EDR 317 Reading Instruction and Practicum

Punctuation Bingo
1.0

Details
Name: Alyssa Croulet
Grade Level: 1st grade

# of Students: 6

Date: 11-9-16
Length of Lesson: 10-15 minutes

1.1 Integration of Learning Outcomes

Students will be able to correctly identify and label the ending punctuation of the sentence being heard
8/9 times.
1.2 Standards
CC.1.1.1.D Know and apply grade level phonics and word analysis skills in decoding words. Identify
common consonant diagraphs, final-e, and common vowel teams. Decode one and two-syllable words
with common patterns. Read grade level words with inflectional endings. Read grade-appropriate
irregularly spelled words.
CC.1.4.1.F Demonstrate a grade appropriate command of the conventions of standard English grammar
and spelling. Capitalize dates and names of people. Use end punctuation; use commas in dates and
words in series. Spell words drawing on common spelling patterns, phonemic awareness and spelling
conventions.
1.3 Anticipatory Set
In the past two weeks we have been working on using the right end marks. Can someone raise their
hand to tell me another word for end mark?
Student Response
Yes, another word for an end mark is a punctuation mark! Can I have a few friends raise their hands to
give me examples of punctuation marks?
Student response
We are going to play a bingo game today in order to practice our punctuation marks. Have any of you
played bingo before?
Student Response
Great, Lets get started!

Procedures
Before we start I want to give you some rules that will make the game go smoother. I am going to read a
sentence, and when I read the sentence you will listen to the end mark, or punctuation mark that I use in
my voice. Once you hear it you will look for the sentence on your bingo board and then draw the
punctuation mark you hear me say to mark your spot. Does anyone have any questions?
Allow time for students to ask questions
Alright, lets start. Make sure to listen to the punctuation in my voice as I read the sentence.
Teacher reads sentences
For students who need support teacher will stop to ask a question.
Can someone raise their hand and tell me how my voice will go if I am using a question mark?
Student response
And how about if I am using a period?
Student response
And finally how will my voice sound if I use an exclamation point?

Teacher makes sure that students understand the different sounds that they will hear while the teacher
says the sentences.
Teacher continues reading the sentences until everyone gets bingo.
If one student gets bingo they will be given a sticker and then encouraged to continue with their practice
in order to meet the learning outcome which is using the correct punctuation 8/9 times.
After a student gets bingo the teacher will ask the students to check their work to make sure that they
have the right punctuation marks.
What if I say this sentence in a different way? What end mark will I need then?
Teacher reads a question as a statement, the sentence needing a period instead.
Student response
1.4 Differentiation
For students who are struggling with punctuation marks, the teacher will provide a note card that gives
them hints as to when to use each punctuation mark.
Students who are above level will be given the opportunity to read the sentences to themselves in order to
figure out what punctuation mark should be used.
1.5 Closure
Today we practiced using punctuation marks in sentences that we hear. Can someone give me an
example of a sentence where I would want to use a period?
Student response
And how about if I want to use a question mark? Can I have an example of a sentence where I would
use a question mark?
Student response
Now finally, I need a sentence where I would use an exclamation point.
Student response
Wow, those were some great sentences. I want to remind you that it is important to know how to do use
the different end marks because you can use this skill while you are reading, listening and even writing
your own sentences. Be sure to remember how each punctuation mark sounds when they are being
used!
1.6 Formative and Summative Assessment
Formative: Teacher will observe the students punctuation marks during bingo to make sure that they are
using the right ones. They are expected to get 8/9 punctuation marks correct.
1.7 Materials
Bingo boards
Expo markers
Sentence strips

1.9 Technology N/A

2.0 Reflection on Planning (Complete BEFORE you teach)
My mentor teacher and I agreed that a lesson to reinforce what was being taught with punctuation
would be a great idea. She gave me the opportunity to come up with the entire lesson myself so I decided
to do a fun game that would reinforce what the students already knew, as well as clarify any confusions. I
decided to make a punctuation bingo game. I knew that the students I tend to work with enjoy taking part
of engaging activities, and tend to stay more focused during games. While I was planning I wanted to be
sure to use words and sentences that the students would be successful with. In order to ensure this I
reached out to my mentor teacher about using things that they were doing in phonics. I used sentences
that were made up of words they were practicing and learning during their phonics instruction. I also
wanted to be sure that the bingo boards would be able to be re-used so I got them laminated so that they
can be written on and use again.
I considered students assessment needs while planning my lesson by thinking about how I want to
ensure the students got the correct punctuation marks. I planned to go through the sentences at the end
and have the students give me a thumbs up if they had the correct punctuation and a thumbs down if they
did not. This will allow me to check in with each student in the group. The only concern I have with my
lesson, and I do not really find it a concern, but more or less something to keep in mind while instructing
is to keep the students focused and make sure they understand their expectations. I want to be sure to use
what I read in our course text, The Power of Our Words, to have clear expectations for my students.
2.1 Reflection on Instruction (Complete AFTER you teach)
My lesson went really well today in field. Before I even started the activity I wanted to be sure to
clearly communicate my expectations of the students. I let them know that we would be doing a game but
in order for the game to go smoothly we had to go over some rules. I told the students that if they were
not using their markers they were to be on the table in front of them and that the lid should be all the way
on them. I told them that I would not know that they would be ready to move on until the markers were
sitting in front of them. I also let the students know what ways we were getting bingo. They were to get
three in a row, whether it be down, across or diagonal. I informed the students that if they got bingo they
could quietly say bingo and that would let us know.
Before we started I asked the students to give me the three different punctuation marks we were using
and then to give me an example of a sentence that each punctuation mark could be used in. When we got

started I had one student who needed to be guided because she had trouble locating the sentence on her
bingo board. I gave her a skill that would help her become successful. I suggested that she listen to the
first word in my sentence and try to find that. That skill seemed to help her and after a short time she was
able to find the sentences on her bingo board as quickly as her peers. The students were excited when
they got bingo and they would whisper-yell bingo and then congratulated each other before they moved
on. At the end of the game I had us all go through and check to make sure they had all of the correct
answers. Each student had the correct punctuation marks and it made me so happy to see that the lesson
went very well.
I was sure to use language that was used in our text. I didnt ask the students to do things, I told them
what was expected. Before the lesson began two girls that were sitting next to each other were already
being silly with each other. I told the girls that if they could not be quiet and show me that they were
ready to learn, I would ask them to go sit at a different seat. The girls immediately stopped fooling
around and gave me their undivided attention. After my lesson my mentor teacher told me that she really
liked the lesson and that she thought I did a really nice job with it.