RIC-20792_Teaching_Strategies_for_Writing_BkB_punctuation

Your partner in education 

BOOK B 

TEACHING 

STRATEGIES 

FOR WRITING 

Punctuation 

Australian Primary Publisher 

of the Year 2015 and 2016

Teaching strategies for writing (Book B) 

Published by R.I.C. Publications ® 2018 

Copyright © Diane Henderson and Rosemary Morris 2018 

RIC–20792 

Titles in this series: 

Teaching strategies for writing (Book A) 

Teaching strategies for writing (Book B) 

Teaching strategies for writing (Book C) 

Teaching strategies for writing (Book D) 

Teaching strategies for writing (Book E) 

Teaching strategies for writing (Book F) 

Copyright Notice 

A number of pages in this book are worksheets. 

The publisher licenses the individual teacher 

who purchased this book to photocopy these 

pages to hand out to students in their own 

classes. 

Except as allowed under the Copyright Act 1968, 

any other use (including digital and online uses 

and the creation of overhead transparencies 

or posters) or any use by or for other people 

(including by or for other teachers, students or 

institutions) is prohibited. If you want a licence 

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This information is provided to clarify the limits 

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For your added protection in the case of 

copyright inspection, please complete the form 

below. Retain this form, the complete original 

document and the invoice or receipt as proof 

of purchase. 

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Internet websites 

In some instances, websites or specific URLs may be recommended. While these are checked and rechecked at the time of 

publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended 

that the class teacher checks all URLs before allowing students to access them. 

View all pages online 

PO Box 332 Greenwood Western Australia 6924 

Website: www.ricpublications.com.au 

Email: mail@ricpublications.com.au 

ii 

TEACHING STRATEGIES FOR WRITING (Book B) 

www.ricpublications.com.au

FOREWORD 

Teaching strategies for writing is series of six books using modelling, guided and independent practice to teach 

students strategies they can use to improve the clarity, correctness and richness of their writing. The focus is on 

sentences, their structure, punctuation and word choices and on developing editing and proofreading skills and their 

habitual use. 

Titles in this series: 

• Teaching strategies for writing (Book A) • Teaching strategies for writing (Book D) 

• Teaching strategies for writing (Book B) • Teaching strategies for writing (Book E) 

• Teaching strategies for writing (Book C) • Teaching strategies for writing (Book F) 

TABLE OF CONTENTS 

Teacher notes ........................................................................................................................ iv–v 

Class recording sheets 

Assessment activities ..................................................................................................... vi–ix 

Assessment writing .......................................................................................................... x–xi 

Student writing checklist ........................................................................................................ xii 

Student self-evaluation ......................................................................................................... xiii 

WORD CHOICES 

Unit 1 Nouns, noun groups and adjectives ............................................................ 2–7 

Unit 2 Pronouns, confusing pronouns (me/I), which pronoun? ........................... 8–13 

Unit 3 Verbs and adverbials ................................................................................ 14–19 

Unit 4 Verbs: tense, matching verbs .................................................................. 20–25 

Assessment................................................................................................................... 26–29 

SENTENCE STRUCTURE 

Unit 5 Sentences, word order, questions ........................................................... 30–35 

Unit 6 Sentence beginnings ............................................................................... 36–41 

Unit 7 Conjunctions ............................................................................................ 42–47 

Unit 8 Paragraphs ............................................................................................... 48–53 

Assessment................................................................................................................... 54–57 

PUNCTUATION 

Unit 9 Using punctuation in sentences .............................................................. 58–63 

Unit 10 Full stops, capital letters, commas, direct speech ................................. 64–69 

Unit 11 Apostrophes in contractions ................................................................... 70–75 

Unit 12 Apostrophes for possession .................................................................... 76–81 

Assessment................................................................................................................... 82–85 

EDITING AND PROOFREADING 

Unit 13 

Unit 14 

Unit 15 

Unit 16 

Spelling (vowel sounds), sentence structure, 

punctuation, word choices, editing ........................................................ 86–91 

Spelling (more vowel sounds), sentence structure, 

punctuation, word choices, editing ......................................................... 92–97 

Spelling (suffixes), sentence structure, 

punctuation, word choices, editing ....................................................... 98–103 

Spelling (homophones), sentence structure, 

punctuation, word choices, editing ..................................................... 104–109 

Assessment............................................................................................................... 110–113 


www.ricpublications.com.au 

iii

TEACHER NOTES 

ABOUT WRITING 

A good writer is not simply one who knows about and can 

use text types. A good writer is one with the capacity to 

produce interesting, informative, grammatically correct 

text, for a specific purpose, that achieves any writer’s 

intent – clear, precise communication. 

TEACHING WRITING 

Students can and should be taught strategies that will 

help them to write better. These include improvements 

in word choices, sentence structure, punctuation and 

editing and proofreading. Writing strategies taught 

should be modelled, discussed and then applied, firstly 

with teacher support and then independently. However, 

the emphasis should always be on the writing process, 

which requires forethought, planning and a rational, 

measured approach in order to produce the desired 

outcome. Editing and proofreading are essential 

components of any writing. It is important that students 

edit and proofread habitually, with a specific purpose, 

and concentrate on the careful consideration of each 

sentence, one at a time. Activities provided in this series 

encourage students to think about appropriate aspects 

of their writing before, during and after the process. 

LESSON PROCEDURE 

Introduction 

Discuss the text title with students. Ask for their 

interpretations of what the title could mean. 

Discuss the text type. Why does it fit into this category? 

What are the specific features of this type of text? 

Guide the discussion to introduce the teaching points/ 

strategies to be covered during the course of the unit. 

For example, check they understand terms such as noun 

group, adverbial, sentence, paragraph and comma. 

Development 

Read and discuss the text, either in groups or as a 

class. Assist students with any unfamiliar vocabulary or 

expressions. 

Differentiation 

Work through the introductory activities with the class 

as a whole, ensuring students understand what is 

required of them. 

Work with those requiring additional assistance while 

the remainder of the class work independently on the 

activities. 

ASSESSMENT 

An assessment is included for each unit in the book. 

Because of the way it is structured, this assessment 

will allow you to see individual student’s understandings 

as well as any common points of weakness which may 

require further assistance. 

FORMAT 

Teaching strategies for writing is organised into four 

sections: 

Word choices 

Punctuation 

Sentence structure 

Editing and proofreading 

Each section has four units of work and one assessment 

unit. 

Teaching units 

Each six-page unit of work has a specific focus, two 

teacher pages and four activity pages. 

