Introducing the Exclamation Mark

Introducing the Exclamation Mark

Purpose
To become familiar with the exclamation mark.

Material
Heading that reads: Exclamation Mark.

Exclamation marks from the printed alphabet.

Prepared sentence labels that read as follows: (note that there is no end punctuation for the sentences):
This is breathtaking
This is so dangerous
I am the best

Language Arts journals and pencils.

Presentation
Most Montessori teachers introduce this topic in Year 1 and review it as necessary in subsequent years.

Invite a small group of students to gather around a mat.

Announce to the students that today they will learn about an exciting punctuation mark: the exclamation mark.

Place one of the prepared sentence labels on the mat and, with enthusiasm, read the sentence aloud to the students. Example: This is breathtaking!

Encourage the students to discuss how they think the person who said this felt. If necessary, guide the discussion to include words such as: amazed, surprised, and so on.

Read the next sentence aloud, with enthusiasm. Example: This is so dangerous!

Encourage the students to discuss how they think the person who said this felt. If necessary. Guide the discussion to include words such as: afraid, nervous, and so on.

Read the next sentence with enthusiasm. Example: I am the best!

Encourage the students to discuss how they think the person who said this felt. If necessary, guide the discussion to include words such as: proud satisfied, and so on.

Explain to the students that just as there are punctuation for sentences that make a statement or ask a question, there is a mark for sentences that show excitement.

Take the exclamation mark from the printed alphabet and place it at the end of one of the sentences. Announce that this mark is called an exclamation mark. It shows an emotion, such as excitement, anger, joy, and more.

Place the heading, Exclamation Mark, at the top of the mat.

Invite the students to write three to five exclamatory sentences in their journals.

Extension
In pairs, write out ten or more sentences. Take turns acting as punctuation marks that change the tone of each sentence when it is read aloud. The student reading the sentence aloud looks at the person acting as the punctuation mark and adjusts the end of the sentence accordingly,

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