Sentence Stoppers
DIRECTIONS:
Read the passage aloud. Then rub the SMART
eraser over the passage to reveal the correct ending
punctuation. Read the passage again. What do you
notice? Why is ending punctuation important? Fill
in the organizer at the bottom of the page with your ideas.
Joel and his little brother Sam stepped into the elevator. “Can I push the
button?” Sam asked. “Sure,” said Joel. “Push 1.”
Joel and Sam were on their way to the hotel lobby. Their mom had gone
down ahead to get some towels. After a long day, it was going to be fun to swim
and splash in the hotel pool. The elevator began to move. Then, all of a sudden, it
stopped. At first the boys waited for the doors to open. But a minute passed, and
nothing happened .
“What’s going on?” said Sam. “I don't know, ” said Joel. Joel banged on the
elevator door. “Help!” he called out. “Somebody help us! We are stuck!”
Joel took a deep breath. Again and again, he pounded on the silver door.
Then he spotted a red button labeled Help. Crossing his fingers, he pushed it.
A voice said, “Stay calm. We know the elevator has stopped. Help is on the
way . ”
WHAT WE NOTICE
When we read the passage
with no sentence stoppers,
we notice:
When we read the passage
with sentence stoppers in
place, we notice:
Graph It!
Directions:
Look at some paragraphs from books and other
media. Use the graph below to track how many
periods, question marks, and exclamation points
you spot.
Periods
Total:
______
Question
Marks
Total:
______
?
Exclamation
Points
!
DISCUSS
Total:
______
Which sentence stopper was used most
frequently? Which one was used least
frequently? Why do you think that is the case?
Why do you think good writers try to use a
variety of sentence stoppers in their writing?
Using Periods
Use a period to end two kinds of sentences.
A DECLARATIVE sentence: The park is closed today.
A gentle IMPERATIVE sentence, or command: Don't forget to close the window.
DIRECTIONS:
Read the sentences inside the dots.
Drag each sentence to the correct side of the
ladybug chart.
Listen
carefully.
The store
closes at
6:00.
Ask your
mom if
you can
go.
It is hot
in here.
Put up
your
umbrella.
DECLARATIVE
Please
turn off the
phone.
IMPERATIVE
There is
pizza for
lunch.
I need
new
shoes.
Question Mark Clues
An interrogative sentence is a sentence that asks a question.
It ends in a question mark.
RULE 1: Most interrogative sentences begin with question words.
EXAMPLE: Does he have brown hair?
DIRECTIONS:
When
Maybe
Who
Through
Does
Can
In
Was
Who
Should
From
Did
Look at the words below. Highlight the words that
are most likely to start a question.
Are
Why
Such
One
Shall
Soon
Could
Will
Not
Some
What
At
How
By
Do
That
Were
Would
On
But
Has
Never
Had
Since
Use some question words from the list to write questions of your own.
Don’t forget question marks!
_________________________________________________________________
_________________________________________________________________
RULE 2:
Some interrogative sentences are really statements with
questions added at the end.
DIRECTIONS:
Look at the example. Then, use this rule to turn the
other two statements into questions. Don’t forget
question marks!
Cara is a good dancer.
He remembered the pie.
She was unhappy.
Cara is a good dancer, isn’t she?
Too Much Excitement!
Use an exclamation point to end a sentence that shows strong feelings
or gives an urgent command. But don’t use too many exclamation
points in your writing! Your readers won’t know what is really important.
EXAMPLES:
There’s a fire in the kitchen!
Get out of my way!
DIRECTIONS:
Read the passage. When you spot an
exclamation point that you think is
unnecessary, drag it to the trash can.
Use the SMART pen to replace it with a period.
Last Saturday, I went to Funland Amusement Park with my family ! We spent a
whole day there. It was fantastic !
The first thing we did was to get in line for the Dino Coaster ! This roller coaster
is made of wood and has a dinosaur theme. It goes 90 miles per hour. The
most amazing thing about the coaster was its incredible loops. We went upside
down five times !
Next, we headed over to the Skyscraper ! It’s a type of Ferris wheel. At the top
of the Skyscraper, we had an excellent view of the park ! We could even spot
our van in the parking lot.
After a few more rides, we enjoyed a tasty picnic lunch! We all had
peanut butter sandwiches and apple slices. We ate quickly because we
were eager to get back to the amusements.
A show called Amazing Animals was the highlight of
our afternoon. We sat in bleachers and watched as six
dogs and three cats did all kinds of tricks! A cat did some
math problems. A poodle did a juggling act ! I laughed so
hard, I had tears in my eyes !
By the end of the day, we were all exhausted ! But we
had a wonderful time at Funland. I can’t wait to go back !
