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Syntax and Sentence Structure
The Lost and Found: Possessive Apostrophe Adventure!

Summary

In this literacy centre, designed for grades 1 to 3, students will hunt to “find” objects belonging to different people or animals. They will label these objects with possessive apostrophes (e.g., Sarah’s book, the cat’s ball) and write sentences describing who the objects belong to.

Learning Outcomes

By the end of this centre, students will be able to:
  • Correctly use apostrophes to show possession (e.g., “Sarah’s desk”, “the cat’s toy”);
  • Identify and label objects using possessive forms;
  • Write sentences showing possession, making sure to place the apostrophe correctly.

Material to Prepare

  • Appendix A: Lost Objects Cards
  • Appendix B: Owner Cards
  • Appendix C: Apostrophe Checklist
  • Appendix D: Clue Cards
  • Labels or sticky notes
  • Writing sheets

Procedure

Step 1: Introduction to Possessive Apostrophes
  • Step 1: Learn the Rule

    Review how to show possession with apostrophes:

    • For singular nouns, add an apostrophe and an “s” (e.g., Sarah’s desk, the dog’s toy).
    • For plural nouns ending in “s”, add an apostrophe after the “s” (e.g., the students’ books).
  • Step 2: Practice with Examples

    Show examples like:

    • “This is Sarah’s book.”
    • “The dog’s toy is missing.”
    • “The students’ homework is on the table.”
Step 2: Find the Lost Objects
  • Step 1: Start the Treasure Hunt
    • Hide the Lost Object Cards (Appendix A) around the classroom in places corresponding to the Clue Cards (Appendix D).
    • Students will work individually or in pairs to follow the clues and find the hidden objects.
  • Step 2: Use Possessive Apostrophes to Label the Objects
    • After finding an object, students must draw an Owner Card (Appendix B) to determine who the object belongs to.
    • They will use sticky notes or labels to write the correct possessive phrase (e.g., John’s book, the dog’s ball) and place it on the found object.
  • Step 3: Check for Capitals

    Students will use the Checklist for Proper Nouns (Appendix B) to check their work and ensure all proper nouns are capitalized correctly.

Step 3: Write Sentences with Possessives
  • Step 1: Write Possessive Sentences
    • After labelling, students will write complete sentences describing the ownership of the objects.
    • Example:
      • “This is Sarah’s book.”
      • “The dog’s ball was lost, but now it’s found.”
  • Step 2: Double-Check Apostrophe Placement

    Students will use the Apostrophe Checklist (Appendix C) to make sure the apostrophes are in the right place.

Checklist for Independent Work:

  • Did you place the apostrophe before the “s” to show possession for singular nouns (e.g., Sarah’s desk)?
  • Did you place the apostrophe after the “s” for plural nouns that end in “s” (e.g., the students’ books)?
  • Did you label all objects and write sentences describing who they belong to?

DIFFERENTIATION: Observing and providing support during analysis.

Possible Observation Intervention Strategies
Students place the apostrophe incorrectly in singular nouns (e.g., “Sarahs’ ball” instead of “Sarah’s ball”). Other examples include putting the apostrophe after the “s” in singular nouns.
  • Review the rule that the apostrophe should come before the “s” (e.g., “Sarah’s ball”) for singular nouns. Provide examples and reinforce this rule by asking students to practise rewriting sentences with possessive forms.
  • Have the student go through their work and circle all the singular nouns. Ask them to check if the apostrophe is placed before the “s” and correct any mistakes.
Students confuse plurals and possessive forms (e.g., “the dogs” instead of “the dog’s toy”).
  • Create an activity where students sort phrases into two categories: plural (e.g., “dogs”) and possessive (e.g., “dog’s”). This will help them see the difference.
  • Work with the student to review sentences containing plurals and possessives, showing how the apostrophe changes the meaning (e.g., “The dogs are playing” vs. “The dog’s toy is lost”).
Students write the owner and objects correctly but forgets to include the apostrophe to show possession (e.g., “Sarahs ball” instead of “Sarah’s ball”).
  • Provide a small reference sheet the student can keep while working. It will remind them to check for apostrophes in possessive nouns.
  • Give students sentence frames that leave a blank for the apostrophe (e.g., “This is _______ book”), prompting them to add it correctly.
Students find the objects and label them correctly but struggle to write complete sentences that describe the ownership (e.g., “Sarah ball” instead of “This is Sarah’s ball”).
  • To help students build full sentences, give students sentence starters like “This is _______” or “The _______ belongs to _______.”
  • Pair students to work together and take turns reading their sentences aloud. The listener can help identify if anything is missing from the sentence.

Appendixes

Download the Appendixes document

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