PUNCTUATION

YEAR LEVEL
ENGLISH STRANDS
ENGLISH SUB-STRANDS
SUB-STRAND ELEMENT
ELABORATION
ENGLISH TYPE
ELEMENT CODE
GENERAL CAPABILITIES
CROSS-CURRICULA PRIORITIES
0F
LANGUAGE
Text structure and organisation
Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences (ACELA1432)
pointing to the letters and the punctuation in a text

commenting on punctuation encountered in the everyday texts, for example ‘That’s the letter that starts my name’, ‘The name of my family and my town has a capital letter’
READING, WRITING
(ACELA1432)
Literacy

0F
LITERACY
Creating texts
Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)
using image-making and beginning writing to represent characters and events in written, film and web-based texts

using speaking, writing and drawing to represent and communicate personal responses to ideas and events experienced through texts

creating short spoken, written and multimodal observations, recounts and descriptions, extending vocabulary and including some content-specific words in spoken and written texts

using beginning concepts about print, sound–letter and word knowledge and punctuation to create short texts
SPEAKING, WRITING
(ACELY1651)
Critical and creative thinking , ICT, Literacy , Personal and social competence
Sustainability
0F
LITERACY
Creating texts
Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops (ACELY1652)
rereading collaboratively developed texts to check that they communicate what the authors intended
WRITING
(ACELY1652)
Literacy

1
LANGUAGE
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)
• using intonation and pauses in response to punctuation when reading

• reading texts and identifying different sentence-level punctuation

• writing different types of sentences, for example statements and questions, and discussing appropriate punctuation
LISTENING, READING, SPEAKING, WRITING
(ACELA1449)
Literacy

1
LITERACY
Creating texts
Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation (ACELY1662)
• adding or deleting words on page or screen to improve meaning, for example adding an adjective to a noun

• reading the students’ own work aloud to listen for grammatical correctness: checking use of capital letters, full stops, question marks and exclamation marks

• checking for inclusion of capital letters and full stops

• identifying words which might not be spelt correctly

• beginning to use dictionaries and classroom charts to check and correct spelling of less familiar words
WRITING
(ACELY1662)
Literacy

2
LANGUAGE
Text structure and organisation
Recognise that capital letters signal proper nouns and commas are used to separate items in lists (ACELA1465)
talking about how a comma can be used to separate two or more elements in a list, for example ‘At the museum they saw a Tasmanian tiger, a dinosaur and two snakes’
LISTENING, READING, SPEAKING, WRITING
(ACELA1465)
Literacy

2
LITERATURE
Creating texts
Reread and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1672)
reading their work and adding, deleting or changing words, prepositional phrases or sentences to improve meaning, for example replacing an everyday noun with a technical one in an informative text

checking spelling using a dictionary
checking for inclusion of relevant punctuation including capital letters to signal names, as well as sentence beginnings, full stops, question marks and exclamation marks

making significant changes to their texts using a word processing program ( for example add, delete or move sentences)
WRITING
(ACELY1672)
Critical and creative thinking , ICT, Literacy

3
LANGUAGE
Text structure and organisation
Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (ACELA1480)
recognising both grammatically accurate and inaccurate usage of the apostrophe in everyday texts such as signs in the community and newspaper advertisements
LISTENING, READING, SPEAKING, WRITING
(ACELA1480)
Literacy

3
LITERACY
Creating texts
Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)
using glossaries, print and digital dictionaries and spell check to edit spelling, realising that spell check accuracy depends on understanding the word function, for example there/their; rain/reign
WRITING
ACELY1683)
ICT, Literacy

4
LANGUAGE
Text structure and organisation
Recognise how quotation marks are used in texts to signal dialogue, titles and reported speech (ACELA1492)
exploring texts to identify the use of quotation marks

experimenting with the use of quotation marks in students’ own writing
READING, WRITING
(ACELA1492)
Literacy

4
LANGUAGE
Expressing and developing ideas
Investigate how quoted (direct) and reported (indirect) speech work in different types of text (ACELA1494)
investigating examples of quoted (direct) speech (‘He said, “I’ll go to the park today”’) and reported (indirect) speech (‘He told me he was going to the park today’) and comparing similarities and differences
LISTENING, READING, SPEAKING, WRITING
(ACELA1494)
Literacy

4
LITERACY
Creating texts
Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)
revising written texts: editing for grammatical and spelling accuracy and clarity of the text, to improve the connection between ideas and the overall flow of the piece
WRITING
(ACELY1695)
Critical and creative thinking , Literacy

5
LANGUAGE
Text structure and organisation
Understand how possession is signalled through apostrophes and how to use apostrophes of possession for common and proper nouns (ACELA1506)
examining how conventions of punctuation are used in written and digitally composed lists and learning that in Standard Australian English it is not necessary to add another ‘s’ to the end of a plural noun to indicate possession (‘James' house’/ ‘my parents' car’)
READING, WRITING
(ACELA1506)
Literacy

6
LANGUAGE
Text structure and organisation
Understand the uses of commas to separate clauses (ACELA1521)
identifying different uses of commas in texts
READING, SPEAKING, WRITING
(ACELA1521)
Literacy

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