Assessment units 

• Following each section is a four-page unit of 

assessment activities–one page for each unit. 

• Answers are provided in the teacher pages for that 

unit. 

• Teacher record sheets – see pages vi–ix. 

Assessment writing tasks 

• A suggested paragraph writing topic for each unit is 

provided on the teacher pages. 

• Teacher recording sheet – see pages x–xi. 

• Student writing checklist – see page xii. 

• Student self-evaluation – see page xiii. 

Review 

In pairs or small groups, students review their answers, 

giving their reasoning where required and critiquing the 

longer sentence or paragraph responses. 

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TEACHER NOTES 

Sample open pages 

TEACHER INFORMATION 


UNIT 1 

NOUNS, NOUN GROUPS 

AND ADJECTIVES 

UNIT 1 

NOUNS, NOUN GROUPS 

AND ADJECTIVES 

Focus 

Word choices – nouns, noun groups and adjectives 

Progression 

Recognise 

Students will recognise a noun/noun group/adjective from 

modelled examples. 

Choose 

Students will choose informative nouns/noun groups/adjectives 

from given examples, with teacher support. 

Use 

Students will choose and use appropriate, informative nouns/noun 

groups/adjectives in supplied and self-written sentences. 

Definition of terms 

Nouns are words used to name people, places, things, feelings and 

ideas. 

A noun group is a noun with other words used to name people, 

places, things, feelings and ideas. 

Adjectives are describing words adding to or changing the 

meaning of a noun or pronoun. 

Introduction 

Good writers improve their writing by their choice of words used 

to correctly name people, places, things, feelings and ideas. They 

can choose words to add information to nouns to make a more 

precise noun group. Noun groups have a noun, plus: 

• a determiner; e.g. the fish, many chips 

• a possessive; e.g. the boy’s pasta, Dad’s food 

• an adjective; e.g. tasty meal, sun-dried tomatoes 

LESSON NOTES AND PLANS 

Introduction 

• Discuss the text title and layout with students. 

• Do they think the text will be an imaginative story or will it be giving 

them information? 

• Why do they think this? What are some of the features of informative 

text? 

• What is the purpose of the illustrations? 

• List foods they like to eat. Do they know which country their favourite 

food is from? 

• Introduce the term ‘noun’ and explain that the words naming different 

foods are nouns. 

• Read the text with or to the class. 

• Identify some of the nouns used in the text to name foods. 

• Identify nouns used to name people places and things. 

• Identify nouns with capital letters. What do these nouns name? Why 

do these nouns have capital letters? 

Nouns – Page 5 

• Read and discuss the definition at the top of the page. 

• Explain that the text is divided into paragraphs with subheadings 

which have been numbered so it will be easier to find words. 

• Discuss why nouns are an important part of every sentence and why 

it is important for writers to think about nouns and to choose good, 

interesting and informative nouns. 

• Explain that good writers think about different words to name the 

same thing (synonyms) before choosing the best one. 

• Work through the activities with the class as a whole, ensuring they 

understand what is required of them. 

• Work with those requiring additional assistance while the remainder 

of the class work independently on the activities. 

Noun groups – Page 6 

ANSWERS 

Nouns – Page 5 

1. (a) people 

(b) honey 

(c) drink 

(d) Aztecs 

2. (a) damper 

(b) sandwich 

(c) chocolate 

(d) pasta 

3. Teacher check 

Noun groups – Page 6 

1. (a) thick dough 

(b) most popular food 

(c) more than a thousand years 

2.–3. Teacher check 

4. Answers may include: 

sun-dried tomatoes, Australian bread, a heavy iron camp oven 


Adjectives – Page 7 


2. (a) solid 

(b) ancient 

(c) Swiss 


ASSESSMENT ANSWERS 

Assessment activity – Page 26 

1. (a) sandwich 

(b) Chocolate 

(c) flour 

(d) pasta 


3. their most popular food 


Class record sheet – Page vi 

ASSESSMENT WRITING 

• Paragraph topic – My country’s most popular food 

• Focus: Word choices – nouns, noun groups and adjectives 

Self-evaluation – Page xiii 

• nouns; e.g. kitchen benches, camp oven 


• a number; e.g. five tomatoes 

• Explain that often instead of using one word to name something, 

good writers add more information by writing a group of words. 

• Provide examples of noun groups including the word ‘book’ plus 

a determiner—e.g. my book, this book, some books—and with 

adjectives; e.g. a scary book. 

• Show by example how careful choice of noun groups can lead to a 

clearer understanding by the reader. (For example, The boy ran home 

vs The small, terrified boy ran home.) 

Adjectives – Page 7 


• Brainstorm adjectives to describe food using their sense of 

taste, smell, hearing and touch. This will assist them to complete 

Question 5. 

• Provide opportunities to share their answers to Question 5. 

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3 

Teacher page 1 Teacher page 2 

UNIT 1 

WORLD FOODS 

Chocolate 

1. Chocolate came from ancient Central America. The 

Aztecs there made a drink from cocoa beans. But 

it tasted very bitter and was frothy. When chocolate 

was taken to Europe, people added sugar and honey. 

This made it sweeter to drink. It wasn’t until the 1800s 

that solid chocolate appeared. Now Swiss people eat 

chocolate more than any other people in the whole of 

Europe and the world. 

Sandwiches 

2. The sandwich gets its name from a British earl. Once, back in the 1700s, 

the Earl of Sandwich, who was busy playing cards, didn’t want to leave the 

table to eat. So he ordered a servant to put some meat 

between two slices of bread—and the sandwich was 

named. Although people had eaten food between 

bread, it didn’t have a name before this happened. 

Damper 

3. Damper is an Australian bread. It was made by stockmen or drovers 

using just flour, salt and water. It was easy to make and very filling. The 

ingredients they needed kept for a long time without 

spoiling. Today, campers still make damper, usually 

in a heavy iron camp oven. They also can add more 

ingredients to make it tastier, like cheese, chives, 

butter, milk and sun-dried tomatoes. 

Pasta 

4. Pasta, the most popular food in Italy today, was probably invented in a 

part of Italy called Sicily more than a thousand years ago! This popular 

food is easy to cook and is very filling. Pasta is made 

from flour and water, mixed into a thick dough. It is 

shaped into different types of pasta and dried. Today, 

there are about 350 different types of pasta, all with 

different names. For example, ‘spaghetti’ means ‘little 

strings’, while ‘orecchiette’ means ‘little ears’ and 

‘linguini’ means ‘little tongues’. 

UNIT 1 

NOUNS 

Nouns are naming words for people, places and things. 

