Students are taught the four sentence types with explicit links to end punctuation (exclamatory = !, interrogative = ?, declarative = ., imperative = . or !). In Activity 2 students are asked to give oral examples and to write two examples of each sentence type on the Student Activity Page, requiring them to use the matching punctuation. In Activity 3 students must write three short paragraphs and are encouraged to include at least one example of each sentence type in their writing.

The lesson explicitly teaches letter punctuation conventions: students are told that letters have a date, greeting, and closing and that a comma goes between the day and year and after the greeting and closing (e.g., "January 11, 2020", "Dear Sarah," "Sincerely, Emma"). Students are asked to write a letter using those conventions and to check comma usage in the rubric. The editing and final-draft activities require students to reread focusing on grammar and punctuation and to correct punctuation as part of revision.

The lesson explicitly asks students to 'accurately use capitalization and punctuation, such as commas' and to 'compose elaborate written sentences and use appropriate end punctuation.' The draft and final-copy activities require students to write a persuasive letter and then revise it, and the rubric asks whether sentences have 'correct punctuation.' Students are directed to edit writing for standard grammar and usage and to use the rubric as a guide for corrections.

The lesson explains that nonessential relative clauses introduced by "which" "are set off with commas" and gives the example: "The Golden Gate Bridge, which opened in 1937, is almost two miles long." Students are instructed to complete a "Relative Pronouns" activity page in which they fill blanks and write two original sentences using different relative pronouns. The answer key models sentences that include comma placement with relative clauses (e.g., "The rattlesnake, which also received the poison, warned people by shaking its tail.").

The Grammar Practice activity asks students to record examples of declarative, interrogative, and exclamatory sentences (Part A), and Option 2 explicitly requires students to "use the ending punctuation for each type of sentence." Both Option 1 and Option 2 have students identify sentence types and supply or mark the corresponding end punctuation. The activities therefore require students to select end punctuation (period, question mark, exclamation point) to match sentence purpose.

Students are prompted to use punctuation in the Skills list, which explicitly names "punctuation, such as commas, in a series." The Rough Draft Rubric asks students to check Grammar and Spelling including correct comma usage and capitalization of proper nouns. During editing, students are directed to reread their drafts specifically to search for grammar and spelling errors, which would include basic punctuation corrections.

Students are asked to edit their rough draft and "make changes and corrections" to improve clarity and accuracy, which requires attending to punctuation. The writing rubric explicitly asks students to assess use of capital letters, commas, and correct punctuation. The activities require students to produce a final copy after editing, implying students will apply punctuation corrections to their final writing.

Activity 3 asks students to check for punctuation errors and explicitly tells them to use appropriate ending punctuation, noting exclamation points to show excitement and question marks to indicate a question. The rubric asks students whether they used correct capitalization and punctuation, and the revise/edit steps require students to read through paragraphs to check punctuation as part of editing.

The lesson explicitly teaches that "quotation marks set apart the words being spoken by a character" and lists the skill "Use quotation marks correctly in writing." In Activity 3 (Quotable Quotes) students are asked to identify three quotes in the text and record exact words, with instructions noting that quotes are set off by quotation marks. The student activity pages require students to find, record, and write quotations for Sophie and the BFG, practicing the use of quotation marks around spoken language.

The lesson tells students that run-on sentences can be fixed by splitting into two sentences or by adding a comma and one of the FANBOYS, and it gives examples of run-ons and fragments. Students are instructed to identify sentences as run-ons or fragments on the activity page, correct each one, and to rewrite a paragraph correcting run-ons and fragments.

Students complete Activity 2 "Missing Punctuation," where they insert ending punctuation, apostrophes, commas, and quotation marks into eight sentences. The Student Activity Page gives sentences that require commas in lists and nonrestrictive clauses, commas before conjunctions, quotation marks for dialogue, and apostrophes/contractions, and an answer key shows corrected versions.

The lesson explicitly instructs students to write business letters that include a greeting with the recipient's name and a colon, and the Student Activity Page lists the greeting and colon as part of the letter structure. Students are directed to compose a business letter using the provided organizer or by typing, which requires them to apply conventional punctuation for letter format (date, addresses, greeting, body, closure, signature).

Students practice comma usage in two focused activities: "Using Commas, Part I" has them place commas in lists and between equal adjectives and write sentences that do or do not need a comma. "Using Commas, Part II" has students join independent clauses using a comma and a coordinating conjunction (FANBOYS) and write compound sentences about the reading. Answer keys and exercises require students to insert commas correctly and to label which comma rule they used.

Activity 3 asks students to identify and insert quotation marks, commas, and periods in dialogue and gives explicit rules for comma placement with dialogue and for including question marks or exclamation points inside quotation marks. Students are directed to practice reading lines with quotation marks using different "voices" (voice inflections) to model how the punctuation corresponds with spoken tone. The worksheet includes examples with exclamation and question marks and a note that some punctuation (e.g., period vs. exclamation) can be written in more than one way.

Students are asked to write two or three sentences of dialogue and a five-line conversation between Pedro and Columbus using words other than "said," which requires them to punctuate dialogue. The lesson tells students to review rules for using quotation marks and to "ensure correct punctuation," and the Skills list includes "Use correct punctuation and capitalization." The Student Activity Page description explicitly instructs students to use correct punctuation in their dialogue and provides sentence starters like "Pedro declared," and "Columbus explained."

Students are given an explicit rule: use a comma before a conjunction when both sides could stand alone as sentences. Students practice placing commas in sentences and combining short sentences using conjunctions on the activity pages (Options 1 and 2). The wrap-up asks students to describe when a comma is used before a conjunction, reinforcing comma-choice practice.