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INTASC Principle #1: The professional educator understands content.
Name: Ellie Nowak
Date: 9/20/12
EDEL 200 Section: 3
EDEL 200 Group: A-1
Subject/Discipline: Language Arts
Lesson Topic: Distinguishing features of a sentence
Grade Level: First
Classroom Teacher: Mrs. Holder
Common Core Standard: RF.1.1: Demonstrate understanding of the organization and
basic features of print.
L.1.2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Standard Indicator: a: Recognize the distinguishing features of a sentence (e.g., first
word, capitalization, ending, punctuation).
b: Use end punctuation for sentences.
Informational Resources:
1. Shaw, Harry. (1993). Punctuate It Right! New York, NY: HarperCollins Publishers.
This book can be found in Bracken Library in the General Collections.
2. Grammar Under the ‘Scope: end of sentence punctuation. (2003). Scholastic Scope,
52(2),11.
This article can be found using the Academic Search Premier database.
3. Simmons, Robin L. (2012). The Complete Sentence. Retrieved from
http://www.chompchomp.com/terms/completesentence.htm
This article can be found by doing a Google search for “sentence features”.
4. (2012). End of Sentence Punctuation. Grammarly. Retrieved from
http://www.grammarly.com/handbook/punctuation/end-sentence-punctuation/
This article can be found by doing a Google search for “end of sentence punctuation”.
New information for students:
 A complete sentence begins with a capital letter
 Capitalize the first word of every sentence
 Capitalize the first word of a quotation
 A complete sentence includes an end mark- either a period [.], question mark [?],
or exclamation point [!]
 Use a period at the end of statements
 A period is a full stop
 A period is the most common end of sentence punctuation mark
 Use a question mark at the end of sentences that ask questions
 Use an exclamation point at the end of expressions of strong, excited feelings or
to express a command
 Avoid using exclamation points in formal writing, use when your writing
informally or creatively
Extra head knowledge:
 Capitals can be called uppercase letters
 Periods have functions other than to end sentences
 If overused, the question mark and exclamation point is annoying to readers
 An exclamation point has been called “the period that blew its top”
 You can use the same words within the sentence and change the whole meaning
by using different end punctuation
 Leave one or two spaces in between the punctuation mark and the next sentence
Instructional (Pedagogy) Resources:
1. Waugh, David (1998). Practical Approaches to Teaching Punctuation in the Primary
School. Malden, MA: Blackwell Publishers.
This article can be found using the Academic Search Premier database.
2. Hudson, H. (2010). 15 Minutes or Less. Instructor, 120(3), 33-35.
This article can be found using the Academic Search Premier database.
3. Rueda, R., Saldivar, T., Shapiro, L., Templeton, S., Terry, C.A., Valentino, C., &
Wolf, S.A. (2006). English. Boston, MA: Houghton Mifflin Company.
This book can be found at Bracken Library in the Educational Resources collection.
4. (2010). How do you teach capitalization and punctutation? A to Z Teacher Stuff, L.L.C.
Retrieved from http://forums.atozteacherstuff.com/showthread.php?t=72890
This blog for teachers can be found by a doing a Google search for “how to teach
capitalization and punctuation”
Through these resources, I have learned that a starting point for teaching punctuation is to
discuss the reasons why punctuation is necessary. Linking the teaching of punctuation to
meaning will enable children to regard it as important. It is recommended that
illustrations be provided to reinforce concepts. Proofreading has always been a part of
English lessons. Another way to supplement proofreading is to do tape-recording work.
This may help some students realize where it is necessary to pause and end the sentence.
Newspapers, magazines, books, and any other print source are rich in capital letters,
periods, question marks, and exclamation points. A helpful strategy is to have students
look through these print sources in order to help them identify capitalization and the
different types of end punctuation. Another way to reinforce concepts in punctuation is
group reading sessions. One recommended strategy to enforce punctuation is to compare
it to something the students are familiar with. One teacher recommended bringing in an
Oreo and explaining how just like Oreos, sentences have a top, middle, and bottom. The
top of a sentence is the capital letter, the middle is the sentence, and the bottom is the end
punctuation. It is then encouraged to print a picture of the Oreo and hang it from the
ceiling as a constant reminder. One of the teachers on the blog said that she has found it
very useful to have the students circle the capital letter in green and circle the punctuation
in red. Green means go and is at the beginning of the sentence telling the reader to go.
Red means stop which is at the end of the sentence telling the reader to stop. This strategy
suggests that children are much more cautious of go and stop colors. There are also songs
about grammar that are helpful when trying to include the five senses in every lesson.
Another strategy is to have the students connect the lesson with their home life like
finding a sentence at home, on a sign, or in the community.