First Grade - ELA
1: Environment
Unit 1: Habitats and Homes
Lesson 6
Exploring Animal Habitats
Students are asked to produce short written sentences in the 'A Day in the ___' activity where prompts read: 'I am a ______. I live in the ______.' and 'One day I ______.' Students also dictate a story that is recorded and later read back, and students are encouraged to write or copy sentences on the handwriting page (e.g., words and sentences that begin with Z). The provided student pages show sentence frames that include terminal periods.
Lesson 9
Animal Designs
Students read multiple captioned sentences such as "A fish swims in the ocean." that include end punctuation. Students are asked to write habitat names (Option 2) and to "record her reasons on a separate sheet of paper," which creates opportunities for student writing.
Unit 2: Weather
Lesson 5
Fall
Students are asked to write three sentences about the fall picture (Activity 1) with lines provided for three sentences. Students are asked to use each selected word in a sentence and to copy sentences after an adult writes them (Option 1 and Option 2). Students practice handwriting and are asked to "write or copy sentences using fun and fall" (Activity 4), providing multiple opportunities to produce sentence-level writing.
Final Project
Weather Games
Students are asked to prepare and record a three-day weather forecast and to record answers on the Weather Forecast graphic organizer, which requires composing written responses. The lesson includes a written example forecast composed of full sentences that display end punctuation. Students also write season names and may write short answers in Activity 1 and on the activity pages.
Unit 3: Community
Lesson 1
On the Town
Students read and complete Community Vocabulary sentences that are written with end punctuation (e.g., "We ate dinner at the ________."), giving models of sentences that end with a period. Students write or dictate one or two sentences about Charlie visiting a place (Activity 3), and they write or copy sentences containing P words in the handwriting practice (Activity 4), which requires composing sentence-level text. Students copy or fill in full sentences on activity pages, providing repeated exposure to sentence-final punctuation in context.
Lesson 7
A Citizen with Character
Students are asked to write, dictate, or copy a sentence to accompany their drawings in Activity 5 (Option 1) when retelling the beginning, middle, and end of "The Boy Who Cried Wolf." Activity 7 asks students to "write or copy sentences that contain the k words," giving explicit opportunities to produce written sentences. Activity 4 asks students to answer comprehension and prediction questions in writing, which also requires composing sentence-length responses.
Lesson 8
Rules and Laws
Students read each sentence strip aloud or with assistance and follow print word by word, engaging with sentences that include end punctuation. Students write and number rules on sentence strips and later make a list of 3–5 rules for the house, producing written sentences. Students sort a set of full-sentence statements into "Rule" or "Law," handling examples that are presented as complete sentences.
Lesson 9
Caring for Our Communities
Students are asked to write or copy sentences that contain the C words (Activity 7), which requires composing sentence-level text. Students read and respond to multiple written questions (with question marks) about the story, so they see end punctuation in context. Students also engage in reading and handwriting practice where sentences and sentence-like prompts appear.
Final Project
I Can Make A Difference
The student activity page provides sentence starters that end with periods (e.g., "I am planning to __.", "1. The first thing I will do is __.", "I made my community a better place because __."). Students are prompted to write responses to reflection questions that appear with question marks (e.g., "Were you able to carry out your plan?"). Students are instructed to write about their experience at the bottom of the plan sheet, providing multiple opportunities to produce complete sentences.
2: Similarities and Differences
Unit 1: Amazing Attributes
Lesson 5
How Old?
Students are asked to write questions for pictured people and are reminded to start those sentences with a capital letter and end them with a question mark. Students are instructed specifically that "a sentence that is a question starts with a capital letter and ends with a question mark," and they are told to practice writing question marks. Students reread provided questions (e.g., Where is your mommy? How many dogs do you have?) and are asked to identify the question marks at the end of each sentence.
Lesson 6
The Measure of Things
Students complete fill-in-the-blank sentences such as "The __________ is longer than the __________." and "The longest item is the __________." which present complete sentence frames with end punctuation. Activity 6 directs students to "write/copy a sentence that uses each word," giving students direct opportunities to compose sentences. Several student activity pages require students to record answers in sentence form or complete sentence prompts.
