RIC-20800_Teaching_Strategies_for_Writing_BkD_punctuation

TEACHER INFORMATION
FULL STOPS, CAPITAL LETTERS,
COMMAS, DIRECT SPEECH
UNIT 10
Focus
Punctuation – full stops, capitals, commas, direct speech
Progression
Recognise
Students will recognise specified punctuation from modelled
examples.
Choose
Students will choose appropriate punctuation for sentences, with
teacher support.
Use
Students will correctly punctuate supplied and self-written
sentences.
Definition of terms
A sentence is a set of words that makes sense by itself. It may be
a statement, a question, an exclamation or a command.
Quotation marks are used to set off the actual words said or
thought.
A clause is a group of words that contains a verb and a subject;
e.g. He (subject) walks (verb).
A main clause is one which stands as a simple sentence in its own
right; e.g. If it rains, you will get soaking wet.
Introduction
Good writers improve their writing by using correct punctuation.
Teacher information
Punctuation enables a writer to more fully and accurately
communicate with the reader.
Note: There is more than one method of punctuating direct speech.
(Two different methods are given in the Answers.) Whichever
method is chosen, it must be consistently used.
A comma is used before the coordinating conjunction (the Oxford
comma or serial comma) in some publications. It is not incorrect
to use it this way, but it is more common to not include the comma;
e.g. I bought potatoes, tomatoes, beans and sprouts, rather than
I bought potatoes, tomatoes, beans, and sprouts. However, it is
acceptable in cases where there may be ambiguity or a need for
clarification; e.g. I dedicate this book to Mum and Dad, Kate Mara
and Iron Man. Since it is unlikely the writer really means ‘Mum and
Dad’ are Kate Mara and Iron Man, it can be rewritten as I dedicate
this book to Mum and Dad, Kate Mara, and Iron Man.
LESSON NOTES AND PLANS
Introduction
• Discuss the text title.
• Elicit from students the pets they have and list these on the board.
Make a class tally.
• Read the text with or to the class.
• Ask students to identify the text type and discuss the features of
narrative text.
• Discuss the punctuation used.
• Discuss how difficult it would be to read without punctuation.
• Note that there is more than one method of punctuating direct
speech. (Two different methods are given in the Answers.) Whatever
method is chosen, it must be consistently used.
• Explain to students that they will see a comma used before the
coordinating conjunction (the Oxford comma or serial comma) in
some publications. It is not incorrect to use it this way, but it is more
common to not include the comma.
Full stops – Page 66
• Read and discuss the definition of full stops.
• Work with those requiring additional assistance while the remainder
of the class work independently on the activities.
Capital letters – Page 67
• Read and discuss the information about the use of capital letters.
• Revise the definition of a sentence with students.
• Read with the class the statement about proper nouns. Ask for
further examples and list them on the board.
• Emphasise that a capital is needed for names; hence ‘my uncle’ but
‘Uncle Harry.
• Explain that mum and dad only need a capital letter when used
instead of their names; for example, My mum and dad love animals –
I asked Mum and Dad if I could have a pet.
• Encourage students to write and share Mum and Dad’s response to
Caleb’s request in Question 2(f).
Commas – Page 68
• Read the information given about commas.
• Provide opportunities for students to read aloud and discuss in pairs
the sentences in Question 2. Reading aloud will provide the natural
pauses indicating the need for a comma.
Direct speech – Page 69
• Discuss the information given about direct speech.
• Emphasise that it is the actual words used. Elicit further examples.
• Examine and discuss with the class the placement of punctuation in
the example given. Ask why the punctuation is placed where it is.
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TEACHING STRATEGIES FOR WRITING (Book D)
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