For example: servants, Italy, chocolate 

Good writers choose their nouns carefully. 

1. Which noun in Paragraph 1 means: 

(a) men, women and children 

(b) something made by bees 

(c) a liquid 

(d) people from a country 

in Central America 

2. Choose the best noun for each sentence. 

damper pasta sandwich chocolate 

(a) The campers cooked some 

over an open fire. 

(b) I like to put cheese and tomato in a . 

(c) Ice cream tastes great with 

topping. 

(d) My favourite Italian food is . 

3. Write an interesting sentence for each noun. 

(a) drovers 

(b) oven 

(c) ingredient 

(d) table 

(e) cheese 

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Activity page 1 Activity page 2 

5 

UNIT 1 

NOUN GROUPS 

A noun group is a noun with other words which add more 

information about the noun. 

For example: cold, white, frothy milk; some milk; my milk. 

Good writers use informative noun groups. 

1. Write the whole noun group from Paragraph 4. 

(a) dough 

(b) food 

(c) years 

2. Add some words to each noun to make an informative noun group. 

(a) butter 

(b) bread 

(c) meat 

(d) sandwich 

3. Write an interesting sentence using one of the noun groups from Question 2. 

UNIT 1 

ADJECTIVES 

Adjectives are describing words. They can tell more about a noun. 

For example: a delicious, tasty dish 

1. Choose one or two interesting adjectives you could use to describe each noun. 

(a) people 

(b) tables 

(c) spaghetti 

2. Write the adjective used in Paragraph 1 to describe each noun. 

(a) 

chocolate 

(b) 

Central America 

(c) 

people 

3. Use each adjective to describe a noun in an interesting sentence. 

(a) delicious 

(b) popular 

4. Find two noun groups from Paragraph 3. 

(a) 

(b) 

5. (a) Write a noun group using the word 'campers'. 

4. Add adjectives to make the sentences more descriptive. 

(a) The girl cooked some pasta. 

(b) A chef made a sandwich. 

5. Write a paragraph about your favourite food on the back of this page. Before 

you start, think about adjectives you could use to tell how it looks, tastes, 

smells, sounds and feels. Write some of these adjectives in the box below. 

(b) Use this noun group in an interesting sentence. 

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Activity page 3 Activity page 4 

7 



v

CLASS RECORD 

ASSESSMENT ACTIVITIES 

Date: 

Name Unit 9 Unit 10 Unit 11 Unit 12 

viii 




CLASS RECORD 

Name: Unit: Date: 

Paragraph topic: 

Name 

Comment 

x 



STUDENT WRITING CHECKLIST 

Name: 

Date: 

Paragraph topic: 

Sentences 

• Does each sentence make sense by itself? ......................................................... 

• Is it too long or too short? ..................................................................................... 

• Do I need to join some sentences? ....................................................................... 

• Are the beginnings interesting?............................................................................ 

Punctuation 

Have I used: 

• capital letters to start sentences, and proper nouns?.......................................... 

• full stops, question marks and exclamation marks?............................................ 

• commas?................................................................................................................ 

• apostrophes for contractions and possession?.................................................... 

• speech marks? ...................................................................................................... 

Words 

• Are there some boring verbs? ............................................................................... 

• Is the verb tense correct? ..................................................................................... 

• Do some verbs need adverbials (how, when, where)?.......................................... 

• Can I add adjectives to tell more about nouns and pronouns?............................. 

Spelling 

• I have checked for spelling errors......................................................................... 

• I have made corrections........................................................................................ 

xii 



STUDENT SELF-EVALUATION 


I wrote a paragraph about: 

My goal was to focus on: 

How well did I achieve my goal? 

Two things I did well in my writing were: 

Next time I write a paragraph I will try to: 

STUDENT SELF-EVALUATION 


I wrote a paragraph about: 

My goal was to focus on: 

How well did I achieve my goal? 

Two things I did well in my writing were: 

Next time I write a paragraph I will try to: 



xiii


UNIT 9 

USING PUNCTUATION IN 

SENTENCES 

Focus 

Punctuation – using punctuation in sentences 

Progression 

Recognise 

Students will recognise specified punctuation from modelled 

examples. 

Choose 

Students will choose appropriate punctuation for sentences, with 

teacher support. 

Use 

Students will correctly punctuate supplied and self-written 

sentences. 


A sentence is a set of words that makes sense by itself. It may be 

a statement, a question, an exclamation or a command. 

Capital letters are used at the beginning of a new sentence and 

for proper nouns. 

Proper nouns are nouns used for naming a particular person, 

place or thing. 

A full stop is used at the end of a sentence. 

A question mark is used at the end of a question. 

An exclamation mark is used at the end of an exclamation. 

Introduction 

Good writers improve their writing by using correct punctuation. 

Teacher information 

Punctuation enables a writer to more fully and accurately 

communicate with the reader by making the writing more 

understandable. 


Introduction 

• Read a teacher-selected short passage to the class, ignoring the 

punctuation and exaggerating the effects. 

• Ask students if they had difficulty understanding the passage. 

• Elicit from students the reason(s) why it was hard to understand. 

• Question how punctuation makes text easier to understand. List 

student responses and discuss. 

Do we need punctuation? – Page 60 

• Set students to work in pairs to complete Questions 1 to 5. 

• In small groups, discuss their answers to Question 5. How similar 

were they? Why? 

Capital letters – Page 61 

• Read and discuss the text. 

• Ask ‘What is missing?’ and list answers. 

• Question students to obtain a clear definition of what full stops and 

proper nouns are. 

• Emphasise that a capital is needed for proper nouns; for example, 

South Lake, Wellstead River, Washington, DC. 

• Explain that mum and dad only need a capital letter when used 

instead of their names; for example, My mum and dad love boating 

— I asked Dad if we could stay longer on the river. 



• Encourage students in small groups or as a class to discuss their 

responses to Question 4. 

Short sentences – Page 62 

• Read the text at the top of the page. 

• Ensure students are familiar with the features of a sentence, a 

command, an exclamation and a question, including their specific 

punctuation. 

• Brainstorm other examples with the class. 

• Explain that some sentences can be very short and the number of 

words doesn’t affect whether or not a group of words is a sentence. 

• Provide opportunities for students to discuss, in pairs, their answers 

to Question 3. 

Is it correct? – Page 63 

• Discuss the punctuation required for beginning and ending 

sentences, proper nouns, questions, exclamations and commands. 

• Provide examples. 



• Students will benefit from the opportunity to check a partner’s 

punctuation in his or her answer to Question 2. 

