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Community Mural: The Punctuation Edit
Edit an article about a community mural using commas, parentheses, and dashes to set off extra information.
Grade 6ELAInteractive · Printable
Aligned toL.6.2.a
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What’s included
- Single worksheet
- Auto-graded online
- 1 Common Core standard
- Printable answer key
- 14 questions
- Classroom-ready
Details
- Format
- Interactive · Printable
- Grade
- Grade 6
- Subject
- ELA
- Question types
- Multiple choice, Circle the answer, Sorting, Short answer
About this worksheet
What students practice
- Students use paired commas, parentheses, and dashes to set off nonrestrictive information.
- Students distinguish identifying information from extra information in context.
- Students explain how punctuation separates an added detail from a sentence's main message.
How to use
Read the article and discuss how its added details are punctuated. Have students complete the editing tasks independently, then explain the final revision with a partner.
Curriculum
Common Core standard covered
Use commas, parentheses, or dashes to set off nonrestrictive or parenthetical information.
Preview
OwlSheets.com
Community Mural: The Punctuation Edit
Set off extra information without interrupting the main message.
Read and Analyze
Nonrestrictive information adds a detail without identifying which person or thing is meant. Use commas, parentheses, or dashes to set off this information. A detail inside a sentence usually needs an opening and a closing mark.
Outlines on the Center Wall
1The concrete wall beside the community center once held only a faded notice board. This month, residents are turning it into a mural showing ordinary neighborhood activities. The planning team invited people to submit sketches before any paint was purchased. Instead of choosing one complete design, the team combined details from several drawings into a shared scene.
2Zahra, the project's coordinator, brought the combined sketch to a public meeting. Residents gathered around a folding table. Paper copies lay beside a tray of pencils. The meeting lasted until the center closed. During the discussion, several residents requested a quieter corner in the design, where people could be shown reading or talking rather than playing sports.
3The painters who completed the wall preparation arrived first on Saturday. They checked the surface before the other volunteers unpacked supplies. One section near the gate—which had taken an extra afternoon to clean—needed another coat of primer. Zahra adjusted the work list so the painters could finish that section without blocking the entrance. Nobody had to abandon an assignment.
4The group used paper templates (full-size guides for the main shapes) to transfer the design. Devika traced a seated figure while Tomas outlined a game of jump rope. A resident noticed that a painted doorway would disappear behind a real bench. The volunteers shifted the doorway on the sketch before tracing it. Making the change early saved them from painting over finished work.
5By late afternoon, the wall held outlines rather than a finished picture. Even so, visitors could recognize suggestions they had made at the meeting. Zahra posted the next work session beside the entrance. The notice included space for volunteers to choose a task, including cleanup, supply checks, and painting. The design was settled, but there was still room for more people to take part.
- A. Her role is a list item separated from the meeting details.
- B. Her role is a separate sentence joined to her name.
- C. Her role is added information set off by paired commas.
- D. Her role is needed to distinguish her from another Zahra.
Zahra, the project's coordinator, brought the combined sketch to a public meeting.Residents gathered around a folding table.Paper copies lay beside a tray of pencils.The meeting lasted until the center closed.
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