P2_5: Using Commas (,) and fullstops (.)
PART 1: Read Theory
Read theory is web tool to engage you with reading and comprehension (understanding what you read). You will need to:
1. Go to readtheory.org
2. Complete your monitoring booklet (yellow booklet) as you read through the text
3.Answer the comprehension questions and submit your answers. The program will mark your responses and provides you with instant feedback.
4. Any questions you get wrong, go through your feedback and indicate where/ why or how you got it wrong.
PART 2: Skill building (Full stops & commas)
Full Stops
Full stops are by far the most commonly used punctuation mark. Every sentence needs one and we already know that it goes at the end of the sentence. But, that is not the only place we need to use a full stop. Here are some examples of places a full stop can be used:
1. I sat down on the couch and told my sister about my weekend plans.
2. At the end of year 12 I will complete the H.S.C.
(we use full stops to show acronyms - each letter represents a word)
Commas
The comma signals the reader to pause, just as flashing traffics light tell drivers to slow down. There are four ways to use commas.
Use commas to separate items in series. All you have to do is place a comma between each item of the list.
Example: I went to supermarket to buy eggs, bread, milk, and chocolate.
Easy enough, right? The sticky part is whether to include the comma between the last two items. Actually, you have the option of putting it in or leaving it out. Modern writers believe the conjunction takes the place of the comma but it’s still acceptable to use one.
You can also use commas between two sentences. Usually a semicolon is used for that purpose but you can use a comma and conjunction to link the two together.
Example: James will be traveling to Japan with us, and he has agreed to pack lightly.
Frequently, we use commas to attach more information to the front or back of a sentence. The preceding sentence is a good example of what this means. A comma was placed after the conjunctive adverb frequently.
Example: Although she is tone death, Mary had no fear during open mike night.
Your turn to practice:
Click here to take you to an activity on commas.
If you finish, have a go at the next activity.
Click here to take you to a quiz on the use of commas.
Read theory is web tool to engage you with reading and comprehension (understanding what you read). You will need to:
1. Go to readtheory.org
2. Complete your monitoring booklet (yellow booklet) as you read through the text
3.Answer the comprehension questions and submit your answers. The program will mark your responses and provides you with instant feedback.
4. Any questions you get wrong, go through your feedback and indicate where/ why or how you got it wrong.
PART 2: Skill building (Full stops & commas)
Full Stops
Full stops are by far the most commonly used punctuation mark. Every sentence needs one and we already know that it goes at the end of the sentence. But, that is not the only place we need to use a full stop. Here are some examples of places a full stop can be used:
1. I sat down on the couch and told my sister about my weekend plans.
2. At the end of year 12 I will complete the H.S.C.
(we use full stops to show acronyms - each letter represents a word)
Commas
The comma signals the reader to pause, just as flashing traffics light tell drivers to slow down. There are four ways to use commas.
Use commas to separate items in series. All you have to do is place a comma between each item of the list.
Example: I went to supermarket to buy eggs, bread, milk, and chocolate.
Easy enough, right? The sticky part is whether to include the comma between the last two items. Actually, you have the option of putting it in or leaving it out. Modern writers believe the conjunction takes the place of the comma but it’s still acceptable to use one.
You can also use commas between two sentences. Usually a semicolon is used for that purpose but you can use a comma and conjunction to link the two together.
Example: James will be traveling to Japan with us, and he has agreed to pack lightly.
Frequently, we use commas to attach more information to the front or back of a sentence. The preceding sentence is a good example of what this means. A comma was placed after the conjunctive adverb frequently.
Example: Although she is tone death, Mary had no fear during open mike night.
Your turn to practice:
Click here to take you to an activity on commas.
If you finish, have a go at the next activity.
Click here to take you to a quiz on the use of commas.
PART 3: Writing (Information Report rewrite)
Instructions:
As a class we are going to use the "Antarctica" report example, to do a joint re write of your pre-writing sample "Australia"
1. Use the document "information_report_rewrite_student_copy" to assist you.
2. Use a similar sentence structure from "Antarctica" as a guide for your "Australia" report.
3. Go to your Google Drive account. See HOW TO GUIDE: Google Drive
3. Click on your class folder, your folder and open recount re write file.
4. Use the example to guide your rewrite.
5. Start with the classification then proceed to the description.
6. View the student marking criteria in google drive to proof your work.
Things to address:
- Who is the audience?
- What is he purpose?
- Is it written in third person?
- Does it
1. Classify?
2. Describe phenomenon?
On completion of your rewrite...
7. Pair up with a class member
8. Under the Navigation Tool bar, click on your class folder
9. Under your class folder, click on your group folder.
10. Under your class tab will be your group folder, click on this.
11. Open the Information Report Australia page
12. Use the comment section to plan your ideas with your partner.
13. Once your ideas are planned out, click edit to write your collaborative Information Report.
Student tools:
Instructions:
As a class we are going to use the "Antarctica" report example, to do a joint re write of your pre-writing sample "Australia"
1. Use the document "information_report_rewrite_student_copy" to assist you.
2. Use a similar sentence structure from "Antarctica" as a guide for your "Australia" report.
3. Go to your Google Drive account. See HOW TO GUIDE: Google Drive
3. Click on your class folder, your folder and open recount re write file.
4. Use the example to guide your rewrite.
5. Start with the classification then proceed to the description.
6. View the student marking criteria in google drive to proof your work.
Things to address:
- Who is the audience?
- What is he purpose?
- Is it written in third person?
- Does it
1. Classify?
2. Describe phenomenon?
On completion of your rewrite...
7. Pair up with a class member
8. Under the Navigation Tool bar, click on your class folder
9. Under your class folder, click on your group folder.
10. Under your class tab will be your group folder, click on this.
11. Open the Information Report Australia page
12. Use the comment section to plan your ideas with your partner.
13. Once your ideas are planned out, click edit to write your collaborative Information Report.
Student tools:
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