58 




UNIT 9 

USING PUNCTUATION IN 

SENTENCES 

ANSWERS 

Do we need punctuation? – Page 60 


2. (a) 5 

(b) 2 

(c) 3 

3. elephants (first mention) and hide 



1. (a) Teacher check 

(b) 7 

(c) 3 

(d) Mum, Dad, Zoe, Thailand 


Short sentences – Page 62 

1. (a) a capital letter 

(b) no 

(c) question mark, full stop, exclamation mark 

2. (a) Wow, that’s really awesome! 

(b)–(d) Teacher check 



1. (a) Teacher check 

(b) 6 

(c) 3 

(d) 3 


4. (a) ✘ (b) ✓ (c) ✘ 

5. (a) Is Trisha happy? 

(b) She is huge! 

(c) How old is she? 

(d) Trisha is an elephant. 

6. (a) ✘ (b) ✓ (c) ✓ 

7. We went to the zoo in London last Tuesday. 

Class recording sheet – Page viii 


• Paragraph topic – I want to ride a . 

• Focus: Punctuation – using punctuation in sentences 



Is it correct? – Page 63 

1. (a) I want to ride an elephant. 

(b) We’ll go for a ride on Wednesday. 

(c) May I feed the elephant? 

(d) Look now! 

2. Teacher check. Full punctuation: 

Hold on tight when we are going down the hill. You’ll see my 

elephant keeping three feet on the ground at all times so he 

doesn’t slip. Do you think he’s clever? 

3. (a) true 

(b) false 

(c) true 

4. (a) ✓ 

(b) ✘ 

(c) ✘ 

(d) ✘ 



59

UNIT 9 

DO WE NEED PUNCTUATION? 

Elephants 

My sister zoe loves big grey elephants if 

she saw a wild one coming towards her 

with its trunk up she would run and hide 

in africa the elephants are much bigger 

than the ones in asia. 

1. Read Elephants aloud to a partner. 

(a) Was it easy for you to read? 

(b) Do you think your partner understood it? 

(c) What was missing from the story? 

2. Use a red pencil to change some letter to capitals. 

(a) How many did you need to change? 

(b) How many were at the beginning of a sentence? 

(c) How many were names of people or places? 

3. Add two full stops. Which words did you put a full stop after? 

and 

4. Read Elephants to your partner again. 

(a) Was it easier to read this time? 

(b) Do you think your partner understood it better this time? 

5. (a) Do you think adding punctuation is a good thing to do? 

(b) Why do you think this? 

(c) Which punctuation do you think is the most important for a writer to use? 

60 



UNIT 9 

CAPITAL LETTERS 

Capital letters are used at the beginning of a new sentence and 

for proper nouns. 

Proper nouns are nouns used for the name of a person, place or 

thing. 

For example: Zoe South Africa Victoria Falls 

The elephant ride 

when mum, dad, zoe and I were in thailand we went for an 

elephant ride through the jungle. it was quite scary when 

the elephant had to go down a steep jungle path. there 

had been lots of rain and it was very wet and slippery. 

1. (a) Use a red pencil or pen to put capital letters in the text. 

(b) How many capital letters did you need to add? 

(c) How many sentences are in the text? 

(d) Write the proper nouns from the text. 

2. (a) Write two sentences about a place someone you know likes to visit. Use 

capital letters to name the place and the person who enjoys going there. 

(b) How many proper nouns did you use in your sentences? 

3. Write a proper noun that tells you the name of: 

(a) a country 

(c) your teacher 

(e) a day of the week 

(b) a city 

(d) a river 

(f) a shop 

4. Write an interesting sentence using a proper noun from Question 3. 



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UNIT 9 

SHORT SENTENCES 

Where is it? Wow, that’s really awesome! Let’s go! 

Add sugar. Jump on. Be quick! What is it? 

Look, no hands! Who said that? Don’t drop it! Be careful! 

1. Read the short sentences. They are all sentences because they make sense 

by themselves. 

(a) What do they all start with? 

(b) Do they all use the same punctuation mark at the end? 

(c) What are the three punctuations used at the end of 

. 

these sentences? 

? , 

2. (a) Write the longest sentence. 

! “ 

(b) Write one of the exclamations. 

(c) Write one of the commands. 

(d) Write one of the questions. 

3. (a) Write a question with fewer than five words. 

(b) Write an exclamation with three words. 

(c) Write a command with four words. 

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UNIT 9 

IS IT CORRECT? 

1. Find the punctuation error in each sentence. 

Write the sentence correctly. 

(a) I want to ride an elephant? 

(b) We’ll go for a ride on wednesday. 

(c) May I feed the elephant! 

(d) Look now. 

2. Find and circle the punctuation errors. Write the paragraph correctly. 

hold on tight when we are going down the hill. 

you’ll see my Elephant keeping three feet on the 

ground at all times so he doesn’t slip Do you 

think he’s clever 

3. Tick ‘true’ or ‘false’. 

(a) Capital letters are needed for the days of the week. True False 

(b) The words ‘summer’ and ‘winter’ need capitals. True False 

(c) The name doctor smith needs two capitals. True False 

4. Put a tick in the box if the punctuation is correct. 

(a) It’s Tuesday. 

(c) Where is Thailand! 

(b) Some elephants live in asia. 

(d) Add water! 



63


UNIT 10 

FULL STOPS, CAPITAL LETTERS, 

COMMAS, DIRECT SPEECH 

Focus 

Punctuation – full stops, capital letters, commas, direct speech 

Progression 

Recognise 

Students will recognise specified punctuation from modelled 

examples. 

Choose 

Students will choose appropriate punctuation for sentences, with 

teacher support. 

Use 

Students will correctly punctuate supplied and self-written 

sentences. 


A sentence is a set of words that makes sense by itself. It may be a 

statement, a question, an exclamation or a command. 

A paragraph enables a writer to organise and combine ideas to 

aid comprehension. 

A topic sentence is a sentence in a paragraph that introduces the 

main idea of that paragraph. 

Introduction 

Good writers improve their writing by using correct punctuation. 



communicate with the reader. 

Note: There is more than one method of punctuating direct speech. 

(Two different methods are given in the Answers.) Whichever 

method is chosen, it must be consistently used. 


Introduction 

• Discuss the text title. 

• Read the text with or to the class. 

• Ask students to identify the text type and discuss the features of 

narrative text. 

• Discuss the punctuation used. 

• Discuss how difficult it would be to read without punctuation. 

Note that there is more than one method of punctuating direct 

speech. (Two different methods are given in the Answers.) Whatever 

method is chosen, it must be consistently used. 

