Learning intention
- identify punctuation as a feature of written text different from letters; recognise that capital letters are used for names, and that capital letters also signal the beginning of sentences while punctuation marks signal the end
Foundation English · AC9EFLA09
Identify punctuation as a feature of written text different from letters
identify punctuation as a feature of written text different from letters; recognise that capital letters are used for names, and that capital letters also signal the…
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Learning goalsSay it simply
Clean visual examplesOne-page board
Clean one-page examples
AC9EFLA09 - AC9EFLA09: Identify punctuation as a feature of written text different from letters; recognise that capital letters are used for names, and that capital letters also signal the beginning of sentences while punctuation marks signal the end
Example 1
commenting on capital letters encountered in everyday texts; for example, “That’s the letter that starts my name.” “The name of my family and my town have capital letters.”
Example 2
Capital starts; punctuation ends: Sam runs. I can jump! Where is Mia?
Example 3
Use the skill in reading, speaking or writing: Identify capitals, names and ending marks. Sam runs. I can jump! Where is Mia?
Example 4
Teacher model: Read or say the first card. Ask: what does this show?
Curriculum examplesCurriculum examples
Elaboration expansion and examples 1
- E1: commenting on capital letters encountered in everyday texts; for example, “That’s the letter that starts my name.” “The name of my family and my town have capital letters.”
- Capital starts; punctuation ends: Sam runs. I can jump! Where is Mia?
- Use the skill in reading, speaking or writing: Identify capitals, names and ending marks. Sam runs. I can jump! Where is Mia?
Elaboration expansion and examples 2
- Teacher model: Read or say the first card. Ask: what does this show?
Teach, ask and checkTopic-aligned
AC9EFLA09 · Capital Letters and Ending Punctuation
Learning focus: I can notice capital letters and punctuation and say what they do.
Model it: Teacher model: Read or say the first card. Ask: what does this show?
Ask the learner: What is the main idea of punctuation and capital letters?
Look for: The learner can I can notice capital letters and punctuation and say what they do in a fresh example and explain the evidence or reasoning without copying the model.
If they are stuck: If the learner guesses or repeats a rule without evidence, return to the concrete or visual model and ask them to explain what each part shows.
Review hints and exit ticketReady for practice
Assessment-style questions and review hints 1
Questions
- What is the main idea of punctuation and capital letters?
- Which example shows the skill?
Review hints
- Remember: Notice capitals and ending punctuation
- Use the routine: Find first word → Find name → Find ending mark → Read with sense
Assessment-style questions and review hints 2
Questions
- What is one common mix-up?
- How can you check your answer?
Review hints
- Before answering: point to the clue in the spoken words, written sentence, image, page layout or text purpose.
- Self-check: change the example slightly and see whether the same reasoning still works.
Exit ticket
- Name the skill
- Use a model example
- Try independently
- Explain evidence
Curriculum alignmentStart here
Curriculum
- identify punctuation as a feature of written text different from letters; recognise that capital letters are used for names, and that capital letters also signal the beginning of sentences while punctuation marks signal the end
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