Lesson 9
Solids and Liquids
Students are asked to write down the given definitions ("Solid -- a solid is something that keeps its size and shape" and "Liquid -- a liquid can be poured and takes the shape of the container it is in"), which requires producing written sentences. Students also label sheets "Solids" and "Liquids" and write or paste examples, involving short written responses. The lesson contains multiple teacher questions and sentence examples that model end punctuation (e.g., "What about ice cream?"), providing implicit examples of sentence-final punctuation.
Unit 2: Senses
Lesson 1
My Five Senses
Students are asked in Activity 3 (Option 2) to dictate four complete sentences describing a sensing experience and those sentences are recorded on the provided lines. Activity 4 directs students to write or copy a sentence on handwriting paper about a sense and sense organ, with the example sentence shown as "I smell with my nose." Students also read each dictated sentence back and discuss its person/place/thing and action.
Lesson 2
Senses and Body Parts
Students are asked in Activity 4 to use the words "sense" and "see" in a sentence on the provided handwriting page, which requires composing written sentences. In Option 2 students are asked to make up and tell a story about Jackie and pause at parts where she uses a sense, which has students construct sentence-like utterances orally. Students listen to a read-aloud story ("Jackie's Day at the Pet Store") that is presented in sentence form, exposing them to sentences that include end punctuation.
Lesson 5
Touch
Students are instructed in Activity 5 to "Practice the letter T and the words touch and taste by writing each word in a sentence," which requires them to compose full sentences. In Activity 1 and Activity 2 students write words, opposites, and labels on worksheet lines and draw and label objects on the Touch Chart, providing additional contexts for written sentence- or phrase-level work. Several student activity pages include spaces and lines intended for students to write responses, indicating opportunities for sentence writing.
Lesson 6
Experimenting With Our Senses
Students are asked in Activity 4 to write or dictate and copy a sentence on handwriting paper about something they smelled or tasted today, providing a direct opportunity to produce sentence-level writing. In Activity 3 students tell a story that is recorded and then read aloud, and in Activity 2 students copy the names of spices onto index cards, which provides additional practice writing words and letters.
Unit 3: We're the Same, We're Different
Lesson 4
Interests and Hobbies
Students are asked to dictate, copy, or write a few sentences describing a hobby (Activity 1). Students fill in and respond to sentence prompts on the "My Interest" sheet and the Hobby Survey, which include question-format prompts that students read aloud and answer (Activity 2 and 3). The handwriting activity asks students to "use each word in a sentence," prompting students to compose sentences in writing (Activity 4).
Lesson 6
Different Families
The lesson lists "Complete sentences (LA)" and includes multiple student writing prompts that require sentence completion (e.g., "My family is similar to a family from _______ because we both _______." and "My family is different from a family from _______ because we _______, but they _______."). Activity 3 asks students to "use the word in a sentence," and several student pages provide lines for writing sentences and tracing words.
Lesson 8
Different Holidays and Traditions
Students are asked to write three sentences on the "My Favorite Holiday" page (Activity 3), giving them practice producing sentence-length writing. In Activity 5 students must write "A sentence about the holiday" on each page of their Book of Holidays, and two example sentences are provided that show terminal punctuation (periods). The activities include options for students to copy dictated sentences, which gives an opportunity to reproduce sentence forms including end punctuation.
Final Project
Differences Make the World Go 'Round
Students are prompted to write complete sentences about themselves and a child from another country (e.g., sample lines: "I live in America. Jung Wei lives in China."). The student activity pages include sentence-completion prompts that model sentence-final periods (for example, "I like to eat _______ from _______."). Students are encouraged to write the sentences themselves and illustrate each page, providing opportunities to produce sentences with end punctuation.
3: Patterns
Unit 1: Identifying and Creating Visual Patterns
Lesson 3
What Comes Next?
Activity 4 has students write or copy a question sentence: "What do you see after the ________?" and explicitly reviews that sentences that ask questions end in question marks. The handwriting activity requires students to produce a sentence that uses end punctuation (a question mark) and includes teacher-led review of that punctuation rule.
Unit 2: Patterns in Sounds, Words, and Actions
Lesson 4
Sentence Patterns
The lesson explicitly tells students that "sentences begin with a capital letter and end with punctuation, such as a period" and restates that a sentence "usually ends with a period." Activity 4 directs students to point to beginning letters and the periods in sentences from picture books, and to copy simple sentences from books onto handwriting paper. Activity 6 asks students to write or copy two sentences on handwriting paper and to mark the noun and verb in each one.
