20893 ACE Language (Yr 5) Possessives pronouns and determiners
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YEAR 5<br />
ENGLISH<br />
LANGUAGE:<br />
TEXT STRUCTURE AND ORGANISATION<br />
Grammar <strong>and</strong> punctuation: possessives, apostrophes,<br />
possessive <strong>pronouns</strong>, possessive <strong>determiners</strong><br />
Underst<strong>and</strong> how the grammatical category of<br />
possessives is signalled through apostrophes<br />
<strong>and</strong> how to use apostrophes with common<br />
<strong>and</strong> proper nouns (<strong>ACE</strong>LA1506)<br />
Australian Primary Publisher<br />
of the Year 2015 <strong>and</strong> 2016
Australian Curriculum English – <strong>Language</strong>: Text structure <strong>and</strong> organisation (Year 5)<br />
Foreword<br />
Australian Curriculum English – <strong>Language</strong>: Text structure <strong>and</strong> organisation (Year 5) is one in a series of seven teacher<br />
resource books that support teaching <strong>and</strong> learning activities in Australian Curriculum English. The books focus on<br />
the sub-str<strong>and</strong> of Text structure <strong>and</strong> organisation within the <strong>Language</strong> str<strong>and</strong> of the national English curriculum.<br />
The resource books include theoretical background information, activities to develop the content descriptions, blackline<br />
masters, resource sheets <strong>and</strong> assessment checklists, along with interrelated links to other English str<strong>and</strong>s <strong>and</strong> sub-str<strong>and</strong>s.<br />
Titles in this series are:<br />
• Australian Curriculum English – <strong>Language</strong>: Text structure <strong>and</strong> organisation (Foundation)<br />
• Australian Curriculum English – <strong>Language</strong>: Text structure <strong>and</strong> organisation (Year 1)<br />
• Australian Curriculum English – <strong>Language</strong>: Text structure <strong>and</strong> organisation (Year 2)<br />
• Australian Curriculum English – <strong>Language</strong>: Text structure <strong>and</strong> organisation (Year 3)<br />
• Australian Curriculum English – <strong>Language</strong>: Text structure <strong>and</strong> organisation (Year 4)<br />
• Australian Curriculum English – <strong>Language</strong>: Text structure <strong>and</strong> organisation (Year 5)<br />
• Australian Curriculum English – <strong>Language</strong>: Text structure <strong>and</strong> organisation (Year 6)<br />
Contents<br />
Format of this book .................................. iv – v<br />
<strong>Language</strong>: Text structure <strong>and</strong><br />
organisation .............................................. 2–81<br />
Underst<strong>and</strong> how texts vary in purpose, structure <strong>and</strong><br />
topic as well as the degree of formality (<strong>ACE</strong>LA1504)<br />
© Australian Curriculum: Assessment <strong>and</strong> Reporting Authority 2012<br />
–Teacher information ................................................. 2<br />
–Activities to develop the content description ...... 3–11<br />
–Blackline masters ............................................. 12–25<br />
–Assessment checklist ............................................. 26<br />
–Interrelated English links ........................................ 27<br />
– Modes, capabilities <strong>and</strong> priorities covered by the<br />
activities in this content description ........................27<br />
Underst<strong>and</strong> that the starting point of a sentence gives<br />
prominence to the message in the text <strong>and</strong> allows for<br />
prediction of how the text will unfold (<strong>ACE</strong>LA1505)<br />
© Australian Curriculum: Assessment <strong>and</strong> Reporting Authority 2012<br />
–Teacher information ............................................... 28<br />
–Activities to develop the content description .......... 29<br />
– Blackline masters <strong>and</strong><br />
resource sheets ................................................ 30–37<br />
–Assessment checklist ............................................. 38<br />
–Interrelated English links ........................................ 39<br />
– Modes, capabilities <strong>and</strong> priorities covered by the<br />
activities in this content description ....................... 39<br />
Underst<strong>and</strong> how the grammatical category of<br />
possessives is signalled through apostrophes <strong>and</strong> how<br />
to use apostrophes with common <strong>and</strong> proper nouns<br />
(<strong>ACE</strong>LA1506)<br />
© Australian Curriculum: Assessment <strong>and</strong> Reporting Authority 2012<br />
–Teacher information ............................................... 40<br />
–Activities to develop the content description .......... 41<br />
– Blackline masters<br />
<strong>and</strong> resource sheets ......................................... 42–56<br />
–Assessment checklist .............................................. 57<br />
–Interrelated English links ......................................... 58<br />
– Modes, capabilities <strong>and</strong> priorities covered by the<br />
activities in this content description......................... 58<br />
–Teachers notes ........................................................ 59<br />
Investigate how the organisation of texts into<br />
chapters, headings, subheadings (home pages <strong>and</strong><br />
sub pages for online texts) <strong>and</strong> according to<br />
chronology or topic, can be used to predict content<br />
<strong>and</strong> assist navigation (<strong>ACE</strong>LA1797)<br />
© Australian Curriculum: Assessment <strong>and</strong> Reporting Authority 2012<br />
–Teacher information ................................................ 60<br />
–Activities to develop the content description .......... 61<br />
– Blackline masters<br />
<strong>and</strong> resource sheets ......................................... 62–79<br />
–Assessment checklist .............................................. 80<br />
–Interrelated English links ......................................... 81<br />
– Modes, capabilities <strong>and</strong> priorities covered by the<br />
activities in this content description ........................ 81<br />
Answers .....................................................82–84<br />
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – <strong>Language</strong>: Text structure <strong>and</strong> organisation (Year 5)<br />
iii
Format of the book<br />
This teacher resource book includes supporting materials for teaching <strong>and</strong> learning in the sub-str<strong>and</strong> of Text structure<br />
<strong>and</strong> organisation within the str<strong>and</strong> of <strong>Language</strong> in Australian Curriculum English. All content descriptions in the substr<strong>and</strong><br />
have been included, as well as teaching points based on the Curriculum’s elaborations.<br />
