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Practice: Have students examine another chunk of text that contains commas and apostrophes independently or in pairs, depending on the level of support needed. Ask students to circle the commas and apostrophes in the text and then write or discuss with a partner the name of the punctuation mark, the purpose in the word or sentence, and how it helps them to understand the text. Then, have students write sentences using the commas and apostrophes. Be sure students have a chance to practice writing contractions, as well as possessive words.
Teach: Other Punctuation (Colon, Semicolon, Ellipses)
Model: Display a chunk of the text that contains other types of punctuation, such as colons, semicolons, and ellipses. Point out each punctuation mark and comment on how it helps the reader understand the text. Instruction may involve some discussion of sentence structure.
Guide: Display another chunk of text that contains other types of punctuation, such as colons, semicolons, and ellipses, and read along, stopping at each punctuation mark. Ask students to identify the punctuation, explain the purpose in the sentence, and tell
CaPiTaLizaTion
Plan
Objective: Students should recognize words that should be capitalized and words that should be lowercase.
Materials: a text read recently by the class, Grammar Handbook from SpringBoard Writing Workshop with Grammar Activities
Suggested Pacing: 25–30 min Teach
Model: Display a chunk of the text that contains different examples of capitalization, point out each example, and explain why the word is capitalized. Also point out some commonly confused lowercase words and explain why they are not capitalized, for example, Mom vs. my mom.
Guide: Display a new chunk of text and have students point
out capitalization. Guide the class to answer questions about capitalization such as these: Why is this word capitalized? Why
is this word lowercase? Could a capitalized word be used here instead? What would this word mean if we capitalized it? Could a lowercase word be used here instead? What would this word mean if we used lowercase?
Practice: Ask students to write a list of reasons to capitalize a word and write a sentence that includes an example for each reason.
Assess
Students are on level if they list first word of a sentence, names of people, names of cities/towns/countries, months of the year and days of the week, and titles.
Students are below level if they are missing any of the above, or if they include incorrect reasons.
Student are above level if they include names of institutions, course titles, or product names. Advanced students may benefit from examining the Mechanics section in the Grammar Handbook in order to learn about the more nuanced rules of capitalization.
Adapt
For students requiring more support, go through the rules of capitalization one at a time. Be sure they have mastered each rule before moving on to another. Be sure they are able to both recognize and write all upper and lowercase letters.
how it helps them to understand the text. Guiding questions could include the following: Which punctuation marks do you see in this sentence? What does this punctuation mark tell the reader? How does this punctuation mark fit into the sentence structure? Would this sentence have a different meaning without the punctuation mark? Would the sentence still be grammatically correct without the punctuation mark?
Practice: Have students examine another chunk of text that contains other types of punctuation, such as colons, semicolons, and ellipses, independently or in pairs, depending on the level of support needed. Ask students to circle each punctuation mark in the text and then write or discuss with a partner the name of the punctuation mark, the purpose in the sentence, and how it helps them to understand the text. Then, have students write sentences using the punctuation marks they identified in the chunk of text.
Assess
Make sure that students correctly identify various punctuation marks and understand their purpose.
Students may need additional support if they misidentify a punctuation mark, misstate the purpose of a mark, or misuse a punctuation mark in their writing.
Advanced students may benefit from examining the Mechanics section in the Grammar Handbook in order to learn about more complex punctuation.
Adapt
If students have misidentified or misstated the purpose of a punctuation mark, go back to end punctuation and be sure students have mastered period, question mark, and exclamation mark. Then move on to commas, quotation marks, etc.
If students have incorrectly written punctuation, evaluate the fundamental problem. Some students may misunderstand the markings and need another review. Some may be using punctuation as it is used in their first language, and need a reminder of the American English conventions.
288 SpringBoard® English Language Development Grade 6
gLoSSaRy oF TERmS
directionality: the reading of print from top to bottom and left to right
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