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Punctuation Charts

Punctuation Charts
View Curriculum Codes   
Description

The punctuation charts were requested by Angela to help students understand the purpose of common punctuation marks.

Curriculum Codes

AC9EFLA09 9

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

AC9E1LA10 9

Understand that written language uses punctuation such as full stops, question marks and exclamation marks, and uses capital letters for familiar proper nouns

AC9E4LY06 9

Plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation

AC9E1LY06 9

Create and re-read to edit short written and/or multimodal texts to report on a topic, express an opinion or recount a real or imagined event, using grammatically correct simple sentences, some topic-specific vocabulary, sentence boundary punctuation and correct spelling of some one- and two-syllable words

AC9E5LY06 9

Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and punctuation including dialogue punctuation

AC9E3LY06 9

Plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words

AC9E2LY06 9

Create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences, using text structure appropriate to purpose, simple and compound sentences, noun groups and verb groups, topic-specific vocabulary, simple punctuation and common 2-syllable words

AC9E6LY06 9

Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features

ACELA1432 8.4

Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences

ACELY1683 8.4

Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation

ACELA1449 8.4

Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands

ACELY1662 8.4

Re-read student’s own texts and discuss possible changes to improve meaning, spelling and punctuation

ACELY1695 8.4

Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure

ACELY1672 8.4

Re-read and edit text for spelling, sentence-boundary punctuation and text structure

ACELY1715 8.4

Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices

ACELY1705 8.4

Re-read and edit student’s own and others’ work using agreed criteria for text structures and language features

EN2-3A old

Uses effective handwriting and publishes texts using digital technologies

EN2-2A old

Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language

EN3-2A old

Composes, edits and presents well-structured and coherent texts

ENe-9B old

Demonstrates developing skills and knowledge in grammar, punctuation and vocabulary when responding to and composing texts

EN1-3A old

Composes texts using letters of consistent size and slope and uses digital technologies

EN1-2A old

Plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers

EN1-9B old

Uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts

EN1-OLC-01 new

Communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions

EN1-REFLU-01 new

Sustains reading unseen texts with automaticity and prosody and self-corrects errors

EN3-HANDW-01 new

Sustains a legible, fluent and automatic handwriting style

EN3-SPELL-01 new

Automatically applies taught phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts, and justifies spelling strategies used to spell unfamiliar words

EN3-CWT-01 new

Plans, creates and revises written texts for multiple purposes and audiences through selection of text features, sentence-level grammar, punctuation and word-level language

EN3-VOCAB-01 new

Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts

EN1-VOCAB-01 new

Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas

EN1-SPELL-01 new

Applies phonological, orthographic and morphological generalisations and strategies when spelling words in a range of writing contexts

EN1-PHOKW-01 new

Uses initial and extended phonics, including vowel digraphs, trigraphs to decode and encode words when reading and creating texts

EN3-UARL-02 new

Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts

EN1-HANDW-01 new

Uses a legible, fluent and automatic handwriting style, and digital technology, including word-processing applications, when creating texts

EN1-UARL-01 new

Understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose

EN3-HANDW-02 new

Selects digital technologies to suit audience and purpose to create texts

EN3-UARL-01 new

Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts

EN3-OLC-01 new

Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding

EN2-UARL-01 new

Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts

EN2-HANDW-02 new

Uses digital technologies to create texts

EN2-SPELL-01 new

Selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts

EN2-CWT-03 new

Plans, creates and revises written texts for persuasive purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience

EN2-CWT-02 new

Plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience

EN2-CWT-01 new

Plans, creates and revises written texts for imaginative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience

EN2-VOCAB-01 new

Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words

EN2-OLC-01 new

Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting

ENE-CWT-01 new

Creates written texts that include at least 2 related ideas and correct simple sentences

ENE-PRINT-01 new

Tracks written text from left to right and from top to bottom of the page and identifies visual and spatial features of print

EN1-CWT-01 new

Plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure

VCELY358

Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience

VCELY359

Reread and edit own and others’ work using agreed criteria and explaining editing choices

VCELY361

Use a range of software, including word processing programs, learning new functions as required to create texts

VCELY332

Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements

VCELY330

Reread and edit own and others’ work using agreed criteria for text structures and language features

VCELY233

Construct texts featuring print, visual and audio elements using software, including word processing programs

VCELY231

Reread and edit text for spelling, sentence-boundary punctuation and text structure

VCELY230

Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose

VCELY329

Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience

VCELY302

Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements

VCELY197

Construct texts that incorporate supporting images using software including word processing programs

VCELY195

Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation

VCELY194

Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements

VCELY300

Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure

VCELY299

Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features

VCELA190

Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands

VCELY269

Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements

VCELY266

Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print and multimodal elements appropriate to the audience and purpose

VCELA156

Understand that punctuation is a feature of written text different from letters and recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences

VCELY267

Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation

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Reviews
Brett Horton
Posted 9 years ago
QLD, Australia
This is an excellent resource. I will refer to this daily in my classroom. I would prefer to be able to select the QLD font before I print it though.