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Punctuation Charts
F 1 2 3 4 5 6 Pre & Primary Essentials Resources English Language for Expressing & Developing Ideas Text Structure & Organisation Creating Texts 9 Pages

Punctuation Charts

This series of posters outlines commonly used types of punctuation with clear examples and explanations of their usage. A fantastic visual reminder and reference tool for any school classroom, these posters help students understand and correctly apply punctuation in their writing. Perfect for reinforcing punctuation skills.

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Learning goals

  • We are learning to recognise punctuation in written text, such as capital letters used for names and for beginning a sentence and punctuation marks, such as full stops, signal the end.
  • We are learning to recognise punctuation, such as capital letters and full stops, and how they are used in a sentence.
  • We are learning to understand the purpose of punctuation in different sentence types.
  • We are learning to understand the purpose of punctuation in sentences.
  • We are learning to create, re-read and edit short written and multimodal texts to report on a topic, express an opinion or recount an event using capital letters, punctuation and correct spelling.
  • We are learning to edit our texts and make changes to improve meaning, spelling and punctuation.
  • We are learning to create short imaginative, informative and persuasive multimodal texts using text structures, language and grammatical features appropriate to the audience and purpose.
  • We are learning to re-read and edit text for spelling, sentence punctuation and text structure.
  • We are learning to plan, draft and publish imaginative, informative and persuasive texts using text structures and language features appropriate to the audience and purpose.
  • We are learning to re-read and edit texts for appropriate meaning, structure, grammatical choices and punctuation.
  • We are learning to plan, draft and publish imaginative, informative and persuasive texts with correct text structure, language features and grammatical features and incorporating research from a range of sources.
  • We are learning to re-read and revise written texts and to edit texts for clarity, structure, grammatical and spelling accuracy.
  • We are learning to plan, create, edit and publish imaginative, informative, persuasive and multimodal texts with correct text structure, grammar, punctuation, language features, images and sound appropriate for the purpose and the audience.
  • We are learning to re-read and edit work using knowledge of text structures and language features.
  • We are learning to plan, create, edit and publish imaginative, informative and persuasive texts with correct text structure, tense, language features, vivid vocabulary, punctuation, spelling and images.
  • We are learning to re-read and edit work using agreed criteria and to explain our editing choices.

Curriculum alignment

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 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 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 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 AC9E6LY06 9 Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features AC9E5LY06 9 Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and punctuation including dialogue punctuation 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 AC9E4LY06 9 Plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation ACELY1662 8.4 Re-read student’s own texts and discuss possible changes to improve meaning, spelling and punctuation ACELY1683 8.4 Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation ACELY1715 8.4 Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices 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 ACELY1672 8.4 Re-read and edit text for spelling, sentence-boundary punctuation and text structure ACELY1705 8.4 Re-read and edit student’s own and others’ work using agreed criteria for text structures and language features 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 ACELY1695 8.4 Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure
EN2-2A old Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language EN2-3A old Uses effective handwriting and publishes texts using digital technologies ENe-9B old Demonstrates developing skills and knowledge in grammar, punctuation and vocabulary when responding to and composing texts EN3-2A old Composes, edits and presents well-structured and coherent texts EN1-3A old Composes texts using letters of consistent size and slope and uses digital technologies 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 EN1-9B old Uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts EN2-HANDW-02 new Uses digital technologies to create texts EN2-OLC-01 new Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting 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-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-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-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 EN2-SPELL-01 new Selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts 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 EN2-UARL-01 new Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts EN3-OLC-01 new Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding EN3-VOCAB-01 new Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts EN3-CWT-01 new Plans, creates and revises written texts for multiple purposes and audiences through selection of text features, sentence-level grammar, punctuation and word-level language EN3-SPELL-01 new Automatically applies taught phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts, and justifies spelling strategies used to spell unfamiliar words EN3-HANDW-01 new Sustains a legible, fluent and automatic handwriting style EN3-HANDW-02 new Selects digital technologies to suit audience and purpose to create texts EN3-UARL-01 new Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts EN3-UARL-02 new Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts ENE-CWT-01 new Creates written texts that include at least 2 related ideas and correct simple sentences 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 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
VCELY233 Construct texts featuring print, visual and audio elements using software, including word processing programs VCELY231 Reread and edit text for spelling, sentence-boundary punctuation and text structure 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 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 VCELY269 Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements VCELY197 Construct texts that incorporate supporting images using software including word processing programs VCELY195 Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation 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 VCELY300 Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure VCELY361 Use a range of software, including word processing programs, learning new functions as required to create texts VCELY359 Reread and edit own and others’ work using agreed criteria and explaining editing choices VCELY358 Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience VCELY332 Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements VCELY330 Reread and edit own and others’ work using agreed criteria for text structures and language features VCELY329 Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience 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 VCELY299 Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features VCELY302 Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

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