Grammar Punctuation Review

Overview

Lesson 10 of 20 in Literacy Skills for CAAs. Students review common grammar and punctuation errors, apply editing strategies, and explain how accurate conventions improve clarity in formal writing.

Learning intentions

• WALT identify common grammar and punctuation errors.
• WALT apply editing strategies to improve sentences and short paragraphs.
• WALT explain why a correction makes writing clearer and more accurate.
• WALT use proofreading skills expected in formal assessment writing.

Success criteria

• I can identify errors in subject–verb agreement, sentence structure, tense and apostrophe use.
• I can correctly use full stops, commas, apostrophes and speech marks.
• I can explain at least one grammar or punctuation correction.
• I can proofread my own writing using a systematic checklist.

Curriculum links

• English: close reading and writing processes, including planning, drafting, editing and proofreading.
• English: creating a range of texts using accurate language features for a clear purpose and audience.
• English: making meaning through vocabulary, syntax, grammar and punctuation.
• NCEA literacy preparation: producing controlled, accurate writing and demonstrating understanding of written language conventions.

Lesson structure (60 minutes)

1. 0–5 minutes – Hook and diagnostic

Open with the error-spotting hook slide. Display: “After the dog chased the cat ran across the road.” Students silently identify what is wrong, then compare with a partner. Take two or three suggestions and explain that today’s focus is making meaning clear, not simply finding mistakes.

2. 5–15 minutes – Explicit teaching: the proofreading scan

Use the proofreading strategy slides to introduce the four-step scan: sentence boundaries, verb and tense agreement, punctuation, and spelling/word choice. Model editing a short paragraph aloud, thinking through each decision. Emphasise reading slowly and checking one feature at a time.

3. 15–27 minutes – Guided error analysis

Distribute the grammar and punctuation review worksheet. Complete the first three examples together: a sentence fragment, inconsistent tense and a missing comma. Ask students to justify each correction using precise language such as “The subject and verb do not agree” or “The comma separates an introductory phrase.”

4. 27–42 minutes – Pair editing challenge

Students work in pairs on the remaining worksheet examples. They correct errors involving subject–verb agreement, run-on sentences, apostrophes, commas, speech marks and homophones. Partners must agree on the correction and write a brief reason; remind them that some sentences may need more than one change. Use the pair-editing instructions and examples to display the process and time reminders.

5. 42–53 minutes – Independent application

Students independently proofread a short paragraph on the worksheet, then write a revised version. They use the checklist in order rather than correcting randomly. Invite volunteers to explain one change; discuss how punctuation can alter meaning, particularly with commas and speech marks.

6. 53–60 minutes – Review and exit response

Return to the review and exit-question slide. Students answer: “Which proofreading check is most useful for you, and why?” They then complete a final sentence correction on the worksheet. Collect responses to identify the most common class needs for Lesson 11.

Resources

• the grammar and punctuation review deck
• the grammar and punctuation review worksheet
• Projector or interactive display
• Pens or highlighters
• Exercise books
• Board and markers
• Timer

Assessment

• Observe pair discussions and listen for accurate explanations of grammatical and punctuation choices.
• Check worksheet corrections, especially sentence boundaries, agreement, apostrophes and comma use.
• Use the independent paragraph and exit response to group students for follow-up teaching.

Differentiation

• Provide a colour-coded proofreading key and read the model paragraph aloud for students who need support.
• Allow students to work with a carefully selected partner and reduce the number of examples while maintaining coverage of core errors.
• For EAL learners, provide sentence stems such as “I changed ___ because ___” and clarify homophones using simple examples.
• Extend confident students by asking them to explain how a punctuation change affects meaning or to edit a deliberately ambiguous sentence in two different ways.