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Robotics Report: Details in the Margins
Edit a school robotics report using commas, parentheses, and dashes to set off extra information and distinguish essential details.
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
- Fill in the blank, Multiple choice, Circle the answer, Sorting, Short answer
About this worksheet
What students practice
- Students use commas, parentheses, and dashes to set off nonrestrictive or parenthetical information.
- Students distinguish essential identifying details from extra information.
- Students correct missing or mismatched punctuation around parenthetical information.
How to use
Read the school news report, then complete the analysis and editing tasks. Discuss how removing an aside affects the sentence's grammar and meaning.
Curriculum
Common Core standard covered
Use commas, parentheses, or dashes to set off nonrestrictive or parenthetical information.
Preview
OwlSheets.com
Robotics Report: Details in the Margins
Edit extra information without breaking the main sentence.
Read the Report
Nonrestrictive information adds details without identifying which person or thing is meant. Commas, parentheses, or dashes can set off this information. An aside inside a sentence needs matching marks on both sides.
A Careful Finish at the Robotics Meet
1The school robotics team finished Saturday's regional competition with a working machine and a longer repair list. The challenge required each robot to move foam blocks into marked zones. Students could adjust their programs between rounds, but they could not touch a machine during its timed run. Several teams completed only part of the route.
2Yuna, the team's driver, watched the opening round from behind a boundary line. Dario checked the program on a laptop. Their robot stopped beside the final zone. A judge recorded the score on a clipboard. The students had earned points for two deliveries, but the last block remained on the floor.
3During the break, the team reviewed its practice notes. One measurement—the distance between the wheels—did not match the value in the program. Dario corrected the entry while Yuna examined the wheels for loose parts. Their coach asked the students to explain the change before starting another test. They described how the incorrect value had affected the turn.
4The final run began with a slow approach to the first block. The robot's gripper (a hinged claw made from plastic pieces) closed around it. At the last turn, the machine paused long enough for several teammates to lean forward. Then it rolled into position and released the block inside the zone. The team finished below the medal places, although its final score was its highest of the day.
5Student reporter Nessa interviewed the team after the awards. Yuna showed her the notes, which included both failed tests and successful changes. Nessa's report described the unfinished opening run alongside the later improvement. Before submitting the article, she asked the students to check the technical details. Dario corrected the name of the gripper, and Yuna confirmed the order of events.
- A. They mark an extra description of a named person.
- B. They separate two complete sentences about Yuna.
- C. They show that someone is speaking directly to Yuna.
- D. They separate three actions that Yuna performs.
Yuna, the team's driver, watched the opening round from behind a boundary line.Dario checked the program on a laptop.Their robot stopped beside the final zone.A judge recorded the score on a clipboard.
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