Reading Enrichment Unit

Title of Unit
Curriculum Area
Developed By

Punctuation
Reading Language Arts
Martine Robinson

Grade Level
Time Frame

Kindergarten
3 (30 minute sessions)

Identify Desired Results (Stage 1)

Content Standards
ELACCKL2: Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
a. Capitalize the first word in a sentence and the pronoun I.
b. Recognize and name end punctuation.

Understandings

Essential Questions

Overarching Understanding
Students will recognize and name ending punctuation.

Overarching
What is punctuation?

Topical
When do I use a period?
When do I use a Question
Mark?
When do I use an Exclamation
point?

Related Misconceptions
There is only one way to end a sentence.

Knowledge

Skills

Students will know

Students will be able to

That there are three different types of ending punctuation.

Students will be able to determine the correct punctuation to end

a sentence.

Assessment Evidence (Stage 2)

Performance Task Description
Goal
Role
Audience
Situation
Product/Performan
ce

Given a form of punctuation, the student will correct use it in a sentence.

Media Specialist
Kindergarten
Students will distinguish between three types of punctuation.
Digital punctuation story.

Standards

ELACCKL2: Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
a. Capitalize the first word in a sentence and the pronoun I.
b. Recognize and name end punctuation.

Other Evidence
Students will also use nonverbal signals to represent the chosen ending punctuation.

Learning Plan (Day 1)

Teacher will ask students to identify the three types of punctuation that are used to end a sentence. Students will be allowed to give
their responses. Teacher will tell the students that they are going to read a book called MOO! By David LaRochelle and as the story is
read, the students are going to look and listen to how the punctuation changes the meaning of the story. Students will be given the
silent signals to use as the teacher reads. (period-tug on ear; Exclamation Mark- spirit fingers; and Question mark- shoulder shrug)
Teacher will read the story and allow the students to use the silent signals throughout the story. At the end, the teacher and students will
have a brief discussion about how the punctuation enhanced the meaning of the story. The teacher will also discuss the video that the
students will create on their next visit.

Learning Plan (Day 2)

Students will recap Moo! the story that was read to them last week. They will also review the different types of punctuation and the
silent signals that were used last week. The teacher will introduce the storyboard that the students will use to create their own digital
story called Book! Then students will be broken into 2 groups (those who have permission to be photographed and those who do not)
Those who have permission to be photographed will begin rotating through stations to take still photos using adobe voice. There are six
areas of the media center that are set up to create the setting for the story. The other students will create a new story using
storyboard.com. Both groups will be encouraged to choose the correct punctuation that is appropriate for their scenario.

Learning Plan (Day 3)

The teacher will recap all the activities over the past three weeks. Students will review the three types of punctuation and explain when
each one is used. The students will then view their videos from the previous week and discuss how the different punctuation was used to
change the meaning of the story.
From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)