• Explain to students that they will see a comma used before the 

coordinating conjunction (the Oxford comma or serial comma) in 

some publications. It is not incorrect to use it this way, but it is more 

common to not include the comma. 

Full stops – Page 66 

• Read and discuss the definition of full stops. 

• Discuss why it is so short. 




• Read and discuss the information about the use of capital letters. 

• Revise the definition of a sentence with students. 

• Read with the class the statement about proper nouns. Ask for 

further examples and list them on the board. 

• Emphasise that a capital is needed for names; hence ‘my uncle’ but 

‘Uncle Harry'. 

• Explain that mum and dad only need a capital letter when used 

instead of their names; for example, My mum and dad love animals 

— I asked Mum and Dad if I could have a pet. 



Commas – Page 68 

• Read the information at the top of the page. 

• Provide opportunities for students to read aloud and discuss in pairs 

their answers in Question 2. Reading aloud will provide the natural 

pauses indicating the need for a comma. 



Direct speech – Page 69 

• Discuss the information given about direct speech. 

• Emphasise that it is the actual words used. Elicit further examples. 

• Examine and discuss with the class the placement of punctuation in 

the example given. Ask why the punctuation is placed where it is. 



64 




UNIT 10 

FULL STOPS, CAPITAL LETTERS, 

COMMAS, DIRECT SPEECH 

ANSWERS 

Full stops – Page 66 

1. (a)–(c) Only (b) needs a full stop 

2. (a) The frog jumped into the pond. He disappeared. 

(b) The king wanted his daughter to get married. She kept 

saying no. 

(c) Frogs live in ponds. They can also live on land. 


1. (a) ✘ ✘ 

(b) ✓ ✓ 

(c) ✓ ✓ 

2. (a) Amy was a very beautiful princess who didn’t like frogs. 

(b) The girl who kissed the frog’s name was Princess Amy. 

(c) Her father was the king and he was called King Robert. 

(d) Princess Amy lived in a palace near London. 

(e) The frog told Amy that she was a silly princess. 

Commas – Page 68 

1. (a) Amy enjoys reading, sewing and looking at herself. 

(b) King Robert’s horses are big, strong and well looked after. 

(c) Amy has pet cats, dogs and rabbits, but she doesn’t have a 

pet frog. 




1. (a) blank 

(b) full stop 

2. The princess kissed the frog. He didn’t turn into a prince. 

3. Princess Amy lived with her father, King Robert, in Star Palace in 

London. 

4. (a) Princesses, princes, queens and kings all live in palaces. 

(b) My sister, Princess Anne, is beautiful. 

5. (a) No 

(b) Yes – 'Can you please kiss me?' asked the frog. 

6. ‘Jump back into the pond!’ shouted the princess to the frog. 



• Paragraph topic – An animal I wouldn’t like to kiss 

• Focus: Punctuation – full stops, capital letters, commas, direct 

speech 


Direct speech – Page 69 

1. (a) Yes 

(b) Yes 

(c) No 

(d) Yes 

(e) No 

2. (a) ✘ 

(b) ✓ 

(c) ✓ 

(d) ✘ 

3. (a) ‘Why not?’ asked the frog. 

(b) ‘You are too ugly’, answered the princess./‘You are too ugly,’ 

answered the princess. 

(c) Then Princess Amy said, ‘Are you really a handsome prince?’ 

(d) ‘Well, you’ll just have to kiss me and find out’, he 

replied./‘Well, you’ll just have to kiss me and find out,’ he 

replied. 



65

UNIT 10 

FULL STOPS 

Frog prince 

Princess Amy was the most beautiful princess. Princes came from far away asking 

to marry her, but none of them was good enough for this proud princess. 

Every day as she sat admiring her reflection in the water of the palace pond, she 

asked herself, ‘I am so lovely. Will I never find a husband good enough for me?’ 

Then one day a voice replied, ‘Kiss me and I will be the man you love’. 

She looked down and there on a lily pad was 

the ugliest frog she’d ever seen. 

‘I’m the most beautiful princess and I don’t 

kiss frogs’, she rudely replied. 

‘But I am the most handsome prince. I was 

turned into a frog by a wicked witch’, he 

replied. ‘Kiss me and the spell will be broken.’ 

Should she or shouldn’t she? Finally, she took 

a deep breath, closed her eyes and kissed him 

on his cold green lips. 

‘Yuck!’ she said when she opened her eyes again. ‘Why, you’re not a prince. You’re 

just a silly frog.’ 

‘I may be a frog, but I’m the frog who persuaded a silly princess to kiss him!’ he 

croaked. He dived into the pond and disappeared. 

A full stop (.) is used to show the end of a sentence. 

1. Put a full stop in the box if it’s a complete sentence. Leave it blank if it is not. 

(a) It didn’t matter how many princes came she always 

(b) The spell wasn’t broken 

(c) The princess couldn’t decide if she should kiss the frog or 

2. Put full stops where needed. 

(a) The frog jumped into the pond He disappeared 

(b) The king wanted his daughter to get married She kept saying no 

(c) Frogs live in ponds They can also live on land 

66 



UNIT 10 

CAPITAL LETTERS 

A capital letter is used to start a sentence. 

1. Is it a sentence? Is a capital letter needed? Put a ✓ or ✘ in the boxes. 

(a) sitting on a lily pad It is a sentence. It needs a capital. 

(b) did she kiss the frog? It is a sentence. It needs a capital. 

(c) she didn’t think she 

would ever find a husband. It is a sentence. It needs a capital. 

Proper nouns are the names of people, places or things. They need a capital 

letter. 

For example: Amy, Peter’s Palace, America 

2. Rewrite the sentence using a capital letter for proper nouns. 

(a) amy was a very beautiful princess who didn’t like frogs. 

(b) The girl who kissed the frog’s name was princess amy. 

(c) Her father was the king and he was called king robert. 

(d) Princess amy lived in a palace near london. 

(e) The frog told amy that she was a silly princess. 



67

UNIT 10 

COMMAS 

A comma is used to separate things in a list. 

For example: ‘I love apples, pears, strawberries and grapes.' 

There is no comma before 'and'. 

1. Rewrite the sentence, putting in commas where needed. 

(a) Amy enjoys reading sewing and looking at herself. 

(b) King Robert’s horses are big strong and well looked after. 

(c) Amy has pet cats dogs and rabbits, but she doesn’t have a pet frog. 

2. Write a list of: 

(a) children you would like to have at your party. 

I would like to invite 

to my party. 

(b) food you would like to eat at the party. 