Lesson 5
Story Patterns
Students are asked to dictate, write, or copy a sentence describing each event in Activities 2 and 3 (e.g., "She can then dictate a sentence to describe each event," and "she can also write or dictate and copy a sentence for each part of the story"). Activity 4 asks students to copy or write a sentence from their story on handwriting paper. Multiple activities require students to produce written sentences tied to story parts.
Unit 3: Patterns in Your World
Lesson 4
Daily Routines
Students are asked in Activity 2 to "dictate a sentence about each step or write on the lines at the bottom of the boxes," which requires composing sentences. Activity 4 directs students to "write or dictate and copy a sentence on handwriting paper that describes one of his routines," providing an explicit writing task. Activity 3 asks students to "record important activities in words or simple symbols" with times, which may involve writing short sentence-like entries.
Lesson 7
Patterns at Home
Activity 5 (Handwriting) directs the child to write or dictate and then copy a sentence that describes a pattern found in her closet, providing direct practice producing sentences on handwriting paper. Several activities ask the child to name shapes and describe patterns aloud or in writing (e.g., describing patterns from the Pattern book and the scavenger hunt), which involves constructing sentence-level descriptions.
Lesson 9
Counting Patterns
Students are asked to write or dictate and then copy a sentence about the clowns in the car (Activity 4). The instructions tell students that a sentence "begins with a capital letter, and ends with a period," and prompt them to identify the subject and verb in their sentence. The handwriting activity therefore requires students to produce written sentences and explicitly reminds them to use a period at the end.
4: Change
Unit 1: Changes on Planet Earth
Lesson 1
What Causes Change?
Students are asked to complete sentence prompts on the "Write About a Change" page (e.g., "Once I saw __________ change.", "__________ changed because __________.", "The change happened over a __________ amount of time."), which requires writing responses in sentence form. The skills list includes "Read or attempt to read own dictated story (LA)" and "Express ideas through writing and conversation (LA)," indicating students will produce written sentences. Several activity pages prompt students to write single words or short phrases (e.g., writing "fast" or "slow"), which involve written responses following question prompts.
Lesson 3
Changing Position
Activity 1 directs students to find words in the index, look up the page, "write the sentence from the book that contains the word," and "copy the two sentences" onto the activity page. The Student Activity Page for "Using an Index" provides lined space specifically for students to write those sentences. Activity 4 and Activity 5 ask students to "write their names" of toys or "make a list" of observed movements, giving additional opportunities for students to produce written text.
Unit 3: A First Look at History - Change Over Time
Lesson 5
Exploring the Past
Students are asked to "draw and write or dictate descriptions" for culture elements and to "write one sentence about each element of culture" on the Cultural Presentation pages, indicating they will produce sentences. Multiple Student Activity Pages provide lined areas and labeled sections (Homes and Houses, Clothes and Fashion, Food and Eating, Travel and Transport) where students are expected to write responses. The timeline and presentation activities require students to assemble written sentences into a book and present them to family.
6: Reading
Unit 1: Semester 1
Lesson 1
Letter Sounds Review I
The lesson defines a sentence and explicitly states that "A period comes at the end of most sentences" and that "An exclamation point tells us to read something with feeling." In Activity 1.1, students read the Weekly Message, point to each word, identify that the message has two sentences, and are directed to point to and circle the period and the exclamation point while the teacher explains their meanings. Throughout reading activities (e.g., the Tap and Pat reader) students are guided to start at the first page and read through pages, which exposes them to sentences that end with end punctuation.
Lesson 2
Letter Sounds Review II
Students are asked to find and circle the period and question mark in the Weekly Message (Activity 1.1) and the Facts and Definitions notes explicitly state that a question mark comes at the end of a question. On Day 5 (Activity 5.3) students are prompted to point to the period and question mark on the first page of the reader and are told that all sentences end with periods, question marks, or exclamation points. The reader activity also models reading a question with rising intonation to reinforce recognition of question punctuation.
Lesson 3
Letter Sounds Review III
Students are asked to point to and circle the period and the question mark in the Weekly Message (Activity 1.1). Students are prompted to read sentences aloud and identify that they end with a period during the "What's Missing?" activity (Activity 5.3). Students name the period and question mark when prompted and locate end punctuation on printed sentences while reading.
