This is how the 4 week inquiry went:
Firstly, I framed the inquiry around 3 questions:
What jobs do the different punctuation marks do?
Why do authors use different types of punctuation?
How can we use punctuation to make our writing stronger?
Was pretty much a carbon copy of part 1 of Dan's study except because we were actually in a
To be honest, I was a little disappointed by the end of the first lesson, the children had come up with nowhere near what they had in the
I also noticed that they had not really noticed any internal punctuation at all. It might have been to do with the fact I had chosen to go with exclamation marks as my example, it could also have been the fact that the books they were using from their book
Starting off with some of the interesting finds from lesson 1 as a focus:
And, a bit more modelling
This time the searching was far more successful.
At the end of our lesson we shared our post-its, accessed our inner actors and read the sentences with and without the punctuation so we could really hear the job the mark did. We discussed why authors might have chosen to include these marks in these places.
I then collected in their findings, took some photocopies and created this display:
Lessons 3 & 4.
Now was the time to put it all together, if
In grade 2 Dan had modelled a bit of this in his
Greta chose to rewrite her River Dolphin page. Quite a lot of using and confusing going on but you cannot deny the enthusiasm by which she is going about it.