Stop That Sentence!
Sometimes writers forget to end a sentence. Instead, they let the
sentence go on and on. This is called a run-on.
DIRECTIONS:
Read each run-on below and decide how it should
be punctuated. Write the new sentences on the
line, then move the colored box to check your work.
Can I borrow one of your pencils? Mine has broken.
Can I borrow one of your pencils mine has broken
Help!that
Thatman
manstole
stolemy
mywallet
wallet!
Help
Nathanisismy
mycousin.
cousinHe
he is
is aa skateboarder.
skateboarder he
Nathan
Hehas
haswon
wonall
allkinds
kindsofofawards
awards.
MyMy
house
is the
third
oneone
on on
thethe
right.
It has
a blue
door.
house
is the
third
right
it has
a blue
door
May
have an
apple?
I am still hungry.
May I have
anI apple
I am
still hungry
Obey the Signs
DIRECTIONS:
Decide which type of ending punctuation each sentence needs.
Drag the sentence to the box next to the appropriate sign.
What are your plans for Saturday
Our book report is due tomorrow
I can’t believe we won
!
It is beginning to rain
Stop, thief
Please pass the salt
Where is the shopping bag
Help me
Let’s look that word up
He is cranky, isn’t he
Sam is allergic to peanuts
Happy birthday, Grandma
Will Parker be coming to the party
?
Get down, Kate
DISCUSS
Are there some sentences that could use two different types of
ending punctuation? How did you decide which one to use?
Name _____________________________________________
Sentence Stoppers: Your Turn!
DIRECTIONS:
Add a period, question mark, or exclamation point
to end each sentence below.
Use these proofreading marks.
!
?
Add a period
Add a question
mark
Add an
exclamation point
1. Did you hear that a chimpanzee escaped from the zoo
2. The missing dog is white with brown spots
3. Please remember to turn out the lights when you leave
4. Call an ambulance
5. Many experts say that breakfast is the most important meal of the day
6. How many pages have you read so far
7. Unfortunately, I was unable to open the computer file you sent
8. The weather is supposed to be beautiful all weekend
9. You finished your science fair project last night, didn’t you
10. Congratulations on your retirement
11. Why can’t we go outside for recess today
12. No one noticed the tiny brown mouse in the corner of the classroom
13. The meeting will begin promptly at 4:00 this afternoon
14. If you know the answer to the first question on the page, please raise your hand
15. Has anyone seen Eliot’s blue backpack
Sentence Stoppers
UNIT 2
Just as red lights and road signs control the flow of traffic, appropriate ending
punctuation helps readers navigate a piece of text. Use these Notebook pages
and lessons to help developing writers understand when and how to bring
each sentence to a happy ending.
OBJECTIVES
Students will be able to:
P Understand the purpose of ending punctuation.
P Recognize when to use a period, question mark, or exclamation point.
P Edit sentences for appropriate ending punctuation.
P Use ending punctuation to turn run-ons into sentences.
TIME
About 3–4 class periods for Unit 2 (allow 15–20 minutes per lesson)
MEETING THE STANDARDS
This lesson correlates with the following writing standards for grades 3 through 6:
UÊStudents use Standard English conventions in all writing,
such as sentence structure, grammar and usage, punctuation,
capitalization, and spelling.
UÊStudents correctly use periods, question marks, and exclamation
points.
GETTING READY
Before students arrive, have your SMART Board ready to go.
Open the companion folder, then the lesson file. The first interactive page,
Sentence Stoppers, will appear on your SMART Board. If you wish, use your
Screen Shade tool to conceal the page until you are ready to begin.
SMART Board® Lessons: Capitalization & Punctuation © Kellaher & Mai, Scholastic Teaching Resources
15
INTRODUCING THE CONCEPT
Sentence Stoppers
1. To begin, have students recall the different forms of punctuation that can be
used to end a sentence. Review what students already know about when to use
periods, question marks, and exclamation points. Explain that this unit will
review the basics of ending punctuation and help students apply the rules to
their own writing.
TECH TIP
To hide a piece
of text (or
punctuation)
for this type of
activity, we color
over it with
SMART pen ink
that matches the
background. If you
accidentally erase
the ink before
you are ready to
reveal the marks,
or if you need to
begin the activity
over again with
a new group of
students, it is
easy to restore
the original page.
Simply click the
blue left arrow
on your toolbar
until the page
is restored to
the version you
desire. You may
need to click
on the arrow
multiple times.
16
2. Display Sentence Stoppers on the SMART Board and read the directions on the
page. Explain that you are going to read the passage aloud. Challenge students
to pay close attention to how the text sounds without ending punctuation.
