Possessive Apostrophes Fun

WALT (We Are Learning To)

• Understand and use possessive apostrophes correctly to show ownership in singular nouns.

National Curriculum links

• English Programme of Study – Year 1
  • Writing: Pupils use new vocabulary from their reading, discussions, or videos.
  • Grammar: Learn how to use the forms ‘apostrophe s’ to mark singular possession in nouns (e.g. the girl’s book).

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Success Criteria

• I can explain what a possessive apostrophe shows.
• I can identify singular nouns that have been made possessive using apostrophe-s.
• I can create sentences using possessive apostrophes correctly.
• I can say my sentences confidently to my classmates.

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Resources

• Short animated video introducing possessive apostrophes (2-3 mins)
• Physical objects: bear, ball, toy, book, doll, teddy
• Mini-whiteboards and markers (1 per student)
• Circle time seating area
• Dyslexia-friendly sentence strips with colour coding for apostrophes (for support)

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Lesson Activities

1. Introduction & Video (8 minutes)

• Gather children on the carpet. Introduce the topic by showing the objects (bear, ball, toy) and explain that today we will learn how to show that something belongs to something else using a special mark called an apostrophe.
• Play the short, child-friendly video explaining possessive apostrophes with simple examples and animations.
• Pause at key points to ask quick questions: “What does the apostrophe do? Who owns the doll in this sentence?”

2. Modelling with Objects (7 minutes)

• Show one object (e.g., the bear) and say “This is the bear.” Then add another object (e.g., a ball).
• Model aloud possessive phrases: “The bear’s ball” — holding up the bear and the ball to show ownership. Emphasise the apostrophe and ‘s’ in speech.
• Repeat with other objects (book, doll, teddy) to show varied examples.
• Ask children for ideas: “What could we say about the doll’s toy?”

3. Circle Time Oral Game: Pass and Possess (10 minutes)

• Children sit in a circle. Pass one object around (e.g., toy duck, teddy).
• When a child receives the object, they make a simple possessive sentence orally using that object and another from the pile, for example, “The doll’s book,” or, “The teddy’s ball.”
• Encourage children to emphasise the apostrophe ‘s’ sound clearly.
• Teacher helps scaffold answers and models if needed.
• Repeat with 3-4 objects ensuring every child has a turn.

4. Mini-Whiteboard Writing (10 minutes)

• Distribute mini-whiteboards and markers.
• Children create their own sentence using the objects from circle time, writing a possessive apostrophe sentence, for example: “The bear’s ball is red.”
• Support with dyslexia-friendly sentence strips showing the sentence structure with apostrophes highlighted in a different colour.
• Encourage children to sound out words and write the apostrophe carefully.
• After writing, children volunteer to read their sentences aloud to build confidence.

5. Plenary & Reflection (5 minutes)

• Recap the WALT and success criteria.
• Ask: “What does an apostrophe do in a sentence?” “How can we show that a ball belongs to a bear?”
• Positive praise for participation and correct apostrophe use.
• Explain that tomorrow they will continue practising possessive apostrophes with plural nouns.

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Differentiation

Learner Type	Strategies
EAL learners	Use visuals, demonstrate meaning with objects, repeat phrases clearly, use sentence frames.
SEND / Dyslexic learners	Dyslexia-friendly sentence strips with colour-coded apostrophes and simple font; extra adult support during writing; use of oral practice to reduce writer’s anxiety.
Advanced learners	Challenge to write two sentences using different objects and possessive apostrophes; encourage use of adjectives for richer detail.

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Extension Activities

• Children create a class “Possessive Apostrophe Book” by drawing objects and writing sentences with possessive apostrophes in small groups.
• Use a yoga or movement game where children “become” the object and “possessor” and use possessive apostrophe phrases aloud while interacting physically.

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This plan combines multi-sensory approaches — visual (video, colour-coded writing), auditory (oral games), and kinaesthetic (passing objects, movement) — to engage Year 1 pupils fully within the National Curriculum expectations for grammar and spoken language development.