I would like to eat 

at my party. 

(c) clothes you would like to wear. 

I would like to wear 

68 



UNIT 10 

DIRECT SPEECH 

When we write about people speaking, the words they say need speech marks. 

The speech marks are like two little hands around the words they say. 

• The frog said, ‘Give me a kiss’. 

• Princess Amy said, ‘I don’t kiss frogs’. 

1. Read the last paragraph in the text. Tick yes or no. 

(a) Are there any speech marks? Yes No 

(b) Is the frog speaking? Yes No 

(c) Does anyone else speak in this paragraph? Yes No 

(d) Is there a capital letter at the start of the speech? Yes No 

(e) Is there a question mark at the end of the speech? Yes No 

2. Put a tick in the box if the sentence needs speech marks and a cross if it 

doesn’t. 

(a) The frog asked the princess if he could have a kiss. 

(b) Then frog said, If you don’t kiss me, you’ll never find a husband. 

(c) No I won’t kiss you, the princess replied. 

(d) The princess said that she didn’t know what she should do. 

3. Put speech marks around the words they say. 

(a) Why not? asked the frog. 

(b) You are too ugly, answered the princess. 

(c) Then Princess Amy said, Are you really a handsome prince? 

(d) Well, you’ll just have to kiss me and find out, he replied. 



69


UNIT 11 

APOSTROPHES IN CONTRACTIONS 

Focus 

Punctuation – apostrophes in contractions 

Progression 

Recognise 

Students will recognise apostrophes in contractions in modelled 

examples. 

Choose 

Students will write contractions correctly, with teacher support. 

Use 

Students will write contractions correctly in supplied and selfwritten 

sentences. 


Contractions are new words made by joining two words and 

leaving out some letters. 

Apostrophes are punctuation marks used to show where letters 

are missing in contractions. (They are also used to show 

possession.) 

Introduction 

Good writers improve their writing by using apostrophes correctly. 




Contractions in most cases only present difficulty in writing, the 

exception being could’ve, would’ve and should’ve which are 

often pronounced as though followed by ‘of’ instead of ‘have’ and 

subsequently written that way. 


Introduction 

• Discuss apostrophes—what they are, where they are placed and why 

they are used; i.e. in contractions and to indicate possession. 

• Explain that the focus in this section will be on apostrophes in 

contractions and give some examples. 

• Explain that contractions are quicker and easier to say, and discuss 

and model a variety of examples. 

Apostrophes in contractions – Page 72 


• Read the speech bubbles with the class and discuss why 

contractions are used in speech. 

• Work through the activities with the class, ensuring they understand 

what is required of them. 

Using contractions – Page 73 

• Students will be required to use ‘not’ in the contractions on this 

page. 

• Remind them that it is important to put an apostrophe in the correct 

place and ask which letters of the word ‘not’ are usually left out. 

• Give some examples of contractions with ‘not’ and discuss where the 

apostrophe is placed. (A common error is did’nt.) 

• Provide opportunities for students to practise pronouncing the 

contractions correctly. 

• Most students should be able to complete the page independently. 

Don't and won't – Page 74 

• Read the conversations on the page. 

• Discuss students’ answers to Question 1. 

• Students can share the sentences they wrote in Question 2. 



More contractions, It's or its? – Page 75 

• Discuss the use of 'its' and 'it’s' with students. Explain the difference 

and use of each. 

• Emphasise that it’s easy to work out which to use by asking the 

simple question, ‘Can I say “it is” here?’ If the answer is ‘yes’, an 

apostrophe is needed. Note: 'It has' is also contracted to 'it’s'. 



70 




UNIT 11 


ANSWERS 

Apostrophes in contractions – Page 72 

1. (a) I am 

(b) I will 

(c) I would 

(d) I have 


3. (a) she’s 

(b) you're 

(c) they’re 

(d) we’re 

Using contractions – Page 73 

1. (a) We’re asleep in our beds. 

(b) She’s broken her leg. 

(c) He’s getting into his car. 

(d) We’d like an ice cream. 

2. (a) was not 

(b) did not 

(c) have not 

(d) would not 

(e) had not 

(f) must not 


4. (a) they’d 

(b) they’d 

(c) they’re 

(d) they’ll 



1. (a) They are 

(b) We will/shall 

2. (a) I’m visiting my friend today. 

(b) She’s kind and caring. 

3. (a) she’ll 

(b) they’re 

(c) I’ve 

(d) we’d 


5. (a) It’s, its 

(b) It’s, its 




• Paragraph topic – How the girl broke her leg 

• Focus: Punctuation – apostrophes in contractions 


Don't and won't – Page 74 


More contractions, It’s or its? – Page 75 

1. (a) (i) I’d (ii) I’ll 

(b) (i) we’d (ii) we’ll 

(c) (i) he’d (ii) he’ll 

(d) (i) you’d (ii) you’ll 

(e) (i) she’d (ii) she’ll 

(f) (i) they’d (ii) they’ll 

2. (a) it’s (b) it is/it has 

3. (a) it’s (b) its 

(c) it’s (d) it’s 




71

UNIT 11 


I’m sleeping. 

I’ve broken 

my leg. 

I’ll drive. 

I’d like an 

ice cream. 

Contractions are new words made by joining two words and leaving out some 

of their letters. An apostrophe is used in a contraction to show that some 

letters are missing. 

1. Write the sentence using two words for the contraction. 

(a) I’m asleep. 

(b) I’ll drive. 

(c) I’d like an ice cream. 

(d) I’ve broken my leg. 

2. (a) Use the contraction I’ll in a sentence. 

(b) Use 'I’d' in a sentence. 

3. Join the two words to make a contraction. Don’t forget the apostrophe. 

(a) she is 

(c) they are 

(b) you are 

(d) we are 

72 



UNIT 11 

USING CONTRACTIONS 

1. Write the sentence using a contraction. 

(a) We are asleep in our beds. 

(b) She has broken her leg. 

(c) He is getting into his car. 

(d) We would like an ice cream. 

2. Write the two words for each contraction. 

(a) wasn’t 

(c) haven’t 

(b) didn’t 

(d) wouldn’t 

(e) hadn’t (f) mustn’t 

3. Write a sentence using the contraction. 

(a) shouldn’t 

(b) mustn’t 

(c) wouldn’t 

4. Write the contractions. 

(a) they had 

(c) they are 

(b) they would 

(d) they will 



73

UNIT 11 

DON’T AND WON’T 

Did you see the 'Do 

not swim' sign? 

Yes, I saw the sign 

that said 'Don’t swim'. 