As you read, exaggerate the effect that lack of punctuation has on fluency:
Do not pause between sentences. Be careful not to automatically change
your inflection or intonation for sentences that seem to be questions or
exclamations. (For this read-aloud, it is recommended that you do the reading
yourself rather than ask for a student volunteer.)
3. When you finish reading, ask students what they noticed about the effects of
the lack of punctuation. Using the on-screen keyboard or the SMART pens,
record their observations on the left side of the “What We Notice” chart at the
bottom of the page. Observations might include:
UÊIdeas were all jumbled together.
UÊYou couldn’t tell which ideas were important.
UÊIt was hard to make sense of the story.
4. Invite a student volunteer to approach the SMART Board and rub the SMART
eraser over the story. Appropriate ending punctuation will be revealed.
Read the story once again, this time emphasizing how the sentence-ending
punctuation boosts fluency. Pause between sentences, read exclamations
and commands with urgency and excitement, and use an upward inflection
for questions.
5. Again, ask students what they noticed when punctuation was added and
record their observations on the chart. Observations might include:
UÊYou could hear each idea.
UÊQuestions sounded different from statements.
UÊThere was more excitement and feeling in the story.
UÊIt was easier to make sense of the story.
SMART Board® Lessons: Capitalization & Punctuation © Kellaher & Mai, Scholastic Teaching Resources
INTERACTIVE LEARNING
Graph It!
1. In this lesson, students will examine real fiction and nonfiction texts and
make two important observations. One is that good writers use a variety of
sentence types (statements, exclamations, and questions) to make their writing
sound lively and interesting. The second is that statement sentences (ending
in periods) are by far the most frequently used. To prepare, have on hand a
variety of texts for students to choose from: textbooks, fiction and nonfiction
trade books, magazines, newspapers, and so on.
2. Divide students into pairs or small groups and have each team select a text.
Display Graph It! on the SMART Board and read the directions for the page.
Direct each group to randomly select a three-paragraph section of the text they
have chosen. Have team members collaborate to count and tally the number of
periods, question marks, and exclamation points in their three paragraphs.
3. Allow several minutes for teams to complete the activity. Then redirect
students’ attention to the SMART Board. Explain that the class is going to
compile all of the teams’ findings by creating a pictograph. Begin by asking
each group to report the number of periods it found. As a group shares its
number, demonstrate adding a matching number of periods to the graph. The
graph has been set up so that you can “infinitely clone” the purple period in
the column on the left. In SMART Board lingo, that means it will make a new
copy each time you touch it. Simply click on or touch the period and drag it to
the graph space on the right. Repeat as many times as necessary.
4. Continue by having each group report the number of question marks and
exclamation points they have found. Fill in the corresponding spaces on the
graph with the correct number of punctuation marks. (Remember, click on or
touch and drag the question mark or exclamation point to clone it.)
5. Have students count the number of each sentence stopper they found. Use the
SMART pen to record each total on the line to the right of the graph.
6. Wrap up by discussing sentence variety, using the prompts at the bottom of
the Notebook page. Remind students that, like the models they studied, their
own reports and stories should use mostly statements ending in periods. They
should use occasional questions and exclamations to add spice and variety.
SMART Board® Lessons: Capitalization & Punctuation © Kellaher & Mai, Scholastic Teaching Resources
17
Using Periods
1. Tap into prior knowledge by asking students to name two kinds of sentences that
end in periods. Many students will immediately think of declarative sentences, or
statements. Elicit a few examples of declarative sentences. If students have trouble
thinking of a second type of sentence that ends in a period, offer clues by giving
students gentle commands, such as the following: Think carefully. Use your head.
Give an example. Ո`iÊÃÌÕ`i˜ÌÃÊ̜Ê՘`iÀÃÌ>˜`Ê̅>ÌÊ̅iÊÃiVœ˜`ÊÌÞ«iʜvÊÃi˜Ìi˜ViÊ
that calls for a period is a command, also known as an imperative sentence.
2. Display Using Periods on the SMART Board and read the examples and directions
together. Point out that the left side of the ladybug is for declarative sentences,
while the right side is for imperative sentences. Invite a student volunteer to read
aloud one sentence. Have him or her drag and drop the sentence “dot” onto the
correct side of the ladybug and explain his or her thinking. (If students have
never used this feature of the SMART Board before, demonstrate how easy it is
to place a finger on the shape and move it across the page.)
