LESSON OVERVIEW

Title Punctuation!
Author Rachel Harper
Subject English Language Arts
Grade Level 1st grade
Duration ~45 minutes (may vary based on if students understand the topic or not), give
breaks in between if needed
Unit Description
This lesson will be part of a 2 week punctuation unit where students will learn the proper
uses for periods, commas, question marks, and exclamation points.
Lesson Goals
-Students will learn that periods are used to end complete sentences
-Students will learn that commas are used for pauses in a sentence, in dates, and to list
things.
Common Core Standards
-CCSS.ELA-Literacy.L.1.2.b
Use end punctuation for sentences.
-CCSS.ELA-Literacy.L.1.2.c
Use commas in dates and to separate single words in a series.
Big Ideas
-Different punctuation is used in writing for different functions.
-Punctuation can be used for expression in sentences.
Barriers
-Students who struggle with motor skills and/or gripping the pencil to write
-Visual impairments
-Students who are seated far from the screen
-Students who have a poor working memory
-Students who struggle to manage new information
-Students who are distracted or threatened by a lot of sensory information shown at once
-Students who see lesson as unimportant
-Students who are unmotivated/unengaged

METHOD

Anticipatory Set
-Introduce the lesson and what will be occurring the next couple weeks
-Watch video Punctuation Explained (by punctuation!)
https://www.youtube.com/watch?v=LdCOswMeXFQ
5.3 Build fluencies with graduated level of support for
practice and performance USED THROUGHOUT LESSON

Introduce and Model New Knowledge

-Begin by explaining that a period is used at the end of a complete sentence or thought.
-Demonstrate an example: I like to play basketball_
-Add the period into the sentence, emphasizing their location: I like to play basketball.
-Next, introduce a comma and explain that it is used for pauses in sentences, dates, and
listing things.
-Demonstrate some examples: While in school_ we learn
November 10th_ 2014
I like pizza with pepperonis_ green peppers_ and extra cheese
- Add the commas to the examples, emphasizing their location:
While in school, we learn
1.1 Offer ways of customizing the
November 10th, 2014
display of information & 7.3
I like pizza with pepperonis, green peppers, and extra cheese
Minimize threats and distractions
USED IN BOTH INTRO & GUIDED
PRACTICE

Provide Guided Practice

-Give students punctuation chart, only uncover the period and comma row, have students
take notes next to it if needed. Also, they will place a checkmark next to the type of
punctuation once they feel they have mastered it and understand its functions in writing.
-Display 5 sentences on the projector, leaving blanks where punctuation is needed, and
have students tell you what punctuation is needed.
-Example sentences:
In school we learn math_ science_ social studies_ and language arts_
January 1st_ 2015
Kelsey ate pizza for lunch_
Earlier I was feeling sick_ but now I feel fine_
On October 31st_ 2014_ I celebrated Halloween by dressing up as a cat with black
ears_ whiskers_ and a long tail_
-Have students help fill in the punctuation, assist them where needed.
-Chart example from: http://images.edumart.com/large/TF_2146.jpg
(Chart on next page)

2.1 Clarify vocabulary and

symbols
3.4 Maximize transfer and
generalization
6.3 Facilitate managing
information and resources
9.3 Develop self-assessment and
reflection

Provide Independent Practice

-Give students worksheet with 5 sentences to fill in the punctuation on their own.
-Those who have poor motor skills or writing disabilities can use a computer with the
sentences typed out and add the punctuation (no grammar/punctuation fixing tools should
be provided/used for this task)
WRAP UP
-Have students share where they put their punctuation in the independent practice
-Summarize what they learned today by describing the main functions of periods and
commas.
-Hint to students about them learning exclamation points and question marks next time.
ASSESSMENT
6.4 Enhance capacity for monitoring progress &
9.3 Develop self-assessment and reflection

Formative, Ongoing Assessment

-Observe student behavior throughout lesson. Ask questions during less supported times to
promote self-monitoring during the lesson, such as asking them If you read your sentence
out loud, using the punctuation, does it make sense? & Do you feel you have mastered the
period or the comma? Would you checkmark them on your chart? If not, then why? If
confusion is noticed by any student, then provide extra assistance to them.

Summative Assessment
-Have students create and write their own 5 sentences that use periods and commas.
-At least one sentence must use both a period and a comma.
-At least one sentence must use a list of things.
7.2 Optimize relevance, value,
-Students have the option of how to create their sentences:
and authenticity
-Students can write their sentences on paper
-Students can type their sentences on the computer (only spell-check should be
provided, no grammar/punctuation fixing tools should be provided/used for this
task)
MATERIALS
-Projector or computer connected to screen
-Ability to zoom on projector or computer program
-Pre-written sentences
-Independent practice worksheet
-Computer where students can type sentences or fill in punctuation
-Punctuation charts for students (example above)
The UDL Elements
Engagement

Which checkpoint did you incorporate?

