20893 ACE Language (Yr 5) Possessives pronouns and determiners

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YEAR 5
ENGLISH
LANGUAGE:
TEXT STRUCTURE AND ORGANISATION
Grammar and punctuation: possessives, apostrophes,
possessive pronouns, possessive determiners
Understand how the grammatical category of
possessives is signalled through apostrophes
and how to use apostrophes with common
and proper nouns (ACELA1506)
Australian Primary Publisher
of the Year 2015 and 2016

Australian Curriculum English – Language: Text structure and organisation (Year 5)
Foreword
Australian Curriculum English – Language: Text structure and organisation (Year 5) is one in a series of seven teacher
resource books that support teaching and learning activities in Australian Curriculum English. The books focus on
the sub-strand of Text structure and organisation within the Language strand of the national English curriculum.
The resource books include theoretical background information, activities to develop the content descriptions, blackline
masters, resource sheets and assessment checklists, along with interrelated links to other English strands and sub-strands.
Titles in this series are:
• Australian Curriculum English – Language: Text structure and organisation (Foundation)
• Australian Curriculum English – Language: Text structure and organisation (Year 1)
• Australian Curriculum English – Language: Text structure and organisation (Year 2)
• Australian Curriculum English – Language: Text structure and organisation (Year 3)
• Australian Curriculum English – Language: Text structure and organisation (Year 4)
• Australian Curriculum English – Language: Text structure and organisation (Year 5)
• Australian Curriculum English – Language: Text structure and organisation (Year 6)
Contents
Format of this book .................................. iv – v
Language: Text structure and
organisation .............................................. 2–81
Understand how texts vary in purpose, structure and
topic as well as the degree of formality (ACELA1504)
© Australian Curriculum: Assessment and Reporting Authority 2012
–Teacher information ................................................. 2
–Activities to develop the content description ...... 3–11
–Blackline masters ............................................. 12–25
–Assessment checklist ............................................. 26
–Interrelated English links ........................................ 27
– Modes, capabilities and priorities covered by the
activities in this content description ........................27
Understand that the starting point of a sentence gives
prominence to the message in the text and allows for
prediction of how the text will unfold (ACELA1505)
© Australian Curriculum: Assessment and Reporting Authority 2012
–Teacher information ............................................... 28
–Activities to develop the content description .......... 29
– Blackline masters and
resource sheets ................................................ 30–37
–Assessment checklist ............................................. 38
–Interrelated English links ........................................ 39
– Modes, capabilities and priorities covered by the
activities in this content description ....................... 39
Understand how the grammatical category of
possessives is signalled through apostrophes and how
to use apostrophes with common and proper nouns
(ACELA1506)
© Australian Curriculum: Assessment and Reporting Authority 2012
–Teacher information ............................................... 40
–Activities to develop the content description .......... 41
– Blackline masters
and resource sheets ......................................... 42–56
–Assessment checklist .............................................. 57
–Interrelated English links ......................................... 58
– Modes, capabilities and priorities covered by the
activities in this content description......................... 58
–Teachers notes ........................................................ 59
Investigate how the organisation of texts into
chapters, headings, subheadings (home pages and
sub pages for online texts) and according to
chronology or topic, can be used to predict content
and assist navigation (ACELA1797)
© Australian Curriculum: Assessment and Reporting Authority 2012
–Teacher information ................................................ 60
–Activities to develop the content description .......... 61
– Blackline masters
and resource sheets ......................................... 62–79
–Assessment checklist .............................................. 80
–Interrelated English links ......................................... 81
– Modes, capabilities and priorities covered by the
activities in this content description ........................ 81
Answers .....................................................82–84
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 5)
iii