3. Repeat, inviting additional volunteers to read and move the remaining sentences.
4. For the two blank dots at the bottom of each half, have students generate sample
sentences of their own. Encourage students to give you one declarative and one
imperative sentence. Use the on-screen keyboard to type a sentence into each
dot. To activate the on-screen keyboard, touch the keyboard icon on your SMART
pen tray. Use the keyboard that appears to begin typing. When you finish typing,
move your text into the ladybug dot. First, slide the small circles on either side of
your text box in to make your text box small enough to fit inside the dot. Then
drag the text box to the correct ladybug dot.
5. If you wish, extend the lesson by spending a few minutes exploring imperative
sentences at greater length. Explain that the subject of an imperative sentence is
the pronoun you, even though the word does not appear in the sentence:
TECH TIP
When you are
using the onscreen keyboard,
touch the blue
“up” arrow to
make the next
character you
type a capital.
Example:
(You) Make the bed.
(You) Turn the page now.
Point out that not all imperative sentences end in a period. Highlight the word
gentle at the top of the Notebook page and explain that periods are used to end
imperatives that are not urgent. If a command is shouted or spoken urgently,
the sentence ends in an exclamation point instead.
Example:
Turn on channel 12, please.
BUT
Turn that TV down right now!
18
SMART Board® Lessons: Capitalization & Punctuation © Kellaher & Mai, Scholastic Teaching Resources
Question Mark Clues
1. Display Question Mark Clues on the SMART Board and read Rule 1 at the top of
the page. Explain to students that a question is an interrogative sentence.
2. Model how to use your finger as a highlighter. To access the highlighter, use
your finger to click on the SMART pen tool. Select the thick yellow highlighter.
Think aloud as you begin reading the words in the box:
The word when is a question word. I use it to ask things like, “When does class
begin?” I will highlight when to show that it can be used to start a question. Who can
find another question word in the box?
3. Invite student volunteers to find examples of question starters in the box
and highlight them with a finger. Keep in mind that once the highlighter is
activated, students do not need to keep going back to the toolbar to select it.
To deactivate the highlighter, just click on the black arrow on your toolbar.
4. Ask student volunteers to use the SMART pen to write one or two questions
that begin with question words from the box.
5. Introduce the second half of the activity by reading Rule 2 and pointing out
that not all questions begin with question words. Another way to write or ask
a question is to add a question tag to the end of a declarative sentence. Read
aloud the example and have students follow the example’s model to complete
the two additional examples.
TECH TIP
When using the SMART Board with younger students, make the toolbar more
accessible by placing it at the bottom of your screen. Click the up-and-down arrow
on the right side of the toolbar to move it up or down.
SMART Board® Lessons: Capitalization & Punctuation © Kellaher & Mai, Scholastic Teaching Resources
19
Too Much Excitement!
1. Share the title of this activity with your class and explain that the title hints at
one of the most common punctuation mistakes student writers make. Challenge
students to guess what that mistake might be. (Overusing exclamation points)
Display Too Much Excitement! on the SMART Board and read the directions and
examples at the top of the page. Discuss briefly why peppering a story or report
with exclamation points is not effective: It reduces the impact of any exclamation
points that are truly necessary. It is jarring to the reader and suggests that the
writer can’t decide what is important or surprising.
2. Explain that as students read the story on this page, they will remove some of the
exclamation points. Point out that there is no one “right” way to do the activity.
Some students may feel that a particular exclamation point is helpful, while others
may feel it is unnecessary. However, explain there is no doubt that this passage
has entirely too many.
3. Have students read the first paragraph of the story aloud from their seats. Ask
a student volunteer to identify an exclamation point that he or she thinks is
out of place and then approach the SMART Board. Have the student drag the
unnecessary exclamation point to the trash at the side of the Notebook page.
Then, have him or her use the red SMART pen to add a period to the end of the
sentence in the story.
4. Repeat, inviting other volunteers to point out, remove, and replace other
extraneous exclamation points. If students begin to remove all of the exclamation
points from the story, encourage them to leave one or two in the story, and
challenge them to identify which ones they think are most necessary.
5. Have students discuss types of writing that might include more exclamations than
usual (dialogue, action stories, etc.) and other forms of writing that may not use
any exclamations at all (instruction manuals, news reports).
Stop That Sentence!
1. Point out that another common mistake writers make is to forget ending
punctuation and allow several ideas to run together. Ask students if anyone
knows the name for this kind of mistake. (A run-on)
2. Display Stop That Sentence! on the SMART Board and read the directions together.
Have students read the text in the yellow box and tell how many sentences the
text actually contains. (Two) Allow a minute or two for students to rewrite the
sentences in their notebooks or on scrap paper, using correct punctuation and
capitalization.
3. Have students describe how they changed the text to correctly punctuate and
capitalize those sentences. Using the SMART pen, follow students’ instructions
and rewrite the two revised sentences on the line.