Lesson 4
Letter Sounds Review IV
In Activity 1.1 students are asked to find how many sentences the Weekly Message has by looking for end marks and to circle a period, exclamation point, and question mark in different colors. Multiple student activity pages and reading tasks present full sentences (e.g., "The fat cat was hot.") that students read aloud and point to, exposing them to sentence-final punctuation. These tasks require students to identify and recognize end punctuation marks in text.
Lesson 5
Adding s, More Word Families, Ending with ck
Students are asked to circle the period, exclamation point, and question mark in the Weekly Message and answer questions about what each mark does. Students practice reading sentences with appropriate intonation for exclamation points and question marks and identify how many sentences the message contains. In Sentence Dictation students write sentences while being reminded that sentences begin with uppercase letters, have spaces between words, and end with periods.
Lesson 6
Open Syllables and Digraph th
In Activity 5.3 students write sentences that are read aloud to them and are explicitly told, "Explain that these sentences end with periods," then asked to read the sentences when finished. Activity 5.1 has students reconstruct and read full sentences (e.g., "We sat on the log."), which include end punctuation. Activity 5.2 directs students to point to exclamation points in the reader and explains how to read text marked with an exclamation point. Activity 3.2 asks the child to copy a sentence on page 3, which requires reproducing a sentence with its ending punctuation.
Lesson 7
Consonant Digraphs ch, sh, wh, ph
The lesson explicitly tells students during Activity 5.3 that "these sentences end with periods" and has students write dictated sentences that end with periods (e.g., "The moth is on the dish."). The Skills list also includes that students will "Recognize the distinguishing features of a sentence," and instructions remind students that sentences begin with uppercase letters and that they should leave spaces between words while writing sentences.
Lesson 8
Blends with s
Students are asked to identify and mark end punctuation in Activity 1.1 by circling a period in one color and an exclamation point in another, and they underline and highlight parts of the Weekly Message while reading it. In Activity 5.2 students participate in sentence dictation where they are reminded that sentences begin and end and are explicitly told that the dictated sentences end with periods; they then write those sentences. During reading and writing activities (reader and dictation) students are prompted to point to words as they read, reinforcing sentence boundaries and end punctuation.
Lesson 9
Blends with l
Students are asked to circle the periods in one color and circle the question mark in another color in Activity 1.1, directly calling attention to end punctuation marks. In Activity 5.2 students write dictated sentences on handwriting paper and are reminded to "think about how sentences begin and end," providing practice writing full sentences. The dictated sentences provided (e.g., "The kids have a black cat.") include end punctuation, modeling sentence-final periods.
Lesson 10
Blends with r
Students are asked to identify and mark periods in the Weekly Message by circling the periods in one color (Activity 1.1). Students write dictated sentences (Activity 5.3) and are reminded to think about how sentences begin and end, then read the sentences when finished. The skills list includes recognizing the distinguishing features of a sentence, supporting practice with sentence boundaries.
Lesson 11
Ending Blends
Students are asked to write dictated sentences in Activity 5.2 (Sentence Dictation), with instructions to read each sentence and to "think about how sentences begin and end." The skills list includes "Recognize the distinguishing features of a sentence," and several activities have students read and point to sentences (Activity 1.1 and Day 4 reader) which reinforces sentence boundaries.
Lesson 12
Double ll, ss, ff, zz (FLOSS)
Students are asked to circle the end marks for each sentence in the Weekly Message and name them (Activity 1.1), explicitly identifying periods and an exclamation point. Students are instructed to write the sentence "The bugs buzz." and are told to begin with an uppercase letter and end it with a period (Activity 4.1). During dictation (Activity 5.2) students write sentences while being reminded to think about how sentences begin and end, and then read the sentences they wrote.
Lesson 13
Glued Sounds ng and nk
The Skills list includes "Recognize the distinguishing features of a sentence," which prompts attention to sentence structure. Activity 5.3 (Sentence Dictation) has students write full sentences read aloud (e.g., "The ring is on her hand.") and instructs the teacher to "remind your child to think about how sentences begin and end." Activity 5.2 (Making Sentences) reminds students that words that begin with an uppercase letter should come at the beginning of a sentence.