While the book focuses on the sub-str<strong>and</strong> of Text structure <strong>and</strong> organisation, activities <strong>and</strong> interrelated links to other<br />
str<strong>and</strong>s <strong>and</strong> sub-str<strong>and</strong>s have been incorporated.<br />
Each section supports a specific content description <strong>and</strong> follows a consistent format, containing the following<br />
information over several pages:<br />
• activities to develop the content descriptions • student blackline masters • resource sheets<br />
• interrelated English links<br />
• assessment checklist<br />
Answers relating to student blackline masters have been included at the back of the book.<br />
The length of each content description section varies.<br />
Teacher information includes background information relating to the content description, as well as<br />
related terms <strong>and</strong> desirable student vocabulary <strong>and</strong> other useful details which may assist the teacher.<br />
Related terms includes vocabulary<br />
associated with the content description.<br />
Many of these relate to the glossary<br />
in the back of the official Australian<br />
Curriculum English document;<br />
additional related terms may also have<br />
been added.<br />
Student vocabulary includes words<br />
which the teacher would use—<br />
<strong>and</strong> expect the students to learn,<br />
underst<strong>and</strong> <strong>and</strong> use—during English<br />
lessons.<br />
Further resources by R.I.C.<br />
Publications ® or other publishers<br />
or authors are included where<br />
appropriate.<br />
Text structure<br />
<strong>and</strong> organisation<br />
Underst<strong>and</strong> how texts vary in purpose,<br />
Activities to<br />
structure <strong>and</strong> topic as well as the degree of<br />
formality (<strong>ACE</strong>LA1504)<br />
develop the<br />
© Australian Curriculum: Assessment <strong>and</strong> Reporting Authority 2012 content description<br />
E1. Analyses <strong>and</strong> identifies the most appropriate choice of text type for a given purpose <strong>and</strong> topic.<br />
? What this means<br />
provides a general<br />
explanation of the content<br />
description.<br />
Teaching points<br />
provides a list of<br />
the main teaching points<br />
relating to the content<br />
description.<br />
Elaborations are a<br />
list of elaborations<br />
based on those in the<br />
content description.<br />
Activities to develop the content<br />
description includes descriptions or<br />
instructions for activities or games<br />
relating to the content descriptions<br />
or elaborations. Some activities are<br />
supported by blackline masters or<br />
resource sheets. Where applicable,<br />
these will be stated for easy reference.<br />
Analysing text structures <strong>and</strong> language features of various text types (pages 12 to 25)<br />
Pages 5 to 11 provide teacher information, student activities <strong>and</strong> examples of seven imaginative, informative <strong>and</strong> persuasive text types written in<br />
the forms of a narrative, a procedure, a report, an explanation, an exposition, a discussion <strong>and</strong> a recount. These pages support the blackline masters<br />
provided on pages 12 to 25.<br />
Each text type in pages 5 to 11 includes:<br />
– information for the teacher about the various language <strong>and</strong> structural features, <strong>and</strong> the purpose of the specifi c text type<br />
– a detailed analysis of the structural <strong>and</strong> language features of the text presented in the sample texts provided on pages 12 to 25<br />
– suggested activities for helping students analyse structural <strong>and</strong> language features, <strong>and</strong> the purpose of the specifi c text type<br />
– answers for the student analysis worksheets, presented at the back of the book.<br />
Analysing texts<br />
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<br />
structure <strong>and</strong> language features, <strong>and</strong> the purpose, formality <strong>and</strong> intended audience. As the structures <strong>and</strong> language features are identifi ed, they can<br />
be presented in charts so that similarities <strong>and</strong> differences between different text types can be seen. The more students analyse the different text types<br />
written by others, the more able they will be in planning <strong>and</strong> writing their own.<br />
Using technology to present text types<br />
To help students identify the language features of text types, scan <strong>and</strong> enlarge the sample texts on pages 12 to 24 for use with an interactive<br />
whiteboard text program. Colour code the different language features <strong>and</strong> compare <strong>and</strong> contrast their use in different text types.<br />
Analysing the purpose of texts (page 4)<br />
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 <strong>and</strong> answer<br />
the questions: Is it a factual or literary text type? Was it written to inform, to entertain or to persuade?<br />
<strong>Language</strong> <strong>and</strong> text structure revision/introduction activities<br />
As students need to identify language features such as verb tense, use of adverbs <strong>and</strong> adjectives to enhance <strong>and</strong> /or clarify meaning, identify <strong>pronouns</strong><br />
<strong>and</strong> use of text connectives such as conjunctions, they will need revision/teaching to become familiar with these. The Primary grammar <strong>and</strong> word<br />
study series by R.I.C. Publications provides background information for the teacher, teaching suggestions <strong>and</strong> student worksheets on these aspects. The<br />
content description on pages 28 to 39 of this book also treats pronoun reference <strong>and</strong> text connectives in detail.<br />
Interrelated English links: See page 27.<br />
E2. Determines the degree of formality of text type appropriate for a given audience.<br />
Identifying the degree of formality in text types<br />
Provide students with a variety of appropriate text types across a range of topics. Suggest the possible intended audience giving reasons for suggestions.<br />
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/<br />
informal features are:<br />
Features of formal text<br />
Features of informal text<br />
actions actions<br />
<br />
n<br />
<br />
casual style<br />
Altering the degree of formality in text types<br />
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<br />
people the students know or know of, to be the audience. This will help them to choose appropriate language <strong>and</strong> styles.<br />
R.I.C. Publications® www.ricpublications.com.au Australian Curriculum English – <strong>Language</strong>: Text structure <strong>and</strong> organisation (Year 5)<br />
3<br />