Format of the book
This teacher resource book includes supporting materials for teaching and learning in the sub-strand of Text structure
and organisation within the strand of Language in Australian Curriculum English. All content descriptions in the substrand
have been included, as well as teaching points based on the Curriculum’s elaborations.
While the book focuses on the sub-strand of Text structure and organisation, activities and interrelated links to other
strands and sub-strands have been incorporated.
Each section supports a specific content description and follows a consistent format, containing the following
information over several pages:
• activities to develop the content descriptions • student blackline masters • resource sheets
• interrelated English links
• assessment checklist
Answers relating to student blackline masters have been included at the back of the book.
The length of each content description section varies.
Teacher information includes background information relating to the content description, as well as
related terms and desirable student vocabulary and other useful details which may assist the teacher.
Related terms includes vocabulary
associated with the content description.
Many of these relate to the glossary
in the back of the official Australian
Curriculum English document;
additional related terms may also have
been added.
Student vocabulary includes words
which the teacher would use—
and expect the students to learn,
understand and use—during English
lessons.
Further resources by R.I.C.
Publications ® or other publishers
or authors are included where
appropriate.
Text structure
and organisation
Understand how texts vary in purpose,
Activities to
structure and topic as well as the degree of
formality (ACELA1504)
develop the
© Australian Curriculum: Assessment and Reporting Authority 2012 content description
E1. Analyses and identifies the most appropriate choice of text type for a given purpose and topic.
? What this means
provides a general
explanation of the content
description.
Teaching points
provides a list of
the main teaching points
relating to the content
description.
Elaborations are a
list of elaborations
based on those in the
content description.
Activities to develop the content
description includes descriptions or
instructions for activities or games
relating to the content descriptions
or elaborations. Some activities are
supported by blackline masters or
resource sheets. Where applicable,
these will be stated for easy reference.
Analysing text structures and language features of various text types (pages 12 to 25)
Pages 5 to 11 provide teacher information, student activities and examples of seven imaginative, informative and persuasive text types written in
the forms of a narrative, a procedure, a report, an explanation, an exposition, a discussion and a recount. These pages support the blackline masters
provided on pages 12 to 25.
Each text type in pages 5 to 11 includes:
– information for the teacher about the various language and structural features, and the purpose of the specifi c text type
– a detailed analysis of the structural and language features of the text presented in the sample texts provided on pages 12 to 25
– suggested activities for helping students analyse structural and language features, and the purpose of the specifi c text type
– answers for the student analysis worksheets, presented at the back of the book.
Analysing texts
In preparation for their own writing, provide students with a variety of appropriate text types across a range of topics. Analyse them by discussing the
structure and language features, and the purpose, formality and intended audience. As the structures and language features are identifi ed, they can
be presented in charts so that similarities and differences between different text types can be seen. The more students analyse the different text types
written by others, the more able they will be in planning and writing their own.
Using technology to present text types
To help students identify the language features of text types, scan and enlarge the sample texts on pages 12 to 24 for use with an interactive
whiteboard text program. Colour code the different language features and compare and contrast their use in different text types.
Analysing the purpose of texts (page 4)
Provide students with a variety of appropriate text types across a range of topics. Use the table on page 4 to help them analyse each text and answer
the questions: Is it a factual or literary text type? Was it written to inform, to entertain or to persuade?
Language and text structure revision/introduction activities
As students need to identify language features such as verb tense, use of adverbs and adjectives to enhance and /or clarify meaning, identify pronouns
and use of text connectives such as conjunctions, they will need revision/teaching to become familiar with these. The Primary grammar and word
study series by R.I.C. Publications provides background information for the teacher, teaching suggestions and student worksheets on these aspects. The
content description on pages 28 to 39 of this book also treats pronoun reference and text connectives in detail.
Interrelated English links: See page 27.
E2. Determines the degree of formality of text type appropriate for a given audience.
Identifying the degree of formality in text types
Provide students with a variety of appropriate text types across a range of topics. Suggest the possible intended audience giving reasons for suggestions.
Informal text is written much as the spoken word. Formal text is written correctly but not as we would necessarily speak. Some examples of formal/
informal features are:
Features of formal text
Features of informal text
actions actions
n
casual style
Altering the degree of formality in text types
Having classifi ed texts as either formal or informal, convert them from one type to the other. To help with the degree of formality, suggest examples of
people the students know or know of, to be the audience. This will help them to choose appropriate language and styles.
R.I.C. Publications® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 5)
3
Australian Curriculum English – Language: Text structure and organisation (Year 5) www.ricpublications.com.au R.I.C. Publications ®
iv

