Punctuation Monsters

Classroom Displays Classroom Themes Monster Theme

Text Structure & Organisation Creating Texts

View Curriculum Codes

Description

The Punctuation Monsters were designed to provide a simple reference tool for the purpose of punctuation in writing.

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Curriculum Codes

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

AC9E3LA11 9

Understand that apostrophes signal missing letters in contractions, and apostrophes are used to show singular and plural possession

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

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

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

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

ACELY1672 8.4

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

ACELA1480 8.4

Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters

ACELY1661 8.4

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, for example illustrations and diagrams

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

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

ACELY1662 8.4

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

ENe-9B old

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

EN1-9B old

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

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

EN1-3A old

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

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

EN2-4A old

Uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies

EN2-UARL-01 new

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

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

ENE-CWT-01 new

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

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

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

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-RECOM-01 new

Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension

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

EN1-CWT-01 new

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

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

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

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

VCELY231

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

VCELY233

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

VCELA260

Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters

VCELY197

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

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

VCELY267

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

VCELY269

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

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

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

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

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