Australian Curriculum English – <strong>Language</strong>: Text structure <strong>and</strong> organisation (Year 5) www.ricpublications.com.au R.I.C. Publications ®<br />
iv
Format of the bookum.<br />
Blackline masters<br />
<strong>and</strong> resource sheets<br />
are provided to support<br />
teaching <strong>and</strong> learning<br />
activities for each content<br />
description. These include<br />
worksheets for class use,<br />
games, charts or other<br />
materials which the teacher<br />
might find useful to use or<br />
display in the classroom.<br />
For each blackline master or<br />
resource sheet, the content<br />
description to which it<br />
relates is given.<br />
Each section has a checklist<br />
which teachers may find useful as<br />
a place to keep a record of their<br />
observations of the activities to<br />
develop the content descriptions.<br />
Interrelated English links<br />
lists other links covered within<br />
the <strong>Language</strong> str<strong>and</strong>, Literature<br />
str<strong>and</strong> <strong>and</strong> Literacy str<strong>and</strong> of<br />
English that are incorporated in<br />
the activities provided with the<br />
content description. While the<br />
book’s approach focuses on the<br />
Text structure <strong>and</strong> organisation<br />
sub-str<strong>and</strong>, the links show the<br />
integration across the three<br />
str<strong>and</strong>s.<br />
A table showing the <strong>Language</strong><br />
modes, General capabilities<br />
<strong>and</strong> Cross-curriculum priorities<br />
covered by the activities in each<br />
content description is provided.<br />
Answers for student worksheets<br />
are provided at the back of the<br />
book.<br />
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – <strong>Language</strong>: Text structure <strong>and</strong> organisation (Year 5)<br />
v
Text structure<br />
<strong>and</strong> organisation<br />
Underst<strong>and</strong> how the grammatical category of possessives is signalled through<br />
apostrophes <strong>and</strong> how to use apostrophes with common <strong>and</strong> proper nouns (<strong>ACE</strong>LA1506)<br />
© Australian Curriculum: Assessment <strong>and</strong> Reporting Authority 2012<br />
Related terms<br />
Punctuation/Punctuation marks<br />
The system of inserting marks in text to clarify<br />
meaning. Punctuation marks include the<br />
apostrophe, full stop, comma, colon, semicolon<br />
<strong>and</strong> quotation marks.<br />
Possessive apostrophe<br />
Punctuation marks used to show possession.<br />
Depending on the status <strong>and</strong> spelling of<br />
the noun (owner) the apostrophe may be<br />
accompanied by the letter ‘s’.<br />
Regular plural nouns<br />
Those that end in the letter ‘s’, following a<br />
specifi c rule for their formation; e.g. add an<br />
‘s’, or ‘es’, change the ‘y’ to ‘i’ <strong>and</strong> add ‘es’ or<br />
change the ‘f’ to ‘v’ <strong>and</strong> add ‘es’.<br />
Irregular plural nouns<br />
Those that have a different word to signify<br />
the plural form. These are treated in the same<br />
way as singular nouns; e.g. men’s, women’s,<br />
children’s.<br />
Possessive <strong>pronouns</strong><br />
Those that represent the owner <strong>and</strong> his, her or<br />
their possessive apostrophe.<br />
Possessive determiner<br />
That which signifi es who a thing belongs to;<br />
e.g. my car, your apple, his book, her train, its<br />
tail, our class, your teacher, their lesson.<br />
?<br />
T<br />
E<br />
What this means<br />
Teacher information<br />
• The apostrophe is used to signal possession. There are rules related to the use of the<br />
apostrophe <strong>and</strong> the letter ’s’, dependent on the number of owners <strong>and</strong> the last letter<br />
of the owner.<br />
Teaching points<br />
• If the name of a single owner does not end in the letter ‘s’, there is only one way to<br />
show possession; e.g. Ben’s dog.<br />
• If the name of a single owner ends in the letter ‘s’, there are two choices for<br />
showing possession; e.g. either an octopus’ head or an octopus’s head.<br />
• There is only one way to show possession of a regular plural noun; e.g. the cats’<br />
milk.<br />
• For irregular plural nouns that do not end in the letter ‘s’, there is only one way to<br />
show possession; e.g. the women’s fashion.<br />
• Pronouns can help identify where to place the possessive apostrophe or determine if<br />
it has been correctly placed.<br />
• When named owners who share the same thing(s) are listed, only the last owner has<br />
the possessive apostrophe.<br />
• When named owners who own individual things are listed, they all have a<br />
possessive apostrophe.<br />
• There are times when the possessive apostrophe is misused; e.g. with plurals, with<br />
possessive <strong>pronouns</strong> <strong>and</strong> with the possessive determiner, ‘its’.<br />
Elaborations<br />
E1. Underst<strong>and</strong>s that one or many owners determines the position of the possessive<br />
apostrophe.<br />
E2. Underst<strong>and</strong>s that possessive <strong>pronouns</strong> <strong>and</strong> <strong>determiners</strong> do not require a possessive<br />
apostrophe.<br />
Further resources<br />
• Primary grammar <strong>and</strong> word study (Books A–G) R.I.C. Publications<br />
• Posters: Introducing punctuation R.I.C. Publications<br />
• Interactive software: Introducing punctuation R.I.C. Publications<br />
• http://www.teachingheart.net/readerstheater.htm<br />
Student vocabulary<br />
punctuation<br />
punctuation<br />
marks<br />
possessive<br />
apostrophe<br />
singular nouns<br />
plural nouns<br />
regular plural<br />
nouns<br />
irregular plural<br />
nouns<br />
possessive<br />
pronoun<br />
possessive<br />
determiner<br />
R.I.C. Publications ® follows the guidelines for punctuation <strong>and</strong> grammar as recommended by the<br />
Style manual for authors, editors <strong>and</strong> printers, 6th edn., 2002.<br />
Note, however, that teachers should use their own guide if there is a confl ict.<br />
Australian Curriculum English – <strong>Language</strong>: Text structure <strong>and</strong> organisation (Year 5) www.ricpublications.com.au R.I.C. Publications ®<br />
40
Text structure<br />
<strong>and</strong> organisation<br />
Underst<strong>and</strong> how the grammatical category of possessives is<br />
signalled through apostrophes <strong>and</strong> how to use apostrophes with<br />
common <strong>and</strong> proper nouns (<strong>ACE</strong>LA1506)<br />
© Australian Curriculum: Assessment <strong>and</strong> Reporting Authority 2012<br />
Activities to<br />
develop the<br />
content description<br />
E1. Underst<strong>and</strong>s that one or many owners determines the position of the possessive apostrophe.<br />
• To show the position of the possessive apostrophe<br />