Format of the bookum.
Blackline masters
and resource sheets
are provided to support
teaching and learning
activities for each content
description. These include
worksheets for class use,
games, charts or other
materials which the teacher
might find useful to use or
display in the classroom.
For each blackline master or
resource sheet, the content
description to which it
relates is given.
Each section has a checklist
which teachers may find useful as
a place to keep a record of their
observations of the activities to
develop the content descriptions.
Interrelated English links
lists other links covered within
the Language strand, Literature
strand and Literacy strand of
English that are incorporated in
the activities provided with the
content description. While the
book’s approach focuses on the
Text structure and organisation
sub-strand, the links show the
integration across the three
strands.
A table showing the Language
modes, General capabilities
and Cross-curriculum priorities
covered by the activities in each
content description is provided.
Answers for student worksheets
are provided at the back of the
book.
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 5)
v

Text structure
and organisation
Understand how the grammatical category of possessives is signalled through
apostrophes and how to use apostrophes with common and proper nouns (ACELA1506)
© Australian Curriculum: Assessment and Reporting Authority 2012
Related terms
Punctuation/Punctuation marks
The system of inserting marks in text to clarify
meaning. Punctuation marks include the
apostrophe, full stop, comma, colon, semicolon
and quotation marks.
Possessive apostrophe
Punctuation marks used to show possession.
Depending on the status and spelling of
the noun (owner) the apostrophe may be
accompanied by the letter ‘s’.
Regular plural nouns
Those that end in the letter ‘s’, following a
specifi c rule for their formation; e.g. add an
‘s’, or ‘es’, change the ‘y’ to ‘i’ and add ‘es’ or
change the ‘f’ to ‘v’ and add ‘es’.
Irregular plural nouns
Those that have a different word to signify
the plural form. These are treated in the same
way as singular nouns; e.g. men’s, women’s,
children’s.
Possessive pronouns
Those that represent the owner and his, her or
their possessive apostrophe.
Possessive determiner
That which signifi es who a thing belongs to;
e.g. my car, your apple, his book, her train, its
tail, our class, your teacher, their lesson.
?
T
E
What this means
Teacher information
• The apostrophe is used to signal possession. There are rules related to the use of the
apostrophe and the letter ’s’, dependent on the number of owners and the last letter
of the owner.
Teaching points
• If the name of a single owner does not end in the letter ‘s’, there is only one way to
show possession; e.g. Ben’s dog.
• If the name of a single owner ends in the letter ‘s’, there are two choices for
showing possession; e.g. either an octopus’ head or an octopus’s head.
• There is only one way to show possession of a regular plural noun; e.g. the cats’
milk.
• For irregular plural nouns that do not end in the letter ‘s’, there is only one way to
show possession; e.g. the women’s fashion.
• Pronouns can help identify where to place the possessive apostrophe or determine if
it has been correctly placed.
• When named owners who share the same thing(s) are listed, only the last owner has
the possessive apostrophe.
• When named owners who own individual things are listed, they all have a
possessive apostrophe.
• There are times when the possessive apostrophe is misused; e.g. with plurals, with
possessive pronouns and with the possessive determiner, ‘its’.
Elaborations
E1. Understands that one or many owners determines the position of the possessive
apostrophe.
E2. Understands that possessive pronouns and determiners do not require a possessive
apostrophe.
Further resources
• Primary grammar and word study (Books A–G) R.I.C. Publications
• Posters: Introducing punctuation R.I.C. Publications
• Interactive software: Introducing punctuation R.I.C. Publications
• http://www.teachingheart.net/readerstheater.htm
Student vocabulary
punctuation
punctuation
marks
possessive
apostrophe
singular nouns
plural nouns
regular plural
nouns
irregular plural
nouns
possessive
pronoun
possessive
determiner
R.I.C. Publications ® follows the guidelines for punctuation and grammar as recommended by the
Style manual for authors, editors and printers, 6th edn., 2002.
Note, however, that teachers should use their own guide if there is a confl ict.
Australian Curriculum English – Language: Text structure and organisation (Year 5) www.ricpublications.com.au R.I.C. Publications ®
40