DO NOT SWIM! 

I wonder why they do not want us 

to swim here. 

They don’t want us to swim here 

because it’s dangerous. 

1. (a) Write a sentence about the pond using ‘do not’. 

(b) Write another sentence about the pond using ‘don’t’. 

So, I will not go for a swim here. 

No, I won’t go in the pond either. 

Good, so we won’t get into 

trouble, will we? 

2. (a) Write a sentence about a pond using the words ‘will not’. 

(b) Write another sentence about the pond using ‘won’t’. 

74 



UNIT 11 

MORE CONTRACTIONS, IT’S OR ITS? 

1. Make some contractions. Join each frog with the two lily pads. 

Write the contractions. 

(a) (i) (ii) 

(b) (i) (ii) 

(c) (i) (ii) 

(d) (i) (ii) 

(e) (i) (ii) 

(f) (i) (ii) 

Its or it’s? 

These two little words cause lots of trouble. Only one of them is a contraction. 

2. (a) Which one is the contraction? 

(b) It is a contraction of and . 

3. Circle 'its' or 'it’s'. (HINT: Only use 'it’s' if you can say 'it is' instead of 'it’s'.) 

(a) I think its it's a pretty pond. (b) The frog is on its it's lily pad. 

(c) I wonder if its it's croaking. 

(d) Do you think its it's ugly? 

4. Write a sentence using the contraction 'it’s'. 



75


UNIT 12 

APOSTROPHES FOR POSSESSION 

Focus 

Punctuation – apostrophes for possession 

Progression 

Recognise 

Students will recognise possessive apostrophes from modelled 

examples. 

Choose 

Students will choose appropriate possessive apostrophes for 

sentences, with teacher support. 

Use 

Students will correctly use possessive apostrophes in supplied 

and self-written sentences. 


A possessive apostrophe is a punctuation mark used to show 

ownership. 

Introduction 

Good writers improve their writing by using apostrophes correctly. 




Possessive apostrophes show who or what possesses the noun 

referred to; e.g. The man’s hand. 


Introduction 

• Discuss the different ways of saying that something belongs to 

someone. 

• Point to different objects in the classroom and ask 'Who owns this?' 

Encourage answers such as 'It is Kim's book'. 

• Write an example on the board and ask what the apostrophe is 

called. 

• Explain that the apostrophe is the quickest way of expressing 

ownership and that this is not possible in many other languages. 

Apostrophes for ownership – Page 78 

• Read the information and the rule for using apostrophes. 

• Work through the page with students. 



Who owns what? – Page 79 

• Read the rule at the top of the page. 

• Revise how ownership can be deduced from the placement of the 

apostrophe and where its 'tail' is pointing. 

• Work the first question as a group, with teacher support, to ensure 

understanding. 



How many owners? – Page 80 

• Read the information at the top of the page. 

• Work through the steps and an example with the class. 

• Work through Question 1 with students, providing support or 

additional information where needed. 

• Continue to work with those requiring additional assistance while the 

remainder of the class work independently on the activities. 

Practise using apostrophes – Page 81 

• Read and discuss the rule about using 's' at the top of the page. 

• Work through the example with the class. 

• Explain that in Question 1 the owners all end with 's' so there is no 

need to add one. 

• Students can complete the activity. 

• In Question 2 the owners do not end with 's' so one will need to be 

added. 

• Revise the concept of ownership as a pair—e.g. Mum and Dad’s 

house—and the placement of the apostrophe. 

• Allow students to work through the exercises, assisting as required. 

76 




UNIT 12 


ANSWERS 

Apostrophes for ownership – Page 78 

1. (a) Peter 

(b) Peter 

(c) yes 

2. (a) the boys 

(b) the boys 

(c) yes 

3. (a) the boy 

(b) the boy 

(c) yes 

4. It is Dad’s car. 

Who owns what? – Page 79 

1. (a) Miss Muffet 

(b) the spider 

2. (a) Cinderella ✓ 

(b) the stepsisters ✓ 

(c) the prince ✓ 

(d) the coach ✓ 

(e) the godmother ✓ 

3. (a) Grandmother’s bed 

(b) the woodcutter’s axe 

(c) the wolf’s teeth 

(d) Red Riding Hood’s basket 




1. after 

2. (a) my sister 

(b) his friends 

(c) Dad and Mum 

(d) the monkeys 

3. (a) the player – one owner 

(b) their parents – more than one owner 

(c) Jack and Jill – more than one owner 

4. (a) girls’ 

(b) birds’ 

(c) dog’s 




• Paragraph topic – A brave prince 

• Focus: Punctuation – apostrophes for possession 


How many owners? – Page 80 

1. (a) the teacher – one owner 

(b) the doctors – more than one owner 

(c) the birds – more than one owner 

(d) the dog – one owner 

(e) the cats – more than one owner 

Practise using apostrophes – Page 81 

1. (a) brothers’ 

(b) girls’ 

(c) birds’ 

(d) bees’ 

2. (a) sister’s 

(b) lady’s 

(c) hen’s 

(d) children’s 

3. (a) John and Jake’s toys 

(b) Oliver and Jake’s bikes 

(c) Chloe and Jake’s teacher 



77

UNIT 12 

APOSTROPHES FOR OWNERSHIP 

There are lots of rules that tell drivers where to go and what to do on the road. 

There are some rules for writers, too. 

This rule tells where an apostrophe goes to show that someone owns something. 

RULE 1: An apostrophe is placed after the owner or the owners. 

1. Let’s see if this sentence follows the rule. 

It is Peter’s car. 

(a) Which word is the apostrophe after? 

(b) Who is the owner? 

(c) Does this apostrophe follow the rule? Yes No 

2. Check if this sentence follows the rule. 

The boys’ bicycles are missing. 


(b) Who owns the bicycles? 


3. Check if this sentence follows the rule. 

The boy’s scooter is new. 


(b) Who owns the scooter? 


4. Use an apostrophe to show that Dad owns the car. 

It is . 

78 



UNIT 12 

WHO OWNS WHAT? 

RULE 1: An apostrophe is placed after the owner or the owners. 

1. Use the rule. It will help you to find and write the name of the owner or owners. 

(a) Miss Muffet’s spider 

(b) the spider’s web 

2. Write the name of the owner/s. Put a tick or cross to show if it follows the 

rule. 

(a) Cinderella’s slipper 

(b) The stepsisters’ dresses 

(c) The prince’s ball 

(d) The coach’s wheels 

(e) The godmother’s wand 

3. Who owns what? Use ‘s’ and an apostrophe to show the owners. 

wolf Red Riding Hood Grandmother woodcutter 

(a) 

(b) the 

(c) the 

(d) 

bed 

axe 

teeth 

basket 

4. (a) Draw a picture of something you own. 