Enlarge, laminate <strong>and</strong> display the resource sheets pages 42, 43, 45 <strong>and</strong> 47. Discuss their content <strong>and</strong> brainstorm additional examples. Use the pictures<br />
on pages 43 <strong>and</strong> 45 to stimulate ideas for examples of different possessive phrases. On the record sheets, pages 44 <strong>and</strong> 47, record examples of phrases<br />
using the possessive apostrophe for one <strong>and</strong> more than one owner. Turn each phrase around <strong>and</strong> use the word ‘of’ to show possession. Write a sentence<br />
including the possessive apostrophe for each example.<br />
Make one collection of pictures of people <strong>and</strong> animals <strong>and</strong> one of inanimate objects. Take turns to select one picture from each collection. Make up a<br />
possessive phrase using the apostrophe. Put the phrase into a sentence. Record on page 44 for single owners <strong>and</strong> 47 for more than one owner.<br />
Enlarge, laminate <strong>and</strong> display the ‘Named owners’ resource sheet on page 50. Use the collections of pictures from the above activity to write sentences<br />
individually naming multiple owners who share the same thing <strong>and</strong> those who each own their own thing.<br />
Students write sentences containing deliberate errors <strong>and</strong> give to a partner to correct.<br />
Students take on the role of teacher <strong>and</strong> take turns explaining the rules associated with the possessive apostrophe.<br />
• To show that plural nouns do not require the possessive apostrophe<br />
Enlarge, laminate <strong>and</strong> display the resource sheet page 45. Discuss its content <strong>and</strong> brainstorm additional examples. Write sentences that include plural<br />
nouns used correctly.<br />
Encourage students to look out for community signs that have used the possessive apostrophe in error. Record these errors <strong>and</strong> use as examples<br />
to explain how <strong>and</strong> why they are incorrect. If possible, photograph the signs <strong>and</strong> use in a display highlighting the incorrect use of the possessive<br />
apostrophe.<br />
Students write sentences containing deliberate errors <strong>and</strong> give to a partner to correct.<br />
Interrelated English links: See page 58.<br />
E2. Underst<strong>and</strong>s that possessive <strong>pronouns</strong> <strong>and</strong> <strong>determiners</strong> do not require a possessive apostrophe.<br />
• To show that possessive <strong>pronouns</strong> <strong>and</strong> the possessive determiner ’its’ do not require the possessive apostrophe<br />
Enlarge, laminate <strong>and</strong> display the resource sheets, pages 52 <strong>and</strong> 53. Discuss their content <strong>and</strong> brainstorm additional examples. Write sentences that<br />
include possessive <strong>pronouns</strong> <strong>and</strong> the possessive determiner ‘its’ used correctly.<br />
Students write sentences containing deliberate errors <strong>and</strong> give to a partner to correct.<br />
Encourage students to look out for community signs that have used the possessive apostrophe in error. Record these errors <strong>and</strong> use as examples<br />
to explain how <strong>and</strong> why they are incorrect. If possible, photograph the signs <strong>and</strong> use in a display highlighting the incorrect use of the possessive<br />
apostrophe.<br />
Interrelated English links: See page 58.<br />
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – <strong>Language</strong>: Text structure <strong>and</strong> organisation (Year 5)<br />
41
To show possession by one owner – 1<br />
Resource sheet<br />
The apostrophe is used to show possession by someone or something.<br />
If the name of the owner does not end in the letter ‘s’,<br />
there is only one way to show possession.<br />
Add an apostrophe <strong>and</strong> the letter ‘s’ to the owner.<br />
My Diary<br />
Anna’s diary<br />
a dog’s collar<br />
a car’s engine<br />
a ladder’s rungs<br />
Australian Curriculum English – <strong>Language</strong>: Text structure <strong>and</strong> organisation (Year 5) www.ricpublications.com.au R.I.C. Publications ®<br />
42<br />
the diary of Anna<br />
the collar of a dog<br />
the engine of a car<br />
the rungs of a ladder<br />
If the name of the owner ends in the letter ‘s’, there are two choices to show possession.<br />
Add the apostrophe to<br />
the end of the owner.<br />
Add the apostrophe to the end of<br />
the owner <strong>and</strong> add the letter ‘s’.<br />
a platypus’ bill a platypus’s bill the bill of a platypus<br />
a hippopotamus’ teeth<br />
a hippopotamus’s teeth<br />
the teeth of a<br />
hippopotamus<br />
a walrus’ tusks a walrus’s tusks the tusks of a walrus<br />
a rhinoceros’ horns<br />
a rhinoceros’s horns<br />
the horns of a<br />
rhinoceros<br />
Underst<strong>and</strong> how the grammatical category of possessives is signalled through apostrophes <strong>and</strong> how to use apostrophes with common <strong>and</strong> proper nouns (<strong>ACE</strong>LA1506)<br />
© Australian Curriculum: Assessment <strong>and</strong> Reporting Authority 2012
To show possession by one<br />
owner – 2<br />
Resource sheet<br />
Underst<strong>and</strong> how the grammatical category of possessives is signalled through apostrophes <strong>and</strong> how to use apostrophes with common <strong>and</strong> proper nouns (<strong>ACE</strong>LA1506)<br />
© Australian Curriculum: Assessment <strong>and</strong> Reporting Authority 2012<br />
leopard<br />
wombat<br />
possum<br />
horse<br />
giraffe<br />
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – <strong>Language</strong>: Text structure <strong>and</strong> organisation (Year 5)<br />
43<br />
mantis<br />
octopus<br />
ibis<br />
albatross<br />
chamois
To show possession by one owner – 3<br />
With the word ‘of’<br />
With possessive<br />
apostrophe<br />
Singular noun Possession(s)<br />
e.g. horse mane the horse’s mane the mane of the horse<br />
The horse’s mane was ruffled by the wind.<br />
Australian Curriculum English – <strong>Language</strong>: Text structure <strong>and</strong> organisation (Year 5) www.ricpublications.com.au R.I.C. Publications ®<br />
44<br />
Underst<strong>and</strong> how the grammatical category of possessives is signalled through apostrophes <strong>and</strong> how to use apostrophes with common <strong>and</strong> proper nouns (<strong>ACE</strong>LA1506)<br />
© Australian Curriculum: Assessment <strong>and</strong> Reporting Authority 2012
To show possession by more than<br />
one owner – 1<br />
Resource sheet<br />
The apostrophe is used to show possession by someone or something.<br />
The plural of most nouns ends in the letter ‘s’.<br />
There is only one way to show possession by more than one owner.<br />
Underst<strong>and</strong> how the grammatical category of possessives is signalled through apostrophes <strong>and</strong> how to use apostrophes with common <strong>and</strong> proper nouns (<strong>ACE</strong>LA1506)<br />