Text structure
and organisation
Understand how the grammatical category of possessives is
signalled through apostrophes and how to use apostrophes with
common and proper nouns (ACELA1506)
© Australian Curriculum: Assessment and Reporting Authority 2012
Activities to
develop the
content description
E1. Understands that one or many owners determines the position of the possessive apostrophe.
• To show the position of the possessive apostrophe
Enlarge, laminate and display the resource sheets pages 42, 43, 45 and 47. Discuss their content and brainstorm additional examples. Use the pictures
on pages 43 and 45 to stimulate ideas for examples of different possessive phrases. On the record sheets, pages 44 and 47, record examples of phrases
using the possessive apostrophe for one and more than one owner. Turn each phrase around and use the word ‘of’ to show possession. Write a sentence
including the possessive apostrophe for each example.
Make one collection of pictures of people and animals and one of inanimate objects. Take turns to select one picture from each collection. Make up a
possessive phrase using the apostrophe. Put the phrase into a sentence. Record on page 44 for single owners and 47 for more than one owner.
Enlarge, laminate and display the ‘Named owners’ resource sheet on page 50. Use the collections of pictures from the above activity to write sentences
individually naming multiple owners who share the same thing and those who each own their own thing.
Students write sentences containing deliberate errors and give to a partner to correct.
Students take on the role of teacher and take turns explaining the rules associated with the possessive apostrophe.
• To show that plural nouns do not require the possessive apostrophe
Enlarge, laminate and display the resource sheet page 45. Discuss its content and brainstorm additional examples. Write sentences that include plural
nouns used correctly.
Encourage students to look out for community signs that have used the possessive apostrophe in error. Record these errors and use as examples
to explain how and why they are incorrect. If possible, photograph the signs and use in a display highlighting the incorrect use of the possessive
apostrophe.
Students write sentences containing deliberate errors and give to a partner to correct.
Interrelated English links: See page 58.
E2. Understands that possessive pronouns and determiners do not require a possessive apostrophe.
• To show that possessive pronouns and the possessive determiner ’its’ do not require the possessive apostrophe
Enlarge, laminate and display the resource sheets, pages 52 and 53. Discuss their content and brainstorm additional examples. Write sentences that
include possessive pronouns and the possessive determiner ‘its’ used correctly.
Students write sentences containing deliberate errors and give to a partner to correct.
Encourage students to look out for community signs that have used the possessive apostrophe in error. Record these errors and use as examples
to explain how and why they are incorrect. If possible, photograph the signs and use in a display highlighting the incorrect use of the possessive
apostrophe.
Interrelated English links: See page 58.
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 5)
41

To show possession by one owner – 1
Resource sheet
The apostrophe is used to show possession by someone or something.
If the name of the owner does not end in the letter ‘s’,
there is only one way to show possession.
Add an apostrophe and the letter ‘s’ to the owner.
My Diary
Anna’s diary
a dog’s collar
a car’s engine
a ladder’s rungs
Australian Curriculum English – Language: Text structure and organisation (Year 5) www.ricpublications.com.au R.I.C. Publications ®
42
the diary of Anna
the collar of a dog
the engine of a car
the rungs of a ladder
If the name of the owner ends in the letter ‘s’, there are two choices to show possession.
Add the apostrophe to
the end of the owner.
Add the apostrophe to the end of
the owner and add the letter ‘s’.
a platypus’ bill a platypus’s bill the bill of a platypus
a hippopotamus’ teeth
a hippopotamus’s teeth
the teeth of a
hippopotamus
a walrus’ tusks a walrus’s tusks the tusks of a walrus
a rhinoceros’ horns
a rhinoceros’s horns
the horns of a
rhinoceros
Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506)
© Australian Curriculum: Assessment and Reporting Authority 2012

To show possession by one
owner – 2
Resource sheet
Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506)
© Australian Curriculum: Assessment and Reporting Authority 2012
leopard
wombat
possum
horse
giraffe
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43
mantis
octopus
ibis
albatross
chamois

To show possession by one owner – 3
With the word ‘of’
With possessive
apostrophe
Singular noun Possession(s)
e.g. horse mane the horse’s mane the mane of the horse
The horse’s mane was ruffled by the wind.
Australian Curriculum English – Language: Text structure and organisation (Year 5) www.ricpublications.com.au R.I.C. Publications ®
44
Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506)
© Australian Curriculum: Assessment and Reporting Authority 2012

