Punctuation
Definition
Punctuation is described as the use of conventional characters (e.g., commas, semicolons) to improve clarity. Complex punctuation includes colons, ellipsis, hyphens, semicolons, dashes and brackets. (National Numeracy Learning Progression, ACARA)
Teaching and learning activities
The resources below provide targeted teaching strategies to support student improvement in this skill.
Each downloadable lesson activity includes:
learning intentions
a list of required resources
a step-by-step lesson sequence
printable classroom materials
Select the download all icon to download all available activities or select each activity separately.
PLAN2 Areas of focus
An Areas of focus template has been created in PLAN2 to support targeted teaching of Text structure in your learning area.
Search for the DoE template titled ‘DoE HSCMinStd Writing: Text structure’ in the Areas of focus template library tab within the Plan menu, and customise it for your students’ needs.
For more information about using PLAN2 Areas of focus templates with this resource, visit the Using this resource with PLAN2 page.
Relevance of reading test marking
The feedback for a Level 3 performance in the HSC minimum standard online reading test states:
Individuals performing at this level typically “use punctuation such as apostrophes and quotation marks as an aid to understanding”.
In the reading test, students apply their knowledge of punctuation to aid them in their understanding of texts and to identify the correct and incorrect use of punctuation marks.
Connections with ACSF Level 3 descriptors
The relevant Level 3 ACSF descriptors for reading are shown here to demonstrate how punctuation is assessed in the HSC minimum standard online test. The performance features identified show what a student is able to do in order to achieve at this level and are provided to support teachers to understand what is required to achieve a Level 3 in this skill.
Reading Indicator .04: Reading strategies
Focus area: Syntax and language patterns
Level 3 performance features:
recognises that punctuation is used to clarify meaning and reduce ambiguity
Connections with National Literacy Learning Progression
The progressions describe a typical developmental sequence of literacy and numeracy learning. The literacy progression sub-elements, levels and indicators relevant to punctuation are provided here to assist teachers to identify students’ capabilities and needs to support targeted teaching.
Element: Reading and viewing
Sub-elements: Understanding texts (UnT)
UnT6 — Processes
uses phrasing and punctuation to support reading for meaning (e.g. noun, verb and adjectival groups) (see Fluency and Grammar)
UnT7 — Comprehension
reads and views predictable texts (see Text complexity)
UnT7 — Processes
integrates phonic knowledge, word recognition skills, grammatical and contextual knowledge to read predictable texts (see Phonic knowledge and word recognition and Fluency)
identifies language and text features that signal purpose in a predictable text (e.g. diagrams, dialogue)
UnT8 — Comprehension
reads and views some moderately complex texts (see Text complexity)
UnT8 — Processes
uses knowledge of the features and conventions of the type of text to build meaning (e.g. recognises that the beginning of a persuasive text may introduce the topic and the line of argument)
uses sophisticated punctuation to support meaning (e.g. commas to separate clauses in complex sentences)