7.2 Optimize relevance, value, and authenticity

7.3 Minimize threats and distractions

How and why?

This checkpoint is used in the lesson by
making the information of punctuation
valuable and relevant. This is done by
informing students that this information
will not only help them write and read
with these punctuations but it will help
them write about things that they prefer
to, such as stories, life events,
biographies, etc. This will help students
meet the goal because if they find the
lesson and information to be valuable,
authentic, and relevant to themselves
then they will be more motivated to
learn and practice it, therefore they will
work to meet the goal and to understand
punctuation and to use it properly.
This is used by varying the level of
sensory information during the
presentation of sentence examples to
students by showing one at a time. This

9.3 Develop self-assessment and reflection

is done because to some students, too

much information shown can seem
threatening or distracting from the topic
or information it is trying to represent
and teach. This will help students
because by limiting distractions or
threats that too much sensory
information displayed can give students,
it will allow them to focus more and be
less intimidated by the information
since it will be taught in pieces, or
sentence example by sentence example,
opposed to all at once. Because of this, it
will help all students reach the goal
opposed to only those who are not
threatened or distracted by a lot of
sensory information at once.
This is used by teaching students how to
self-monitor their progress during
formative assessment when the teacher
helps them establish questions and ways
of checking themselves such as by
reading their sentences, using the
punctuation, out-loud and deciding
whether it sounded correct and fixing it
if not. Also, by placing a checkmark on
their punctuation chart when they feel
that they have mastered the use and
understanding of the functions of the
types of punctuation, it helps them selfassess and therefore recognize progress
and be more motivated. This helps
students meet the goal since they will be
more motivated and engaged due to the
fact that they will be able to self-assess,
fix their mistakes, and get themselves
back on track towards meeting the goal.
Also, by them placing a checkmark on
their chart next to the punctuation that
they feel they have mastered, their
progress will be visible to them and that
too will provide the motivation needed
for them to continue until they have
reached the goal and can apply the
punctuation to their sentences and read

sentences using the punctuation as well.

Representation

Which checkpoint did you incorporate?

1.1 Offer ways of customizing the display of
information

2.1 Clarify vocabulary and symbols

How and why?

This can be used during introduction of
new information and during guided
practice when sentences or examples
are displayed on the screen. The teacher
can either use a projector that can zoom
in and out in order to change the size of
what is being shown and they could
even single in on one sentence at a time,
or they can use their computer
connected to a screen with a program
that allows zooming and that they have
chosen appropriate contrasting colors
between the text and background. This
is used to aid learners that have visual
impairments or are located far from the
screen in order to make this information
accessible to all. This will help students
meet the goal because it will allow all
digital materials, or the sentence
examples being used, to be accessible to
all students whether far from the screen
or that have a visual impairment.
Zooming in on one sentence at a time
can even help those with Autism or
another disability that can get stress
overload from seeing too much
information at once.
This is used by pre-teaching punctuation
in connection with students prior
knowledge. Also, students can be
provided with a punctuation chart that
shows the symbol with its definition or
functions and only uncover the period
and comma during this lesson in order
to make the symbols of punctuation

3.4 Maximize transfer and generalization

more accessible to all students. This is

important in order to give equal
opportunity to all students and to allow
students something to reference either
the chart or what they were pre-taught.
This will help students meet the goal
because by pre-teaching vocabulary and
symbols, in this case punctuation, it will
help them in understanding easier and
also by providing more accessibility
through the punctuation chart, it will
help students reference back when
needed and therefore learn the
information and reach the goal.
This checkpoint is used by giving
students a punctuation chart and also
allowing them to write their own notes
on it as well. This will help students in
their memorization of the functions of
the different punctuation and therefore
will aid them in the generalization and
transfer of this information into
different contexts. This will help them
meet the goal because the chart and
their notes will aid them in the
memorization of the different functions
of the punctuation and they will
therefore be able to use it correctly and
also this will help them extend their
knowledge by applying the information
to other contexts thus showing that
students have reached the goal.

Action and Expression

Which checkpoint did you incorporate?

5.3 Build fluencies with graduated level of
support for practice and performance

How and why?

This is used by gradually working the
students towards minimal support from
the teacher through having them watch
the teacher, then having guided practice,