4. If students are satisfied with the way the sentences are punctuated and
capitalized, move the yellow box aside to reveal the correctly punctuated
“answer.”
20
SMART Board® Lessons: Capitalization & Punctuation © Kellaher & Mai, Scholastic Teaching Resources
5. Have students take several minutes to rewrite the sentences in the remaining
boxes. Then, invite volunteers to rewrite the text on the SMART Board. After
each volunteer finishes, ask the class if they agree or would make any changes.
Move aside the box to check the work.
TECH TIP
For this activity, it is important to rewrite the sentences rather than use editing
marks. If you add editing marks to the colored boxes, the marks will stay behind
when you move the boxes aside.
Obey the Signs
1. Display Obey the Signs on the SMART Board. Explain that this page reviews what
students have learned about sentence-ending punctuation. Read the directions
and remind students how to move a text block by dragging it across a Notebook
page. Demonstrate with the first sentence on the page:
“What are your plans for Saturday” sounds like a question to me, so I am going to
move this sentence down to the question mark box on the organizer.
2. Have students take turns reading the sentences aloud and placing them into the
correct part of the punctuation graphic organizer.
3. After you finish placing the sentences, direct students’ attention to the
discussion prompt at the bottom of the screen. Have students use the smiley
face Creative Pen to put a smiley face next to any sentence that could be
«Õ˜VÌÕ>Ìi`ʈ˜ÊÌܜÊ`ˆvviÀi˜ÌÊÜ>ÞðÊՈ`iÊÃÌÕ`i˜ÌÃÊ̜Ê՘`iÀÃÌ>˜`Ê̅>Ì]ʈ˜ÊܓiÊ
cases, the punctuation of a sentence depends on the tone or level of urgency
the writer wishes to convey. Discuss the examples below with students.
TECH TIP
Example:
Help me! I’ve been bitten by a snake.
BUT
Help me. I just don’t understand this math problem.
Get down, Kate! You’re going to fall!
BUT
Get down, Kate. It’s someone else’s turn on the swings.
Use your finger as
the pen by going
to Creative Pens
on your toolbar
and selecting
the smiley face
style. Then tap
your finger on
the screen one
time to make a
single smiley face
appear.
SMART Board® Lessons: Capitalization & Punctuation © Kellaher & Mai, Scholastic Teaching Resources
21
EXTENDED LEARNING
Sentence Stoppers: Your Turn!
1. Print and make copies of Sentence Stoppers: Your Turn! for students. Display the
Notebook page on the SMART Board. Explain that students will complete this
page on their own, either in class or for homework, to apply what they have
learned about the uses of periods, exclamation points, and question marks.
2. Review the directions with students, explaining that they will add ending
punctuation to the sentences using proper editing marks. Distribute copies of
the worksheet.
3. Review the exercise individually or as a whole class to check for understanding.
22
SMART Board® Lessons: Capitalization & Punctuation © Kellaher & Mai, Scholastic Teaching Resources
Tech Tips
Although the files in the SMART Capitalization and Punctuation companion folder were created using
Notebook 10 software, you can use the activities with older versions of the software. If you are still
getting the hang of your SMART board. Be sure to look for the technology tips offered at various points
of use throughout the units. The following is an overview of the main Notebook features you will be using.
SMART Pens These are the black, red, green, and blue pens that came with your SMART Board.
Use them to write directly on the screen in digital ink.
Creative Pens A student favorite, this tool allows you to draw fun lines made of smiley faces, stars,
rainbow stripes, and more.
Magic Pen When students circle text or art with the Magic Pen, a spotlight focuses on the circled
portion of the page. Everything else on the page goes dark temporarily. It’s a dramatic way to focus
attention on one element on a page!
Eraser Like its old-fashioned counterparts, this eraser removes unwanted writing. It will work on text
and lines created with the SMART pens. It will not work on typed text or art objects.
On-Screen Keyboard If your students are adding text to a small field or simply prefer typing to
writing freehand, use the on-screen keyboard. You can access it by touching the keyboard icon on the
front tray of your SMART Board.
Properties Tool In several of the activities in this book, you’ll be guided to use this feature to change
the color or style of a SMART pen or to add color to a box.
Screen Shade A teacher favorite, this tool allows you to cover part of a page while focusing attention
on another part. Activate the shade by clicking on the Screen Shade icon on your toolbar. Deactivate it
by clicking again. To gradually open a shade that covers your screen, use one of the circular buttons on
the shade itself to drag the shade open.
SMART Board® Lessons: Capitalization & Punctuation © Kellaher & Mai, Scholastic Teaching Resources
5