To show possession by more than
one owner – 1
Resource sheet
The apostrophe is used to show possession by someone or something.
The plural of most nouns ends in the letter ‘s’.
There is only one way to show possession by more than one owner.
Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506)
© Australian Curriculum: Assessment and Reporting Authority 2012
Add an apostrophe after the letter ‘s’ at the end of the plural form.
the cats’ whiskers
the whiskers of the cats
the churches’ steeples
the steeples of the churches
the fairies’ wings
the wings of the fairies
the elves’ beards
the beards of the elves
The plural of some nouns is a different word.
There is only one way to show possession of such owners.
Add an apostrophe and the letter ‘s’ to the plural noun.
the people’s princess
the princess of the people
the mice’s food
the food of the mice
the children’s grandmother
the grandmother of the children
the men’s moustaches
the moustaches of the men
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 5)
45

To show possession by more than
one owner – 2
Resource sheet
leopards
geese
wombats
children
possums
women
horses
lice
giraffes
teeth
Australian Curriculum English – Language: Text structure and organisation (Year 5) www.ricpublications.com.au R.I.C. Publications ®
46
Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506)
© Australian Curriculum: Assessment and Reporting Authority 2012

Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506)
© Australian Curriculum: Assessment and Reporting Authority 2012
To show possession by more than one owner – 3
With the word ‘of’
With possessive
apostrophe
Plural noun Possession(s)
e.g. princes crowns the princes’ crowns the crowns of the princes
The princes’ crowns were made of solid gold.
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47

The possessive apostrophe
The apostrophe is used to show possession by someone or something.
Rewrite each sentence using the possessive apostrophe.
1. (a) The dog of the farmer rounded up the sheep.
(b) The eggs of the hen were eaten by the fox.
(c) The wallet of the pensioner was handed in at the police station.
2. (a) The tail and neck of Brachiosaurus were very long.
(b) The head of Brachiosaurus was very small.
(c) The front legs of Brachiosaurus were longer than its hind legs.
3. (a) The supporters of the politicians were ready to vote.
(b) The cries of the babies were heard across the park.
(c) The antics of the animals made the children laugh.
4. (a) The hissing of the geese was very loud.
(b) The vote of the people were very important.
Australian Curriculum English – Language: Text structure and organisation (Year 5) www.ricpublications.com.au R.I.C. Publications ®
48
Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506)
© Australian Curriculum: Assessment and Reporting Authority 2012

Pronoun clues
Resource sheet
The position of the possessive apostrophe indicates if there is one or many owners.
Pronoun clues in the sentence can also indicate the number of owners.
The teacher was happy with the students’ progress and rewarded them well.
Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506)
© Australian Curriculum: Assessment and Reporting Authority 2012
The teacher was happy with the progress of more than
one student and rewarded them very well.
The teacher was happy with the student’s progress and rewarded him well.
The teacher was happy with the progress of one student and rewarded him very well.
The farmer cleaned the horse’s stable and gave it fresh hay to eat.
The farmer cleaned the stable of one horse and gave it fresh hay to eat.
The farmer cleaned the horses’ stable and gave them fresh hay to eat.
The farmer cleaned the stable of more than one horse and gave them fresh hay to eat.
The swimmers’ coach was delighted when they won the relay race.
The coach of more than one swimmer was delighted when they won the relay race.
The swimmer’s coach was delighted when she won the relay race.
The coach of one swimmer was delighted when she won the relay race.
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49

Pronoun clues
The apostrophe is used to show possession by someone or something.
1. Use the pronoun in bold type in each sentence to decide where to place the possessive
apostrophe in the noun in bold type.
(a) The cats owner was upset when they did not return
home one night.
(b) The builders ladder was stolen while she was
replacing tiles on the roof.
(c) At the end of the party, the boys mother took
them home.
(d) Mum washed my brothers socks with my red dress.
He now has pink socks.
(e) The trees branches came down when it was hit by
lightning.
(f) The bear cubs mother caught fish for them.
2. Write the missing pronoun in each sentence.
(a) The parents were happy with their sons’ behaviour
so they took
for a special treat.
(b) Lauren enjoyed her brothers’ company, especially
when
let her play football.
(c) Grandma looked forward to her nephew’s visits
and always baked a special cake for .
(d) Anjil often walked her neighbours’ dogs. She knew
didn’t have much free time.
(e) Salwa and Sujatha studied the female student’s reports.
They were sad to see that
no progress.
(f) The garden’s lawn suffered because
not been watered.
had made
Australian Curriculum English – Language: Text structure and organisation (Year 5) www.ricpublications.com.au R.I.C. Publications ®
had
Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506)
© Australian Curriculum: Assessment and Reporting Authority 2012
50

Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506)
© Australian Curriculum: Assessment and Reporting Authority 2012
Named owners
When named owners who share the same thing(s) are listed, only the last owner has the possessive apostrophe.
the parents of both Achim and Nari
Achim and Nari share the same parents.
Achim and Nari’s parents
the friends of both Nagisa and Anja
Nagisa and Anja share the same friends.
Nagisa and Anja’s friends
the pets of both Ciara and Logan
Ciara and Logan share the same pets.
Ciara and Logan’s pets
Resource sheet
the games of both Mira and Eyal
Mira and Eyal share the same games.
Mira and Eyal’s games
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 5)
51
When named owners who own individual things are listed, they all have a possessive apostrophe.
the parents of Achim and the parents of Nari
Achim and Nari have different parents.
Achim’s and Nari’s parents
the friends of Nagisa and the friends of Anja
Nagisa and Anja have different friends.
Nagisa’s and Anja’s friends
the pets of Ciara and the pets of Logan
Ciara and Logan have different pets.
Ciara’s and Logan’s pets
the games of Mira and the games of Eyal
Mira and Eyal have different games.
Mira’s and Eyal’s games

Named owners
The apostrophe is used to show possession by someone or something.
1. Write the phrase with the possessive apostrophe to represent each sentence.
(a) Sam and Mitchell share the same sisters.
(b) Ryan and Luke have different computer games.
(c) Lisa and Joanne share the same teachers.
(d) Mum and Dad share the same hobbies.
(e) Rover and Toby have different kennels.
2. Write a sentence to explain each phrase.
(a) Jack’s and Jill’s buckets
(b) Bill’s and Ben’s flowerpots
(c) Lassie and Rover’s owners
(d) Mum’s and Dad’s cars
(e) Harry and Hannah’s goats
Australian Curriculum English – Language: Text structure and organisation (Year 5) www.ricpublications.com.au R.I.C. Publications ®
52
Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506)
© Australian Curriculum: Assessment and Reporting Authority 2012

The plural/possessive trap
Resource sheet
The apostrophe of possession is often misplaced.
On many community signs, it can be seen in a word ending
with the letter ‘s’ that is simply a plural word.
How can you avoid falling into the ‘plural/possessive’ trap?
Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506)
© Australian Curriculum: Assessment and Reporting Authority 2012
Read the phrase or sentence. Does it make sense?
Sign
Shoe’s
for SALE
Traffic light’s
ahead
Keep dog’s
on a lead
Place bike’s
in the rack
Leave
trolley’s here
What it is saying
the ‘for sale’
of the shoe
the ‘ahead’
of the traffi c
lights
Keep the ‘on
a lead’ of the
dog.
Place the ‘in
the rack’ of
the bike.
Leave the
‘here’ of the
trolley.
Does it make
sense?
No
No
No
No
No
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 5)
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Correct sign
Shoes
for SALE
Traffic lights
ahead
Keep dogs
on a lead
Place bikes
in the rack
Leave
trolleys here
What it means
There are shoes
for sale.
There are traffi c
lights ahead.
Dogs should be
kept on their
leads.
Bikes should be
placed in the
rack.
Trolleys should
be left here.
(in a trolley
park)

Possessive pronouns
Resource sheet
The possessive apostrophe is used only when the owner is represented by a noun.
If the owner is represented by a possessive pronoun, no apostrophe is required.
Possessive
pronoun
Examples
Meaning
mine
yours
(singular)
his
hers
ours
yours
(plural)
theirs
‘You have your favourite foods and I
have mine.’
‘This is Mum’s magazine. Where is
mine?’
‘Emil, the books on the table are yours.’
‘These scissors are mine. Where are
yours?’
After Joel won the tennis match, the
trophy was his.
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54
The favourite foods belonging to me.
Where is my magazine?
The books belong to Emil.
Where are your scissors?
The trophy belongs to Joel.
‘I ate my apple but Sam left his.’ Sam did not eat his apple.
Ashley knew the responsibility was hers.
Mai found her clue but Sasha couldn’t
fi nd hers.
The twins looked at the lunchboxes on
the table. ‘Are they ours?’ they asked.
‘Your car wasn’t damaged in the storm
but you should see ours!’
The twins’ mother answered, ‘Yes, they
are yours’.
‘Our car was parked on the street. Where
was yours parked?’
‘Look at the twins! I knew that puppy
was theirs!’
The family hoped the winning raffl e
ticket would be theirs.
The responsibility belongs to Ashley.
Sasha couldn’t fi nd her clue.
Do the lunchboxes belong to the twins?
Our car was damaged in the storm.
Yes, the lunchboxes do belong to the
twins.
Where was your car parked?
The puppy belongs to the twins.
The family hoped their raffl e ticket was
the winner.
Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506)
© Australian Curriculum: Assessment and Reporting Authority 2012