Lesson 14
Three-Letter Beginning Blends
The skills list includes "Recognize the distinguishing features of a sentence," and Activity 5.2 has students write dictated sentences and is explicit: "Remind her to pay attention to how sentences begin and end." The three dictated sentences are provided with end punctuation (periods) and students are asked to read their written sentences aloud after writing them.
Lesson 15
More Ending Blends
Activity 5.1 asks students to write dictated sentences and explicitly tells them to "pay attention to how sentences begin and end." The skills list includes "Recognize the distinguishing features of a sentence," which directs students to notice sentence boundaries. Students are asked to read back the sentences they wrote, which gives them practice encountering sentence-final punctuation in context.
Lesson 16
R-Controlled Vowels (ar)
Students write full sentences during Activity 5.3 (Sentence Dictation) and are reminded to "pay attention to how sentences begin and end." The dictated sentences provided are all questions (When do you use a golf club? Which part is best? What can we do in the yard?), and students are explicitly reminded that questions end with a question mark. The skills list also includes "Recognize the distinguishing features of a sentence," which frames attention to sentence boundaries and endings.
Lesson 17
Semester Review
Students are asked in Activity 3.2 to write dictated sentences and are reminded to "pay attention to how sentences begin and end," which prompts them to use end punctuation. The Introduction and review checklist explicitly list "Ending sentences with periods, question marks, and exclamation points," indicating that end punctuation is a targeted skill. Several example sentences and student activity pages (e.g., "There is my friend's house.") are shown with end punctuation, and Activity 1.3 models a question word using "How do you sound out words?"
Unit 2: Semester 2
Lesson 1
Long Vowels a and i with Silent e
In Activity 5.2 (Sentence Dictation), students write two full sentences as they are read aloud and are told to "pay attention to how sentences begin and end." The instructions explicitly remind students that "questions end with a question mark." The two dictated sentences include one interrogative (Will you bake a cake?) and one declarative (The kids bike on the path.), so students practice writing sentences that show end punctuation.
Lesson 2
Long Vowels o, u, and e with Silent e
The lesson asks students to write dictated sentences (Activity 5.2) and explicitly tells them to "pay attention to how sentences begin and end" while writing two model sentences. The skills list includes "Recognize the distinguishing features of a sentence," and Activity 5.1 directs students to point out quotation marks in a sentence in the reader. Students also read and write multiple example sentences throughout the week (weekly message reading, sentence dictation, and story reading).
Lesson 3
Hard and Soft c and g
The Skills list includes "Recognize the distinguishing features of a sentence," signaling attention to sentence boundaries. In Activity 5.3 (Sentence Dictation) students write two dictated sentences and are told to "pay attention to how sentences begin and end." The two example sentences are provided with end punctuation (periods), and students are asked to read back what they wrote.
Lesson 4
More R-Controlled Vowels (er, ir, or, ur)
The lesson's Skills list includes "Recognize the distinguishing features of a sentence," which directs attention to sentence boundaries. Activity 5.3 (Sentence Dictation) has students write given sentences as the teacher reads them and explicitly instructs to "pay attention to how sentences begin and end." Students are also asked to read the sentences aloud after writing and to have the teacher check and correct their work.
Lesson 5
Long a Spellings ai, ay
Activity 5.2 has students write two dictated sentences and includes an explicit prompt to "pay attention to how sentences begin and end." The skills list includes "Recognize the distinguishing features of a sentence," and multiple activities require students to read and write complete sentences (e.g., fill-in-the-blank sentences in Activity 2.3 and Weekly Message reading in Activity 1.1). Students are asked to read sentences aloud after writing them, which provides opportunities to attend to sentence boundaries.
Lesson 6
Long e Spellings ee, ey, ea
Students write dictated sentences (Activity 5.2) and read sentences they create or copy, which gives them opportunities to end sentences in writing. Students make sentences from word cards (Activity 4.2) and are reminded that words that begin with an uppercase letter should come at the beginning of a sentence. Students are told to "pay attention to how sentences begin and end" during dictation and are asked to read their written sentences aloud after writing them.
Lesson 7
Long i Spellings y, igh, ie
The lesson's Skills list explicitly includes "Recognize the distinguishing features of a sentence." Day 5, Activity 5.3 (Sentence Dictation) directs the child to write sentences as the teacher reads them and instructs to "Remind her to pay attention to how sentences begin and end." The dictation provides full example sentences ("The kite is high.", "We could eat pie.") for the child to copy and read aloud.