© Australian Curriculum: Assessment <strong>and</strong> Reporting Authority 2012<br />
Add an apostrophe after the letter ‘s’ at the end of the plural form.<br />
the cats’ whiskers<br />
the whiskers of the cats<br />
the churches’ steeples<br />
the steeples of the churches<br />
the fairies’ wings<br />
the wings of the fairies<br />
the elves’ beards<br />
the beards of the elves<br />
The plural of some nouns is a different word.<br />
There is only one way to show possession of such owners.<br />
Add an apostrophe <strong>and</strong> the letter ‘s’ to the plural noun.<br />
the people’s princess<br />
the princess of the people<br />
the mice’s food<br />
the food of the mice<br />
the children’s gr<strong>and</strong>mother<br />
the gr<strong>and</strong>mother of the children<br />
the men’s moustaches<br />
the moustaches of the men<br />
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – <strong>Language</strong>: Text structure <strong>and</strong> organisation (Year 5)<br />
45
To show possession by more than<br />
one owner – 2<br />
Resource sheet<br />
leopards<br />
geese<br />
wombats<br />
children<br />
possums<br />
women<br />
horses<br />
lice<br />
giraffes<br />
teeth<br />
Australian Curriculum English – <strong>Language</strong>: Text structure <strong>and</strong> organisation (Year 5) www.ricpublications.com.au R.I.C. Publications ®<br />
46<br />
Underst<strong>and</strong> how the grammatical category of possessives is signalled through apostrophes <strong>and</strong> how to use apostrophes with common <strong>and</strong> proper nouns (<strong>ACE</strong>LA1506)<br />
© Australian Curriculum: Assessment <strong>and</strong> Reporting Authority 2012
Underst<strong>and</strong> how the grammatical category of possessives is signalled through apostrophes <strong>and</strong> how to use apostrophes with common <strong>and</strong> proper nouns (<strong>ACE</strong>LA1506)<br />
© Australian Curriculum: Assessment <strong>and</strong> Reporting Authority 2012<br />
To show possession by more than one owner – 3<br />
With the word ‘of’<br />
With possessive<br />
apostrophe<br />
Plural noun Possession(s)<br />
e.g. princes crowns the princes’ crowns the crowns of the princes<br />
The princes’ crowns were made of solid gold.<br />
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – <strong>Language</strong>: Text structure <strong>and</strong> organisation (Year 5)<br />
47
The possessive apostrophe<br />
The apostrophe is used to show possession by someone or something.<br />
Rewrite each sentence using the possessive apostrophe.<br />
1. (a) The dog of the farmer rounded up the sheep.<br />
(b) The eggs of the hen were eaten by the fox.<br />
(c) The wallet of the pensioner was h<strong>and</strong>ed in at the police station.<br />
2. (a) The tail <strong>and</strong> neck of Brachiosaurus were very long.<br />
(b) The head of Brachiosaurus was very small.<br />
(c) The front legs of Brachiosaurus were longer than its hind legs.<br />
3. (a) The supporters of the politicians were ready to vote.<br />
(b) The cries of the babies were heard across the park.<br />
(c) The antics of the animals made the children laugh.<br />
4. (a) The hissing of the geese was very loud.<br />
(b) The vote of the people were very important.<br />
Australian Curriculum English – <strong>Language</strong>: Text structure <strong>and</strong> organisation (Year 5) www.ricpublications.com.au R.I.C. Publications ®<br />
48<br />
Underst<strong>and</strong> how the grammatical category of possessives is signalled through apostrophes <strong>and</strong> how to use apostrophes with common <strong>and</strong> proper nouns (<strong>ACE</strong>LA1506)<br />
© Australian Curriculum: Assessment <strong>and</strong> Reporting Authority 2012
Pronoun clues<br />
Resource sheet<br />
The position of the possessive apostrophe indicates if there is one or many owners.<br />
Pronoun clues in the sentence can also indicate the number of owners.<br />
The teacher was happy with the students’ progress <strong>and</strong> rewarded them well.<br />
Underst<strong>and</strong> how the grammatical category of possessives is signalled through apostrophes <strong>and</strong> how to use apostrophes with common <strong>and</strong> proper nouns (<strong>ACE</strong>LA1506)<br />
© Australian Curriculum: Assessment <strong>and</strong> Reporting Authority 2012<br />
The teacher was happy with the progress of more than<br />
one student <strong>and</strong> rewarded them very well.<br />
<br />
The teacher was happy with the student’s progress <strong>and</strong> rewarded him well.<br />
The teacher was happy with the progress of one student <strong>and</strong> rewarded him very well.<br />
The farmer cleaned the horse’s stable <strong>and</strong> gave it fresh hay to eat.<br />
The farmer cleaned the stable of one horse <strong>and</strong> gave it fresh hay to eat.<br />
<br />
The farmer cleaned the horses’ stable <strong>and</strong> gave them fresh hay to eat.<br />
The farmer cleaned the stable of more than one horse <strong>and</strong> gave them fresh hay to eat.<br />
The swimmers’ coach was delighted when they won the relay race.<br />
The coach of more than one swimmer was delighted when they won the relay race.<br />
<br />
The swimmer’s coach was delighted when she won the relay race.<br />
The coach of one swimmer was delighted when she won the relay race.<br />
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – <strong>Language</strong>: Text structure <strong>and</strong> organisation (Year 5)<br />
49
Pronoun clues<br />
The apostrophe is used to show possession by someone or something.<br />
1. Use the pronoun in bold type in each sentence to decide where to place the possessive<br />
apostrophe in the noun in bold type.<br />
(a) The cats owner was upset when they did not return<br />
home one night.<br />
(b) The builders ladder was stolen while she was<br />
replacing tiles on the roof.<br />
(c) At the end of the party, the boys mother took<br />
them home.<br />
(d) Mum washed my brothers socks with my red dress.<br />
He now has pink socks.<br />
(e) The trees branches came down when it was hit by<br />
lightning.<br />
(f) The bear cubs mother caught fish for them.<br />
2. Write the missing pronoun in each sentence.<br />
(a) The parents were happy with their sons’ behaviour<br />
so they took<br />
for a special treat.<br />
(b) Lauren enjoyed her brothers’ company, especially<br />
when<br />
let her play football.<br />
(c) Gr<strong>and</strong>ma looked forward to her nephew’s visits<br />
<strong>and</strong> always baked a special cake for .<br />
(d) Anjil often walked her neighbours’ dogs. She knew<br />
didn’t have much free time.<br />
(e) Salwa <strong>and</strong> Sujatha studied the female student’s reports.<br />
They were sad to see that<br />
no progress.<br />
(f) The garden’s lawn suffered because<br />