6.3 Facilitate managing information and

resources

6.4 Enhance capacity for monitoring progress

then individual, and then their

assessment. This allows students to
build their writing fluency using
punctuation. It is important to scaffold
children with many examples and
gradually release them to independence
in order for them to be able to use the
information in personally relevant ways.
This will help students meet the goal
because they will gradually be released
into independency with the material in
order for them to successfully reach the
goal of gaining a writing fluency using
punctuation and understanding the
functions of a period and a comma and
how to apply this to sentences or text of
all contexts.
This can be used by having students
write notes on their punctuation chart
that would be useful to them and their
understanding of the functions and uses
of the punctuation. This will take stress
off of their working memory and will aid
them in managing information since
they can write it down in the chart itself
to refer back to later. This is used
because students can forget information
that they wanted/needed to remember
or they cannot know what to do with all
of the information given to them which
is why having a way to manage and save
it is useful for them. It will help them
reach the goal because information that
they learn will be easily managed by
writing it in the chart and also it will be
easy to write down information so less
stress is placed on their working
memory, therefore, newly learned
information is more likely to be
remembered and can be referenced back
to if needed which will increase the
number of students meeting the goal
because the information is more
accessible.
This is used through the formative

assessments during the lesson because

it will not only provide the teacher with
feedback as to whether students are
learning the information and whether
they need to go over or teach it a
different way, it will also provide the
students with guidance as to how to selfmonitor their progress, such as by
having the teacher ask them that when
reading your sentences out loud, using
the punctuation, does it make sense?
This will have students test out their
sentences or punctuation choices and
monitor whether they are correct or
incorrect, then they will fix the ones
accordingly. Also, they will place a
checkmark next to the punctuation they
believe they have mastered which will
visually show them their progress. This
will help students reach the goal
because with this checkpoint being used
through formative assessing, the teacher
can either adjust their teaching or
reteach some of the information where
problems are occurring. Also, the
teacher will be aided the students in
self-monitoring which will allow them to
catch their own mistakes and
misunderstandings and from there they
can fix them or ask for help from the
teacher, therefore, moving them closer
to the goal and then eventually reaching
it. Also, the checkmarks placed on their
punctuation charts will allow them to
monitor their progress visually and will
then help them towards reaching the
goal because the more checkmarks, the
closer they are the goal.

Other UDL Ideas

Engagement

Activity
7.1 Optimize individual choice and autonomy

8.1 Heighten salience of goals and objectives

8.2 Vary demands or resources to optimize

challenge

How would this help students meet

the goal?
This could help students meet the goal
because if choice was available to them
through allowing them to choose how
they would like to create their
sentences, by hand or computer or
verbally, they would be more engaged
and motivated to participate and work
to meet the goal.
This would help students meet the goal
because if the teacher introduces the
lesson by explaining the goals to the
students, writing them clearly on the
board, and having students repeat them
after they are read then the students
would be aware of the point of the
lesson, what they are trying to reach by
the end, and provides a reference for
them to look back at during the lesson in
case they need a reminder of the goal.
This could help students meet the goal
by varying the challenge based on
student ability and skill. The information
they are learning could be extended or
more complex if they are advanced; this
would avoid boredom and limit
distractions these students could cause
out of boredom. This information could
also be simplified in order to be more
accessible to those who are behind or
struggle with new concepts. This would
help them reach the goal because it
would aid in keeping all students
engaged and preventing boredom or
stress due to it being too easy or too
hard.

Representation

Activity
1.3 Offer alternatives for visual information

2.4 Promote understanding across languages

3.1 Activate or supply background knowledge

How would this help students meet

the goal?
This could be done by having auditory
information for students or by having
information in other ways such as brail
for those fluent in it that may have visual
impairments. This helps students meet
the goal by making all the information
accessible to those who need
alternatives for visual information and
they can therefore equally learn and
work towards the goal.
This could be used if students are
second language speakers. Information,
in this case punctuation, could be
available in their first language and then
transferred into their second language.
Also, in this case, punctuation could be
pointed out and described through its
use in their first language and then
transferred over to the second language,
but only if it applies.
This would help students meet the goal
because it would take their prior
knowledge, or experience with
punctuation, and then add new
information onto it. Also, it would help
meet the goal because the teacher would
not need to teach basic information that
should already be prior knowledge, they
can just build on it. So, for punctuation,
students may have seen them before in
books but the teacher would just have to
build on that by teaching their functions.

Action and Expression

How would this help students meet the goal?

4.2 Optimize access to tools and assistive
technologies

5.2 Use multiple tools for construction and

composition

6.1 Guide appropriate goal-setting

How would this help students meet

the goal?
This will help students meet the goal
because in this lesson they are not being
assessed on anything except their
knowledge of punctuation, so anything
else such as writing the sentences can be
created with the help of assistive
technologies such as computers,
programs, or alternative keyboards, and
even low tech assistive technology like
pencil grips.
This would help students meet the goal
through the use of tools as well. Tools
such as speech-to-text, spellchecker, and
anything else, except a
grammar/punctuation fixing tool, could
aid in them constructing and creating
their sentences, since they are only
being assessed on punctuation, any tool
can be of use that is not providing the
answers for them.
This could help students meet the goal
because if they were included in the goal
setting, without it being given to them,
they can practice setting personal goals
in the future. Also, if they help set the
goal then they are more likely to work
hard to express their understandings
and skills and to reach the goal. Goals
they could set in this lesson could be to
set how many sentences they are to
create using a period and a comma,
which will be the part of the goal the
teacher will provide them with.