short strokes used to join words.
• Dashes are longer strokes used to indicate a break
in text.
• Ellipses are punctuation marks, usually three full
stops in a row, used to show that words have been
omitted.
Explanation
• Punctuation facilitates the processes of writing and
reading.
• Ellipses, hyphens and dashes have specific roles to
play in punctuation.
• A hyphen is used to:
– join words; for example, grand-daughter, full-time
– create compound numbers between twenty-one
and ninety-nine
– join a prefix to: a base word; for example,
ex-colleague; a capitalised word; for example,
post-European; a number; for example, mid-
1930s.
• Different sources provide slightly different rules for
the use of hyphens. For consistency, it is advisable
to choose one dictionary for reference and follow its
rules.
• A dash is used to indicate a break in the text. It can
be used:
– to separate a word or groups of words within a
sentence;
Example: Winter is a wonderful season—if you
don’t mind the cooler weather.
– before a specific list;
Example: The following students have been
chosen—Alice, Bethan, Clare.
– in place of parentheses (round brackets);
Example: The band—Blaze—agreed to return for
another show.
• Ellipses are used in writing to show:
– that a part of a quotation has been omitted. (Care
must be taken that the omission does not alter
the meaning of the quotation.)
Example: ‘... so much owed ... to so few ...’ from
Winston Churchill’s wartime speech, ‘Never was so
much owed by so many to so few’.
– indecision or incompleteness of speech or
thought:
Example 1. ‘Which flowers shall I choose?’ thought
Robert. ‘The roses ... no, the tulips ... or
maybe the daffodils.’
Example 2. ‘I’m reading a book about ...’ Anna
started to reply before becoming lost in
her latest library book again.
• Question marks, exclamation marks and quotation
marks may precede or follow ellipses but other
punctuation marks may not.
Worksheet information
• Discuss the use of ellipses, hyphens and dashes
before students complete the worksheet.
Ideas for further practice
• Students write examples of correctly punctuated
sentences using hyphens, dashes and ellipses and
display them around the classroom.
• Students create lists of frequently-used compound
words that do and do not require hyphens. Display
around the classroom.
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Answers
1. (a) twenty-seven (b) thirty-fourth
(c) fifty-ninth (d) sixty-eight
(e) eighty-one (f) ninety-fifth
2. Teacher check
3. (a) Joe fell asleep while counting sheep. ‘One,
two, three …’
(b) Jack could not decide where to go. ‘The park
… the beach … or the movies?’
Primary grammar and word study 74
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Hyphens, dashes and ellipses
Hyphens are short strokes used when writing:
• cardinal numbers between twenty-one and ninety-nine
• ordinal numbers between twenty-first and ninety-ninth.
1. Write each number in words with the hyphen in the correct place.
(a) 27
(b) 34th
(c) 59th (d) 68
(e) 81
Dashes are longer strokes used:
• before writing a specific list
• between numbers or words to mean ‘to’ or ‘until’.
(f) 95th
2. (a) Write three lists each containing three items and a dash: e.g. fruit—apples, oranges, pears
•
•
•
(b) Add the dashes in each sentence.
(i)
James showed his new model car The Red Demon to his grandfather.
(ii) Miss Maud’s house the creepy one is up for sale.
(iii) Summer is a wonderful season if you enjoy hot weather.
(iv) The new mystery novel Seven bones for Sven is selling well for the author.
(v) Strawberries are healthy treat even young children enjoy eating them.
Ellipses are used to indicate:
• indecision
• incompleteness
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3. Write each sentence, adding the ellipses to each.
(a) Joe fell asleep while counting sheep. ‘One, two, three.’
(b) Jack could not decide where to go. ‘The park, the beach or the movies?’
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Primary grammar and word study