Lesson 8
Long o Spellings ow, oa, oe
Students write two dictated sentences ("The toad would float." and "The goat eats toast.") and are specifically reminded to "pay attention to how sentences begin and end." The skills list explicitly includes "Recognize the distinguishing features of a sentence." Students also read the Weekly Message that contains sentence-ending punctuation (e.g., an exclamation) when asked to reread and point to words.
Lesson 9
Long u Spellings ue, ew, ou
The Skills list includes "Recognize the distinguishing features of a sentence," which directs students to notice sentence boundaries. Activity 5.2 (Sentence Dictation) has students write two example sentences as the teacher reads them and instructs them to "pay attention to how sentences begin and end." The two dictated sentences are provided with end punctuation: "The goat can chew." and "Who has a clue?", so students will practice writing sentences that contain a period and a question mark.
Lesson 10
Other Long Vowel Patterns
Students are asked to write sentences on Day 3 ("The colts bolt." "The snakes molt.") and on Day 5 (Sentence Dictation: "The child is kind." "The colt is blind."), giving them opportunities to produce complete sentences. Activity instructions explicitly tell students to "think about how sentences begin and end" and to "pay attention to how sentences begin and end." The skills list includes "Recognize the distinguishing features of a sentence," which frames sentence-level awareness for students.
Lesson 11
Long Vowel Sounds Review
The lesson lists the skill "Recognize the distinguishing features of a sentence," and several activities require students to read and produce sentences (e.g., Activity 3.1 asks students to write each Word Bank word in a sentence and then read the completed sentences aloud). Multiple Fill-in-the-Blanks and Reader Review activities have students write words into sentence contexts and read those full sentences (the example completed sentences include end punctuation). Students also repeatedly read weekly messages and readers, pointing to and reading whole sentences.
Lesson 12
Other Vowel Sounds oi, oy
Students write dictated sentences in Activity 5.2 and are explicitly told to "pay attention to how sentences begin and end." In Activity 4.1 students create and read their own sentences using provided word cards and are reminded that sentences begin with an uppercase letter. The Skills list also includes that students "Recognize the distinguishing features of a sentence," and several activities require students to read and write complete sentences (e.g., Weekly Message reading and sentence-making prompts).
Lesson 13
Other Vowel Sounds ou, ow
The lesson includes Sentence Dictation (Activity 5.2) in which students write sentences as the teacher reads them and are told to "pay attention to how sentences begin and end." The Skills list explicitly includes "Recognize the distinguishing features of a sentence," and students read and reread the Weekly Message and other texts that contain sentence-final punctuation (e.g., "Wow!"). These activities require students to produce full sentences in writing and to notice sentence boundaries.
Lesson 14
Other Vowel Sounds aw, au
The Skills list includes "Recognize the distinguishing features of a sentence," which targets sentence conventions. Activity 5.2 (Sentence Dictation) has students write dictated sentences and instructs to "Remind him to pay attention to how sentences begin and end," and then to read the sentences aloud. Several activities require reading and writing full sentences (e.g., Weekly Message reading and sentence dictation), giving students opportunities to produce sentence-final marks when they write.
Lesson 15
These Make More Than One Sound: oo and ea
Students write dictated sentences in Activity 5.2 and are told to "pay attention to how sentences begin and end." In Activity 4.2, students complete Question Words by filling blanks to create question sentences (e.g., "Where is the beach?") and read the resulting questions. The skills list includes "Recognize the distinguishing features of a sentence," which frames activities that involve sentence-level work.
Lesson 16
Silent Starts: kn, wr, gn
The lesson lists "Recognize the distinguishing features of a sentence" as a skill students will demonstrate. In Activity 5.3 (Sentence Dictation) students write two full sentences as the teacher reads them and are reminded to "pay attention to how sentences begin and end." In Activity 3.3 the teacher reads model sentences aloud while students point to the words, exposing students to sentences with beginning and ending structure.
Lesson 17
Year-End Review
Students are asked in Activity 2.2 to write one or two sentences for each picture and are reminded to "think about how sentences begin and end." The lesson's skills list includes "Recognize the distinguishing features of a sentence" and "Beginning and ending sentences." The example sentences provided (e.g., "The ducks are on the dock.") model sentences that end with punctuation.