Applying learning

Teaching possession Using Family Items

Primary

Communication and language

﻿Hello everyone. My name is Cameron, and I'm going to be your teacher today. Welcome to Communication and language: Applying Learning. Today we're going to look at teaching possession using family items. This will enable you to think about which things belong to which people in your family household. Let's get started. For this lesson, you will need a photograph of each member of the household, a selection of items that belong to those people. Feel free to add extra people if you feel this will benefit the learner. Please feel free to press pause while you get things ready. Before taking part in the session, we advise the following things. Find a quiet space with minimal distractions. Gather all the specified resources from the beginning of the session. Insure your child is ready to learn, and make sure all their sensory needs are met and they feel comfortable. Ensure that your child's in a space where they feel comfortable to work. This could be at the table, in the garden, on the floor, whatever works for them. And lastly, feel free to adapt any of the teaching materials to suit your child better. You know best what they're interested in, and feel free to adapt them in any way. Our introduction is now finished. Now it's time for task one. All you need for task one is a picture of each member of your family. It can be a picture from around the house or a picture on a iPad or a computer. And the arrangement of items that belong to each person, or animal as the case may be. The reason I've put these on the smart board is because it's easier for you guys to see them. But I definitely, definitely recommend you using real photos and real items so that you can touch them and smell them and feel them at home. And it's a little bit more of a sensory, tactile experience. All I'm going to do for this task is I'm going to choose which item belongs to which member of my family. So let's do dad first. I know that these wellies belong to dad. Now let's have another look. I know that this car belongs to my mum. Let's have a look at Joe. I know that Joe has a green bike. So I'm going to grab this one all the way over here and move it to Joe. Just move this out of the way. And I also know that Sophie plays the guitar. Now what we choose for Mia the dog. I don't think that Mia wears glasses. And I also don't think that Mia wears shoes either. I think that Mia really likes her bone. So we're choosing something that each member of the family to show that this item belongs to them. Let's move on to task two. Task one is now finished. Now it's time for task two. In this task we're really going to be thinking 'about which items belong to which people, but also thinking about saying which items belong to which people. So we're going to have a little bit of a practise. I've moved all the items to the people that they belong to. You're going to do this with your real items at home. You're going to have your photographs and then you're going to have your real items. Obviously you might not use a car or a bike, 'cause that might be a little bit big for the house. But you might want to point at the car outside or point at the bike in the shed or the garage or wherever you might keep it. These are the people in my family, but feel free to adapt this activity, to whoever is in your family. Okay? So we've got dad and he has some wellies. The way am we're going to set it up they belong to him is dad's wellies. That's all we need to know for now. Dad's wellies. Let's do another one. This one's very similar. Mum's glasses, mum's glasses. Let's do one with a name. Now this is a little bit more complicated. So we've got Joe's bike. Joe's bike. We have Sophie's shoes. Sophie's shoes. And Mia the dog, we've got Mia's bone. Mia's bone. That's how we're going to use names and the names of people in the household to be able to talk about what belongs to them. Now that we know how to talk about items that belong to your family, we're going to try and remember to point to items that we've been requested to look for. For example, if we're doing this on a two-word level, I might request that you point to dad's computer. So you look around. Where's dad? He's there. And where's his computer? It's just down here. Okay? For another two-word example, I might say, "Can you find Joe's bike?" So we're looking around, where's Joe? He's over here and his bike is here. That's understanding these requests on a two-word level. If we were to do this on a four-word level, we would make two requests. So we'd have maybe, "Can you find dad's wellies and Sophie's guitar? So we look, we look for dad. He's there. We've got his wellies. That's one half of it. And we'd keep looking where Sophie? She's all the way over here. I've got to stretch. And her guitar is just there. So that's understanding requests on a two-word level and a four-word level. You might use this around the house. You might say, "Can you go and get Sophie's guitar? And can you go and get Mia's ball?" Okay? You see, and you can split, you can break this down to as little or as much as you want, depending on a level of understanding. Fantastic work with task one and task two, guys. Well done. Obviously task two is now finished, and now we're going to move on to task three. The only difference between task three and task one and two is that I'm not going to be using people's names to refer to them, when we say what belongs to them. What we're going to use is something called a pronoun. The pronouns that we're going to be looking at are: his, hers or her, yours, and mine. How this is going to work is I want you to forget everybody in your house's names and pretend that you don't know who they are. That's the best way to do this, because these are the words that we would use if we didn't know somebody's name. I'm going to go through the people in my family's possessions and then their names. And I'm going to give you an example of which pronoun you might use if you're talking about them. So my dad, I'm going to look at his wellies and his computer. For mum, it would be her car and her glasses because they are hers. If I was talking to somebody like I'm talking to you, I would say, and we're going to pretend this one for Joe. We would say, "Your bike and your coats." Lastly, if I was going to say something that belonged to me, I would say, "My hats, my scissors," and I would say, "These things are mine." The best way to do this is to practise in the household with the objects again, but we will say that you're not allowed to use people's names for this task. To make it easier, "Focus only on the name of the person who owns the item to refer to it, rather than moving on to using the possessive pronouns." To make it more difficult, "Create some complex instructions that go beyond the four word level. For example, "Please, can you go and get your bag, my cup, and the dog's lead." For more ideas, maybe "Search the house and garden for objects that belong to each person who lives in the household. Can you count them and say a full sentence about who each one belongs to?" Well done everybody. I hope that you've enjoyed our lesson on showing possession, using family items. Hopefully we'll see you again soon, and hopefully you'll take these skills and use them in many, many different ways. Until next time, bye-bye.

Teaching possession Using Family Items

Teaching possession Using Family Items

These resources will be removed by the end of the Spring Term 2026.

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