What am I teaching?

SPaG target

Punctuating sentences effectively

Writing link

I can write different sentence types: statement, command, exclamation and question

I can write with my reader in mind (awareness of audience)

Part One - Punctuation

SPaG objective 1: I can choose the correct punctuation to match a sentence type: statement, command, question and exclamation

Activity: Punctuation Thief

Aim: Show pupils a letter with three mini paragraphs, all colour coded. Explain that each of these paragraphs has had punctuation stolen. Can you work what punctuation is missing from each colour? This is a good opportunity to review the differences between a statement, command, question and exclamation.

Resources required: Punctuation Thief template

SPaG objective 2: I can choose the correct punctuation to match a sentence type: statement, command, question and exclamation

Activity: Mission Listen!

Aim: Teacher shouts out sentences from a letter or text. Pupils must write on their whiteboard the correct punctuation before the time runs out. This task can also be completed using flashcards. Can you name the sentence too: statement, command, question and exclamation?

Resources required: Flash cards

SPaG objective 3: I can choose the correct punctuation to match a sentence type: statement, command, question and exclamation

Activity: Connect Four

Aim: Teacher shows the pupils a blank connect four grid with lots of connect fours: ???? CCCC, SSSS, !!!!. Teacher then points to these completed fours on each circle to see if the pupils can match the sentence type with their own sentence. If the pupil or class can do four in a row, the teacher draws a line. This can be played as a whole-class game or through the carousel format.

Resources required: Connect Four grid

Part Two - Awareness of audience

SPaG objective 1: I can sort sentences based on an audience

Activity: Text Checker

Aim: Show pupils a letter. Explain for the greeting and sign off there are three options: friend, family, mystery. Let’s have a look at some of the sentences now. Show pupils three paragraphs, all with a different tone: friend (slang language), family (endearing tone and nickname etc), mystery (formal tone). Can you tick who the letter is from for each section? Once things are clear, let them have a go at the Text Checker. The discussion around each paragraph (not using ! for a formal piece, and the effect of slang etc) really supports the understanding and progression to the task.

Resources required: Text Checker

Part Three - Making correct and effective punctuation choices

FINAL objectives: I can write different sentence types (statement, command, exclamation and question) & I can write with my reader in mind (awareness of audience)

Activity: Letter Checker

Aim: Well done! You have passed and are now an official ‘letter checker’. Show the pupils three letters: a letter to a friend, a family member, and a mystery guest. As you can see, these letters are ready to be posted. But before this happens we have one final chance as letter checkers to make sure our letters make sense. Do we have our statement at the beginning of the letter? Have we commanded what we want to happen? Have we asked a question appropriately? Do we need to exclaim for a purpose? Thinking about your audience is the key.

Resources required: Letters written to suit the task