Resource sheet
Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506)
© Australian Curriculum: Assessment and Reporting Authority 2012
The possessive determiner ‘its’
Why does the possessive determiner ‘its’ not require an apostrophe?
‘It’s’ is the contraction for ‘it is’.
If ‘it’s’ is written as the possessive determiner, there is no sense to the meaning of the sentence.
Incorrect example Nonsense meaning Correct example Meaning
The buttons of
the coat were
lost and the
lining of the
coat was ripped.
The coat was so
old, its buttons
were lost and its
lining was ripped.
The coat was so
old, it is buttons
were lost and
it is lining was
ripped.
The coat was so
old, it’s buttons
were lost and it’s
lining was ripped.
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55
The ranger watched
over the cubs of the
lion as it slept.
As the lion
slept, the ranger
watched over its
cubs.
As the lion
slept, the ranger
watched over it
is cubs.
As the lion
slept, the ranger
watched over it’s
cubs.
The magic of the
rain helped the
crops to grow.
The rain cast its magic
over the crops and they
began to grow.
The rain cast it is
magic over the crops
and they began to
grow.
The rain cast it’s magic
over the crops and they
began to grow.
The juice of the
peach dribbled
down Jem’s face
when he bit
into it.
As Jem bit into the
peach, its juice
dribbled down
his face.
As Jem bit into the
peach, it is juice
dribbled down
his face.
As Jem bit into the
peach, it’s juice
dribbled down
his face.

Pronouns and determiners
A possessive pronoun represents the owner and the apostrophe.
1. Choose the correct possessive pronoun for each sentence.
mine yours his hers ours theirs
(a) The couple wondered where the building plans had gone. The builder had
several on his desk but none of them were .
(b) At the bus station, the man saw many buses but didn’t know which was
.
(c) ‘Look at all the cars in the car park now, Dad. Which one is
?’
(d) ‘She’ll do her duties, Nadim. You just concentrate on ’,
said the school teacher.
(e) ‘That’s
!’ shrieked the young child as he snatched his toy.
(f) ‘You all have a record of your test scores. Ethan and Jed, can you tell me
.’
A possessive determiner identifies the owner of something.
2. Choose the correct possessive pronoun for each sentence.
my your his her its our their
(a) The girl looked at
(b) It was the family’s choice to move from
(c) ‘I have lost
(d) ‘You’ve spent all of
(e) Andrew felt lonely when
(f) A deciduous tree loses
(g) ‘We picked the flowers from
Thomas proudly.
watch, hoping the lesson would end.
tie’, said the careless schoolgirl.
home.
money!’ shrieked Mum.
friends returned home.
leaves in autumn.
garden’, said
Australian Curriculum English – Language: Text structure and organisation (Year 5) www.ricpublications.com.au R.I.C. Publications ®
Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506)
© Australian Curriculum: Assessment and Reporting Authority 2012
56

Text structure
and organisation
Understand how the grammatical category of possessives is
signalled through apostrophes and how to use apostrophes with
common and proper nouns (ACELA1506)
© Australian Curriculum: Assessment and Reporting Authority 2012
Assessment
checklist
Student Name
Understands the
rules for applying the
apostrophe to single
owners
Understands the
rules for applying
the apostrophe to
multiple owners
Understands that
pronouns in a
sentence can identify
the owners
Understands the
rules for adding the
apostrophe when
named owners share
the same thing
Understands the
rules for adding the
apostrophe when
named owners each
own individual things
Understands that the
apostrophe is not
required for plural
nouns, possessive
pronouns and the
determiner ‘its’
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – Language: Text structure and organisation (Year 5)
57

