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Syntax and Sentence Structure
The Magical List-Maker: Crafting Comma Lists

Summary

In this literacy centre, designed for grades 1 to 3, students will travel to a magical world where they become List-Makers—people responsible for creating and organizing lists of magical items, food, and hobbies for the King’s grand library. They’ll learn to use commas to separate items in a list, making their writing clear and easy to read.

Learning Outcomes

By the end of this centre, students will be able to:
  • Correctly use commas to separate items in a list;
  • Write creative lists based on a theme (e.g., favourite food, magical items, hobbies);
  • Understand that commas follow each list item except the last one before and or or.

Material to Prepare

  • Appendix A: Magical List Cards
  • Appendix B: Commas in Lists Chart
  • Appendix C: Treasure Chest Clue Cards
  • Pencils, erasers, and writing sheets

Procedure

Step 1: Learn About Commas in Lists
  • Read the Commas in Lists Chart
    • Take a look at the Commas in Lists Chart (Appendix B). It explains how to use commas when making lists.
    • Remember:
      • A comma goes after every item in the list except the last one.
      • You use and or or before the last item in the list without a comma after it.
  • Look at These Examples:
    • “My favourite colours are red, blue, green, and yellow.”
    • “For my lunch, I’ll have a sandwich, chips, and juice.”
  • Check Your Understanding:
    • Do you see where the commas go?
    • Practice writing a simple list using commas (e.g., “I like pizza, burgers, and pasta.”).
Step 2: Become a Magical List-Maker
  • Step 1: Choose Your List Theme

    Draw a Magical List Card (Appendix A) that gives an exciting theme for your list. Themes might include:

    • Favourite Magical Food
    • Magical Creatures You’d Like to Meet
    • Fun Hobbies for a Wizard
    • Dream Toys in a Fantasy World
  • Step 2: Write Your Magical List
    • Write a creative list based on your chosen theme, using commas to separate each item. Make sure to:
      • Add a comma after each item except the last one.
      • Use and before the last item without a comma after it.
    • Example: “My favourite magical creatures are unicorns, dragons, talking owls, and invisible cats.”
  • Step 3: Illustrate Your List (Optional)

    Once your list is complete, you can draw pictures of the magical items you’ve listed.

Checklist for Independent Work:

  • Did you use a comma after each item in the list?
  • Did you remember to put a comma after the last item before and in your list?
  • Did you check that your list is clear and easy to read?

DIFFERENTIATION: Observing and providing support during analysis.

Possible Observation Intervention Strategies
Students write a list but forget to include commas between the items.
  • Encourage the student to refer to the Commas in Lists Chart (Appendix B) to see where the commas should be placed.
  • Ask the student to partner with a peer and check each other’s lists, looking specifically for correct comma placement.
  • Have the student underline or circle each item in the list, then go back and add commas between them.
Students add a comma after the word and or or before the last item in the list (e.g., “I like apples, bananas, grapes, and, oranges”).
  • Use the Commas in Lists Chart to show that a comma should not be placed after and or or.
  • Write out example lists with and without the comma after and, asking the student to explain why the correct example works better.
Students write only one or two items in their list, or the items in the list are too simple without much detail (e.g., “My favourite food are pizza and burgers”).
  • Ask students to think of more magical or creative items to add to their list. You can ask questions like, “What other fun magical foods or toys could you add?”
  • Challenge the student to add at least three to four items to each list to make it more complete.
Students struggle with where to place and or or in the list, either forgetting to use it or putting it incorrectly.
  • Write example sentences on the board or show examples from the Commas in Lists Chart to model how and or or is used before the last item in the list.
  • Provide fill-in-the-blank list sentences (e.g., “I like apples, bananas, _______ oranges.”) and have the student fill in and or or in the correct spot.
Students complete the activity quickly and need additional challenges.
  • Challenge the student to add an adjective or descriptor to each item in the list (e.g., “sparkling apples, golden strawberries”).
  • Invite students to write a short story or paragraph using their list of items. For example, “What would happen if you had all these magical foods at your next meal?”

Appendixes

Download the Appendixes document

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