Punctuating Titles of Works

PROCEDURAL

English›Grammar & Punctuation|Ages 10—11|ID: mt_Q2Eud_PPz6

Use underlining, quotation marks, or italics to indicate titles of works, applying conventions for different types of works such as books, stories, poems, songs, and articles

Mastery Evidence

Use italics or underlining for titles of books, films, and albums
Use quotation marks for titles of short works such as poems, songs, and articles
Apply title formatting conventions consistently in a piece of writing

Assessment Prompt

“When [child] refers to a book title or a film name in their writing, do they know to put it in inverted commas or italics — like writing *Charlotte's Web* or "Charlotte's Web" — rather than just leaving it as plain text?”

Curriculum Standards1 alignment

L.5.2dCommon Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

L.5.2d

Use underlining, quotation marks, or italics to indicate titles of works.

English Language Arts

Prerequisites1

Punctuating Direct Speech
softAges 7—10

Show full prerequisite tree

Punctuating Direct Speech soft
Title formatting relates to quotation mark use
- Rehearsing and Varying Sentences soft
  Advanced spoken language skill builds on earlier speaking concepts
  - Writing Process Vocabulary soft
    Rehearsing sentences orally draws on 'compose', 'sentence', and 'vocabulary' as process vocabulary
  - Saying Sentences Before Writing Them hard
    Oral rehearsal with dialogue and varied structures builds on basic oral sentence composition
    - Describing Aloud soft
      Oral description supports oral rehearsal
      - Expressing & Justifying Opinions soft
        Oral expression skills support understanding formality in speech
      - Group discussions soft
        Conversational skills support oral description
        
        Listening and responding hard
        Listening and responding foundational to conversation
        
        Exploring Ideas Through Talk soft
        Conversational skills provide foundation for evaluating viewpoints
        
        Feeling of not understanding soft
        Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
        
        Asking for Help hard
        Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
    - Building sentences hard
      Need to understand sentences for oral rehearsal
    - Writing Process Vocabulary hard
      Oral composition requires vocabulary like 'compose', 'sentence', and 'sequence' to participate meaningfully in the exercise
- Starting and Ending Sentences hard
  Direct speech punctuation requires secure sentence punctuation
  - Building sentences hard
    Must understand sentences before punctuating them
- Four Types of Sentences soft
  Understanding sentence types supports writing dialogue
  - Building sentences hard
    Must understand what a sentence is before learning sentence types
  - Starting and Ending Sentences hard
    Must know basic sentence punctuation before varying it by type
    - Building sentences hard
      Must understand sentences before punctuating them

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