not been watered.<br />
had made<br />
Australian Curriculum English – <strong>Language</strong>: Text structure <strong>and</strong> organisation (Year 5) www.ricpublications.com.au R.I.C. Publications ®<br />
had<br />
Underst<strong>and</strong> how the grammatical category of possessives is signalled through apostrophes <strong>and</strong> how to use apostrophes with common <strong>and</strong> proper nouns (<strong>ACE</strong>LA1506)<br />
© Australian Curriculum: Assessment <strong>and</strong> Reporting Authority 2012<br />
50
Underst<strong>and</strong> how the grammatical category of possessives is signalled through apostrophes <strong>and</strong> how to use apostrophes with common <strong>and</strong> proper nouns (<strong>ACE</strong>LA1506)<br />
© Australian Curriculum: Assessment <strong>and</strong> Reporting Authority 2012<br />
Named owners<br />
When named owners who share the same thing(s) are listed, only the last owner has the possessive apostrophe.<br />
the parents of both Achim <strong>and</strong> Nari<br />
Achim <strong>and</strong> Nari share the same parents.<br />
Achim <strong>and</strong> Nari’s parents<br />
the friends of both Nagisa <strong>and</strong> Anja<br />
Nagisa <strong>and</strong> Anja share the same friends.<br />
Nagisa <strong>and</strong> Anja’s friends<br />
the pets of both Ciara <strong>and</strong> Logan<br />
Ciara <strong>and</strong> Logan share the same pets.<br />
Ciara <strong>and</strong> Logan’s pets<br />
Resource sheet<br />
the games of both Mira <strong>and</strong> Eyal<br />
Mira <strong>and</strong> Eyal share the same games.<br />
Mira <strong>and</strong> Eyal’s games<br />
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – <strong>Language</strong>: Text structure <strong>and</strong> organisation (Year 5)<br />
51<br />
When named owners who own individual things are listed, they all have a possessive apostrophe.<br />
the parents of Achim <strong>and</strong> the parents of Nari<br />
Achim <strong>and</strong> Nari have different parents.<br />
Achim’s <strong>and</strong> Nari’s parents<br />
the friends of Nagisa <strong>and</strong> the friends of Anja<br />
Nagisa <strong>and</strong> Anja have different friends.<br />
Nagisa’s <strong>and</strong> Anja’s friends<br />
the pets of Ciara <strong>and</strong> the pets of Logan<br />
Ciara <strong>and</strong> Logan have different pets.<br />
Ciara’s <strong>and</strong> Logan’s pets<br />
the games of Mira <strong>and</strong> the games of Eyal<br />
Mira <strong>and</strong> Eyal have different games.<br />
Mira’s <strong>and</strong> Eyal’s games
Named owners<br />
The apostrophe is used to show possession by someone or something.<br />
1. Write the phrase with the possessive apostrophe to represent each sentence.<br />
(a) Sam <strong>and</strong> Mitchell share the same sisters.<br />
(b) Ryan <strong>and</strong> Luke have different computer games.<br />
(c) Lisa <strong>and</strong> Joanne share the same teachers.<br />
(d) Mum <strong>and</strong> Dad share the same hobbies.<br />
(e) Rover <strong>and</strong> Toby have different kennels.<br />
2. Write a sentence to explain each phrase.<br />
(a) Jack’s <strong>and</strong> Jill’s buckets<br />
(b) Bill’s <strong>and</strong> Ben’s flowerpots<br />
(c) Lassie <strong>and</strong> Rover’s owners<br />
(d) Mum’s <strong>and</strong> Dad’s cars<br />
(e) Harry <strong>and</strong> Hannah’s goats<br />
Australian Curriculum English – <strong>Language</strong>: Text structure <strong>and</strong> organisation (Year 5) www.ricpublications.com.au R.I.C. Publications ®<br />
52<br />
Underst<strong>and</strong> how the grammatical category of possessives is signalled through apostrophes <strong>and</strong> how to use apostrophes with common <strong>and</strong> proper nouns (<strong>ACE</strong>LA1506)<br />
© Australian Curriculum: Assessment <strong>and</strong> Reporting Authority 2012
The plural/possessive trap<br />
Resource sheet<br />
The apostrophe of possession is often misplaced.<br />
On many community signs, it can be seen in a word ending<br />
with the letter ‘s’ that is simply a plural word.<br />
How can you avoid falling into the ‘plural/possessive’ trap?<br />
Underst<strong>and</strong> how the grammatical category of possessives is signalled through apostrophes <strong>and</strong> how to use apostrophes with common <strong>and</strong> proper nouns (<strong>ACE</strong>LA1506)<br />
© Australian Curriculum: Assessment <strong>and</strong> Reporting Authority 2012<br />
Read the phrase or sentence. Does it make sense?<br />
Sign<br />
Shoe’s<br />
for SALE<br />
Traffic light’s<br />
ahead<br />
Keep dog’s<br />
on a lead<br />
Place bike’s<br />
in the rack<br />
Leave<br />
trolley’s here<br />
What it is saying<br />
the ‘for sale’<br />
of the shoe<br />
the ‘ahead’<br />
of the traffi c<br />
lights<br />
Keep the ‘on<br />
a lead’ of the<br />
dog.<br />
Place the ‘in<br />
the rack’ of<br />
the bike.<br />
Leave the<br />
‘here’ of the<br />
trolley.<br />
Does it make<br />
sense?<br />
No<br />
No<br />
No<br />
No<br />
No<br />
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – <strong>Language</strong>: Text structure <strong>and</strong> organisation (Year 5)<br />
53<br />
Correct sign<br />
Shoes<br />
for SALE<br />
Traffic lights<br />
ahead<br />
Keep dogs<br />
on a lead<br />
Place bikes<br />
in the rack<br />
Leave<br />
trolleys here<br />
What it means<br />
There are shoes<br />
for sale.<br />
There are traffi c<br />
lights ahead.<br />
Dogs should be<br />
kept on their<br />
leads.<br />
Bikes should be<br />
placed in the<br />
rack.<br />
Trolleys should<br />
be left here.<br />
(in a trolley<br />
park)
Possessive <strong>pronouns</strong><br />
Resource sheet<br />
The possessive apostrophe is used only when the owner is represented by a noun.<br />
If the owner is represented by a possessive pronoun, no apostrophe is required.<br />
Possessive<br />
pronoun<br />
Examples<br />
Meaning<br />
mine<br />
yours<br />
(singular)<br />
his<br />
hers<br />
ours<br />
yours<br />
(plural)<br />
theirs<br />
‘You have your favourite foods <strong>and</strong> I<br />
have mine.’<br />
‘This is Mum’s magazine. Where is<br />
mine?’<br />
‘Emil, the books on the table are yours.’<br />
‘These scissors are mine. Where are<br />
yours?’<br />
After Joel won the tennis match, the<br />
trophy was his.<br />
Australian Curriculum English – <strong>Language</strong>: Text structure <strong>and</strong> organisation (Year 5) www.ricpublications.com.au R.I.C. Publications ®<br />
54<br />
The favourite foods belonging to me.<br />
Where is my magazine?<br />
The books belong to Emil.<br />
Where are your scissors?<br />
The trophy belongs to Joel.<br />
‘I ate my apple but Sam left his.’ Sam did not eat his apple.<br />
Ashley knew the responsibility was hers.<br />
Mai found her clue but Sasha couldn’t<br />
fi nd hers.<br />
The twins looked at the lunchboxes on<br />