Text structure
and organisation
Understand how the grammatical category of possessives is
signalled through apostrophes and how to use apostrophes with
common and proper nouns (ACELA1506)
© Australian Curriculum: Assessment and Reporting Authority 2012
Interrelated
English
links
Below is a list of links within the Language strand, Literature strand and Literacy strand of English that are covered within the activities provided with the
content description above:
E1. Understands that one or many owners determines the position of the possessive apostrophe.
• Recognise uncommon plurals, for example ‘foci’ (ACELA1514)
• Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the
text (ACELY1701)
• Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and
sound appropriate to purpose and audience (ACELY1704)
• Reread and edit student’s own and others’ work using agreed criteria for text structures and language features (ACELY1705)
• Develop a handwriting style that is becoming legible, fl uent and automatic (ACELY1706)
• Use a range of software including word processing programs with fl uency to construct, edit and publish written text, and select, edit and place visual,
print and audio elements (ACELY1707)
E2. Understands that possessive pronouns and determiners do not require a possessive apostrophe.
• Reread and edit student’s own and others’ work using agreed criteria for text structures and language features (ACELY1705)
• Develop a handwriting style that is becoming legible, fl uent and automatic (ACELY1706)
• Use a range of software including word processing programs with fl uency to construct, edit and publish written text, and select, edit and place visual,
print and audio elements (ACELY1707)
The above links are reproduced with permission from ACARA.
© Australian Curriculum: Assessment and Reporting Authority 2012
Modes, capabilities and priorities covered by the
activities in this content description
Language modes General capabilities
Listening Literacy ✔
Speaking
Reading ✔
Viewing
Numeracy
Information and communication
technology (ICT) capability
Critical and creative thinking
Writing ✔ Personal and social capability
Ethical behaviour
Intercultural understanding
Cross-curriculum priorities
Aboriginal and Torres Strait Islander histories and cultures
Asia and Australia’s engagement in Asia
Sustainability
Australian Curriculum English – Language: Text structure and organisation (Year 5) www.ricpublications.com.au R.I.C. Publications ®
58

Text structure
and organisation
Understand how the grammatical category of possessives is
signalled through apostrophes and how to use apostrophes with
common and proper nouns (ACELA1506)
© Australian Curriculum: Assessment and Reporting Authority 2012
Teachers notes
Date
Comments
Further resources
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59

Text structure
and organisation
Understand how the grammatical category of possessives is
signalled through apostrophes and how to use apostrophes with
common and proper nouns (ACELA1506)
© Australian Curriculum: Assessment and Reporting Authority 2012
Answers
The possessive apostrophe .............................page 48
1. (a) The farmer’s dog rounded up the sheep.
(b) The hen’s eggs were eaten by the fox.
(c) The pensioner’s wallet was handed in at the police station.
2. (a) Brachiosaurus’ tail and neck were very long or Brachiosaurus’s tail
and neck were very long.
(b) Brachiosaurus’ head was very small or Brachiosaurus’s head was
very small.
(c) Brachiosaurus’ front legs were longer than its hind legs or
Brachiosaurus’s front legs were longer than its hind legs.
3 (a) The politicians’ supporters were ready to vote.
(b) The babies’ cries were heard across the park.
(c) The animals’ antics made the children laugh.
4. (a) The geese’s hissing was very loud.
(b) The people’s votes were very important.
Pronoun clues ...................................................page 50
1. (a) cats’ (b) builder’s (c) boys’
(d) brother’s (e) tree’s (f) cubs’
2. (a) them (b) they (c) him
(d) they (e) she (f) it
Named owners .................................................page 52
1. (a) Sam and Mitchell’s sisters.
(b) Ryan’s and Luke’s computer games.
(c) Lisa and Joanne’s teacher.
(d) Mum and Dad’s hobbies.
(e) Rover’s and Toby’s kennels.
2. (a) Jack and Jill each have their own buckets.
(b) Bill and Ben each have their own fl owerpots.
(c) Lassie and Rover share the same owners.
(d) Mum and Dad each have their own cars.
(e) Harry and Hannah share the same goats.
Pronouns and determiners ..............................page 56
1. (a) theirs (b) his (c) ours
(d) yours (e) mine (f) yours
2. (a) her (b) their
(c) my (d) your
(e) his (f) its
(g) our
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84