(b) Write your name and use an apostrophe to tell who you are and what you 

own. 

This is a picture of 



79

UNIT 12 

HOW MANY OWNERS? 

It is easy to work out if there is only one single owner or if there are 

plural owners. Just follow the steps. 

Step 1 Find the apostrophe. 

Step 2 Find the owner. (What is written just before the apostrophe?) 

Step 3 Ask yourself if there is one or more than one of them. 

The girls’ schoolbags were left on the bus. 

Let’s follow the steps to find out if there is one or more owners. 

Step 1 Read it, find the apostrophe and put a circle around it. 

Step 2 Find the owner or owners, underline and write on the line. 

The girls 

Step 3 Ask yourself if there is one or more owners. Tick one box. 

one owner more than one owner ✓ 

1. Follow the three steps. 

• Circle the apostrophe. 

• Underline and write the owner/owners. 

• Tick one box. 

(a) the teacher’s cars 

owner/owners 

one owner 

more than one owner 

(b) the doctors’ surgery 

owner/owners 

one owner 


(c) the birds’ nest 

owner/owners 

one owner 


(d) the dog’s collar 

owner/owners 

one owner 


(e) the cats’ food 

owner/owners 

one owner 


80 



UNIT 12 

PRACTISE USING APOSTROPHES 

RULE 2: There must be an ‘s’ before or after the apostrophe showing 

ownership. 

If the owner or owners do not have an ‘s’ at the end, it has to be added. 

• The book that belongs to Jane is Jane’s book. 

• The book that belongs to the children is the children’s book. 

If the owners have an ‘s’ at the end there is no need to add one. 

• The book that belongs to the babies is the babies’ book. 

• The book that belongs to the teachers is the teachers’ book. 

1. Add an apostrophe to show ownership. The owners all end with ‘s’ so there 

is no need to add one. 

(a) The cat belongs to the brothers. It is the cat. 

(b) The hats belong to the girls. They are the hats. 

(c) The chicks belong to the birds. They are the chicks. 

(d) The honey belongs to the bees. It is the honey. 

2. Add an apostrophe to show ownership. The owners do not end with ‘s’ so an 

‘s’ needs to be added. 

(a) The cat belongs to my sister. It is my cat. 

(b) The hats belong to the lady. They are the hats. 

(c) The chicks belong to the hen. They are this chicks. 

(d) The honey belongs to the children. It is the 

honey. 

3. Change the word order so Jake’s name has an apostrophe and his friends don’t. 

(a) Jake and John’s toys 

(b) Jake and Oliver’s bikes 

(c) Jake and Chloe’s teacher 



81

ASSESSMENT UNIT 9 

USING PUNCTUATION IN SENTENCES 

Name: 

Date: 

on sunday we went to the zoo while we were there we saw an 

elephant called trisha she is an african elephant and she is huge 

1. (a) Use a red pen or pencil to add the missing capital letters and full stops. 

(b) How many capital letters did you need? 

(c) How many capital letters 

did you need for proper nouns? 

(d) How many full stops did you add? 

2. Write a proper noun that tells you: 

(a) a person’s name 

(b) a country 

(c) the name of your school 

3. Write a sentence with a proper noun. 


(a) Run fast? (b) Go away! (c) Where are you. 

5. Write the sentence with a question mark, full stop or exclamation mark. 

(a) Is Trisha happy 

(b) She is huge 

(c) How old is she 

(d) Trisha is an elephant 


(a) doctor Smith (b) an adventure book (c) Globe Theatre 

7. Circle the errors and write the sentence correctly. 

we went to the zoo in london last tuesday 

82 




FULL STOPS, CAPITAL LETTERS, COMMAS, 

DIRECT SPEECH 

Name: 

Date: 

1. Put a full stop in the box after a complete sentence. Leave it blank otherwise. 

(a) admiring her reflection in the water 

(b) The ugly frog was sitting on a lily pad 

2. Rewrite the sentence. Put full stops where needed. 

The princess kissed the frog he didn’t turn into a prince 

3. Rewrite the sentence. Put capitals where needed. 

princess amy lived with her father, king robert, in star palace in london. 

4. Rewrite the sentence. Put commas where needed. 

(a) Princesses princes queens and kings all live in palaces. 

(b) My sister Princess Anne is beautiful. 

5. Does the sentence need quotation marks? 

(a) Princess Amy said she would not kiss the frog. Yes No 

(b) Can you please kiss me? asked the frog. Yes No 

6. Rewrite the sentence. Add quotation marks where needed. 

(a) Jump back into the pond! shouted the princess to the frog. 



83



Name: 

Date: 

1. Circle the contractions. Write them as two words. 

(a) They’re going fishing tomorrow. 

(b) We’ll enjoy the fish they catch. 

2. Rewrite the sentences using contractions. 

(a) I am visiting my friend today. 

(b) She is kind and caring. 

3. Join the two words to make a contraction. Don’t forget to use an apostrophe. 

(a) she will 

(c) I have 

(b) they are 

(d) we had 

4. (a) Write a sentence about school rules using ‘don’t’. 

(b) Write a sentence about your classroom using ‘won’t’. 

5. Circle the correct words. 

(a) 

Its It's my turn to give the cat its it's dinner. 

(b) Its It's fun to watch the bird feed its it's babies . 

6. (a) Write your own sentence using ‘it’s’. 

(b) Write your own sentence using ‘its’. 

84 





1. Complete the rule: 

An apostrophe is placed 

the owner or owners. 

2. Write the name of the owner or owners. 

(a) my sister’s dog 

(b) his friends’ bags 

(c) Dad and Mum’s house 

(d) the monkeys’ cage 

3. Follow the three steps. 

• Circle the apostrophe. 

• Underline and write the owner/owners. 

• Tick one box. 

(a) the player’s coach 

owner/owners 

one owner 


(b) their parents’ car 

owner/owners 

one owner 


(c) Jack and Jill’s bucket 

owner/owners 

one owner 


4. Add an apostrophe to show ownership. 

(a) The pet belongs to the girls. It is the pet. 

(b) The cages belong to the birds. They are the cages. 

(c) The kennel belongs to the dog. It is the kennel. 

5. (a) Write the name of your best friend. 

(b) What is something he or she owns? 

(c) It is . 



85

RIC-20792_Teaching_Strategies_for_Writing_BkB_punctuation

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