the table. ‘Are they ours?’ they asked.<br />
‘Your car wasn’t damaged in the storm<br />
but you should see ours!’<br />
The twins’ mother answered, ‘Yes, they<br />
are yours’.<br />
‘Our car was parked on the street. Where<br />
was yours parked?’<br />
‘Look at the twins! I knew that puppy<br />
was theirs!’<br />
The family hoped the winning raffl e<br />
ticket would be theirs.<br />
The responsibility belongs to Ashley.<br />
Sasha couldn’t fi nd her clue.<br />
Do the lunchboxes belong to the twins?<br />
Our car was damaged in the storm.<br />
Yes, the lunchboxes do belong to the<br />
twins.<br />
Where was your car parked?<br />
The puppy belongs to the twins.<br />
The family hoped their raffl e ticket was<br />
the winner.<br />
Underst<strong>and</strong> how the grammatical category of possessives is signalled through apostrophes <strong>and</strong> how to use apostrophes with common <strong>and</strong> proper nouns (<strong>ACE</strong>LA1506)<br />
© Australian Curriculum: Assessment <strong>and</strong> Reporting Authority 2012
Resource sheet<br />
Underst<strong>and</strong> how the grammatical category of possessives is signalled through apostrophes <strong>and</strong> how to use apostrophes with common <strong>and</strong> proper nouns (<strong>ACE</strong>LA1506)<br />
© Australian Curriculum: Assessment <strong>and</strong> Reporting Authority 2012<br />
The possessive determiner ‘its’<br />
Why does the possessive determiner ‘its’ not require an apostrophe?<br />
‘It’s’ is the contraction for ‘it is’.<br />
If ‘it’s’ is written as the possessive determiner, there is no sense to the meaning of the sentence.<br />
Incorrect example Nonsense meaning Correct example Meaning<br />
The buttons of<br />
the coat were<br />
lost <strong>and</strong> the<br />
lining of the<br />
coat was ripped.<br />
The coat was so<br />
old, its buttons<br />
were lost <strong>and</strong> its<br />
lining was ripped.<br />
The coat was so<br />
old, it is buttons<br />
were lost <strong>and</strong><br />
it is lining was<br />
ripped.<br />
The coat was so<br />
old, it’s buttons<br />
were lost <strong>and</strong> it’s<br />
lining was ripped.<br />
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – <strong>Language</strong>: Text structure <strong>and</strong> organisation (Year 5)<br />
55<br />
The ranger watched<br />
over the cubs of the<br />
lion as it slept.<br />
As the lion<br />
slept, the ranger<br />
watched over its<br />
cubs.<br />
As the lion<br />
slept, the ranger<br />
watched over it<br />
is cubs.<br />
As the lion<br />
slept, the ranger<br />
watched over it’s<br />
cubs.<br />
The magic of the<br />
rain helped the<br />
crops to grow.<br />
The rain cast its magic<br />
over the crops <strong>and</strong> they<br />
began to grow.<br />
The rain cast it is<br />
magic over the crops<br />
<strong>and</strong> they began to<br />
grow.<br />
The rain cast it’s magic<br />
over the crops <strong>and</strong> they<br />
began to grow.<br />
The juice of the<br />
peach dribbled<br />
down Jem’s face<br />
when he bit<br />
into it.<br />
As Jem bit into the<br />
peach, its juice<br />
dribbled down<br />
his face.<br />
As Jem bit into the<br />
peach, it is juice<br />
dribbled down<br />
his face.<br />
As Jem bit into the<br />
peach, it’s juice<br />
dribbled down<br />
his face.
Pronouns <strong>and</strong> <strong>determiners</strong><br />
A possessive pronoun represents the owner <strong>and</strong> the apostrophe.<br />
1. Choose the correct possessive pronoun for each sentence.<br />
mine yours his hers ours theirs<br />
(a) The couple wondered where the building plans had gone. The builder had<br />
several on his desk but none of them were .<br />
(b) At the bus station, the man saw many buses but didn’t know which was<br />
.<br />
(c) ‘Look at all the cars in the car park now, Dad. Which one is<br />
?’<br />
(d) ‘She’ll do her duties, Nadim. You just concentrate on ’,<br />
said the school teacher.<br />
(e) ‘That’s<br />
!’ shrieked the young child as he snatched his toy.<br />
(f) ‘You all have a record of your test scores. Ethan <strong>and</strong> Jed, can you tell me<br />
.’<br />
A possessive determiner identifies the owner of something.<br />
2. Choose the correct possessive pronoun for each sentence.<br />
my your his her its our their<br />
(a) The girl looked at<br />
(b) It was the family’s choice to move from<br />
(c) ‘I have lost<br />
(d) ‘You’ve spent all of<br />
(e) Andrew felt lonely when<br />
(f) A deciduous tree loses<br />
(g) ‘We picked the flowers from<br />
Thomas proudly.<br />
watch, hoping the lesson would end.<br />
tie’, said the careless schoolgirl.<br />
home.<br />
money!’ shrieked Mum.<br />
friends returned home.<br />
leaves in autumn.<br />
garden’, said<br />
Australian Curriculum English – <strong>Language</strong>: Text structure <strong>and</strong> organisation (Year 5) www.ricpublications.com.au R.I.C. Publications ®<br />
Underst<strong>and</strong> how the grammatical category of possessives is signalled through apostrophes <strong>and</strong> how to use apostrophes with common <strong>and</strong> proper nouns (<strong>ACE</strong>LA1506)<br />
© Australian Curriculum: Assessment <strong>and</strong> Reporting Authority 2012<br />
56
Text structure<br />
<strong>and</strong> organisation<br />
Underst<strong>and</strong> how the grammatical category of possessives is<br />
signalled through apostrophes <strong>and</strong> how to use apostrophes with<br />
common <strong>and</strong> proper nouns (<strong>ACE</strong>LA1506)<br />
© Australian Curriculum: Assessment <strong>and</strong> Reporting Authority 2012<br />
Assessment<br />
checklist<br />
Student Name<br />
Underst<strong>and</strong>s the<br />
rules for applying the<br />
apostrophe to single<br />
owners<br />
Underst<strong>and</strong>s the<br />
rules for applying<br />
the apostrophe to<br />
multiple owners<br />
Underst<strong>and</strong>s that<br />
<strong>pronouns</strong> in a<br />
sentence can identify<br />
the owners<br />
Underst<strong>and</strong>s the<br />
rules for adding the<br />
apostrophe when<br />
named owners share<br />
the same thing<br />
Underst<strong>and</strong>s the<br />
rules for adding the<br />
apostrophe when<br />
named owners each<br />
own individual things<br />
Underst<strong>and</strong>s that the<br />
apostrophe is not<br />
required for plural<br />
nouns, possessive<br />
<strong>pronouns</strong> <strong>and</strong> the<br />
determiner ‘its’<br />
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – <strong>Language</strong>: Text structure <strong>and</strong> organisation (Year 5)<br />
57
Text structure<br />
<strong>and</strong> organisation<br />
Underst<strong>and</strong> how the grammatical category of possessives is<br />
signalled through apostrophes <strong>and</strong> how to use apostrophes with<br />
common <strong>and</strong> proper nouns (<strong>ACE</strong>LA1506)<br />
© Australian Curriculum: Assessment <strong>and</strong> Reporting Authority 2012<br />
Interrelated<br />
English<br />
links<br />
Below is a list of links within the <strong>Language</strong> str<strong>and</strong>, Literature str<strong>and</strong> <strong>and</strong> Literacy str<strong>and</strong> of English that are covered within the activities provided with the<br />
content description above:<br />
E1. Underst<strong>and</strong>s that one or many owners determines the position of the possessive apostrophe.<br />
• Recognise uncommon plurals, for example ‘foci’ (<strong>ACE</strong>LA1514)<br />
• Identify <strong>and</strong> explain characteristic text structures <strong>and</strong> language features used in imaginative, informative <strong>and</strong> persuasive texts to meet the purpose of the<br />
text (<strong>ACE</strong>LY1701)<br />
• Plan, draft <strong>and</strong> publish imaginative, informative <strong>and</strong> persuasive print <strong>and</strong> multimodal texts, choosing text structures, language features, images <strong>and</strong><br />
sound appropriate to purpose <strong>and</strong> audience (<strong>ACE</strong>LY1704)<br />
• Reread <strong>and</strong> edit student’s own <strong>and</strong> others’ work using agreed criteria for text structures <strong>and</strong> language features (<strong>ACE</strong>LY1705)<br />
• Develop a h<strong>and</strong>writing style that is becoming legible, fl uent <strong>and</strong> automatic (<strong>ACE</strong>LY1706)<br />
• Use a range of software including word processing programs with fl uency to construct, edit <strong>and</strong> publish written text, <strong>and</strong> select, edit <strong>and</strong> place visual,<br />
print <strong>and</strong> audio elements (<strong>ACE</strong>LY1707)<br />
E2. Underst<strong>and</strong>s that possessive <strong>pronouns</strong> <strong>and</strong> <strong>determiners</strong> do not require a possessive apostrophe.<br />
• Reread <strong>and</strong> edit student’s own <strong>and</strong> others’ work using agreed criteria for text structures <strong>and</strong> language features (<strong>ACE</strong>LY1705)<br />
• Develop a h<strong>and</strong>writing style that is becoming legible, fl uent <strong>and</strong> automatic (<strong>ACE</strong>LY1706)<br />
• Use a range of software including word processing programs with fl uency to construct, edit <strong>and</strong> publish written text, <strong>and</strong> select, edit <strong>and</strong> place visual,<br />
print <strong>and</strong> audio elements (<strong>ACE</strong>LY1707)<br />
The above links are reproduced with permission from ACARA.<br />
© Australian Curriculum: Assessment <strong>and</strong> Reporting Authority 2012<br />
Modes, capabilities <strong>and</strong> priorities covered by the<br />
activities in this content description<br />
<strong>Language</strong> modes General capabilities<br />
Listening Literacy ✔<br />
Speaking<br />
Reading ✔<br />
Viewing<br />
Numeracy<br />
Information <strong>and</strong> communication<br />
technology (ICT) capability<br />
Critical <strong>and</strong> creative thinking<br />
Writing ✔ Personal <strong>and</strong> social capability<br />
Ethical behaviour<br />
Intercultural underst<strong>and</strong>ing<br />
Cross-curriculum priorities<br />
Aboriginal <strong>and</strong> Torres Strait Isl<strong>and</strong>er histories <strong>and</strong> cultures<br />
Asia <strong>and</strong> Australia’s engagement in Asia<br />
Sustainability<br />
Australian Curriculum English – <strong>Language</strong>: Text structure <strong>and</strong> organisation (Year 5) www.ricpublications.com.au R.I.C. Publications ®<br />
58
Text structure<br />
<strong>and</strong> organisation<br />
Underst<strong>and</strong> how the grammatical category of possessives is<br />
signalled through apostrophes <strong>and</strong> how to use apostrophes with<br />
common <strong>and</strong> proper nouns (<strong>ACE</strong>LA1506)<br />
© Australian Curriculum: Assessment <strong>and</strong> Reporting Authority 2012<br />
Teachers notes<br />
Date<br />
Comments<br />
Further resources<br />
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum English – <strong>Language</strong>: Text structure <strong>and</strong> organisation (Year 5)<br />
59
Text structure<br />
<strong>and</strong> organisation<br />
Underst<strong>and</strong> how the grammatical category of possessives is<br />
signalled through apostrophes <strong>and</strong> how to use apostrophes with<br />
common <strong>and</strong> proper nouns (<strong>ACE</strong>LA1506)<br />
© Australian Curriculum: Assessment <strong>and</strong> Reporting Authority 2012<br />
Answers<br />
The possessive apostrophe .............................page 48<br />
1. (a) The farmer’s dog rounded up the sheep.<br />
(b) The hen’s eggs were eaten by the fox.<br />
(c) The pensioner’s wallet was h<strong>and</strong>ed in at the police station.<br />
2. (a) Brachiosaurus’ tail <strong>and</strong> neck were very long or Brachiosaurus’s tail<br />
<strong>and</strong> neck were very long.<br />
(b) Brachiosaurus’ head was very small or Brachiosaurus’s head was<br />
very small.<br />
(c) Brachiosaurus’ front legs were longer than its hind legs or<br />
Brachiosaurus’s front legs were longer than its hind legs.<br />
3 (a) The politicians’ supporters were ready to vote.<br />
(b) The babies’ cries were heard across the park.<br />
(c) The animals’ antics made the children laugh.<br />
4. (a) The geese’s hissing was very loud.<br />
(b) The people’s votes were very important.<br />
Pronoun clues ...................................................page 50<br />
1. (a) cats’ (b) builder’s (c) boys’<br />
(d) brother’s (e) tree’s (f) cubs’<br />
2. (a) them (b) they (c) him<br />
(d) they (e) she (f) it<br />
Named owners .................................................page 52<br />
1. (a) Sam <strong>and</strong> Mitchell’s sisters.<br />
(b) Ryan’s <strong>and</strong> Luke’s computer games.<br />
(c) Lisa <strong>and</strong> Joanne’s teacher.<br />
(d) Mum <strong>and</strong> Dad’s hobbies.<br />
(e) Rover’s <strong>and</strong> Toby’s kennels.<br />
2. (a) Jack <strong>and</strong> Jill each have their own buckets.<br />
(b) Bill <strong>and</strong> Ben each have their own fl owerpots.<br />
(c) Lassie <strong>and</strong> Rover share the same owners.<br />
(d) Mum <strong>and</strong> Dad each have their own cars.<br />
(e) Harry <strong>and</strong> Hannah share the same goats.<br />
Pronouns <strong>and</strong> <strong>determiners</strong> ..............................page 56<br />
1. (a) theirs (b) his (c) ours<br />
(d) yours (e) mine (f) yours<br />
2. (a) her (b) their<br />
(c) my (d) your<br />
(e) his (f) its<br />
(g) our<br />
Australian Curriculum English – <strong>Language</strong>: Text structure <strong>and</strong> organisation (Year 5) www.ricpublications.com.au R.I.C. Publications ®<br />
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