Use subject-verb agreement correctly when composing and revising writing.
Arizona - K-12 Academic Standards:
5.L.1.b
Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
Common Core State Standards:
Literacy.L.5.1b
Georgia Standards of Excellence (GSE):
ELAGSE5L1b
Kentucky Academic Standards (KAS):
L.5.1.b
Mississippi College- and Career-Readiness Standards:
L.5.1b
Tennessee Academic Standards:
5.FL.SC.6.b
Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
Massachusetts Curriculum Frameworks:
L.5.1.d
Form and use perfect verb tenses.
North Carolina - Standard Course of Study:
L.5.1.b
Continue to form and use the perfect verb tenses
New York State Next Generation Learning Standards:
Form and use the perfect verb tenses (e.g., I had walked; I have walked; I will have walked).
Ohio's Learning Standards:
L.5.1.b
Form and use the perfect (e.g., I had
walked; I have walked; I will have
walked) verb tenses.
Alabama Course of Study Standards:
39.e
Use verb tenses to convey various times, sequences, states, and conditions.
Arkansas Academic Standards:
L.5.1.C
Use verb tense to convey various times, sequences, states, and conditions.
Recognize and correct inappropriate shifts in verb tense.
Arizona - K-12 Academic Standards:
5.L.1.c
Common Core State Standards:
Literacy.L.5.1c
Georgia Standards of Excellence (GSE):
ELAGSE5L1c
Kentucky Academic Standards (KAS):
L.5.1.c
Mississippi College- and Career-Readiness Standards:
L.5.1c
New York State Next Generation Learning Standards:
Tennessee Academic Standards:
5.FL.SC.6.c
Use verb tense to convey various times, sequences, states, and conditions.
Massachusetts Curriculum Frameworks:
L.5.1.a
Use verb tense to convey various times, sequences, states, and conditions, choosing among verb tenses depending on the overall meaning of the sentence.
North Carolina - Standard Course of Study:
L.5.1.c
Convey sense of various times, sequences, states, and conditions
Alabama Course of Study Standards:
39.f
Recognize and correct inappropriate shifts in verb tense, including subject-verb agreement.
Arizona - K-12 Academic Standards:
5.L.1.d
Common Core State Standards:
Literacy.L.5.1d
Georgia Standards of Excellence (GSE):
ELAGSE5L1d
Kentucky Academic Standards (KAS):
L.5.1.d
Mississippi College- and Career-Readiness Standards:
L.5.1d
New York State Next Generation Learning Standards:
Tennessee Academic Standards:
5.FL.SC.6.d
Recognize and correct inappropriate shifts in verb tense.
Massachusetts Curriculum Frameworks:
L.5.1.b
Recognize and correct inappropriate shifts in verb tense.11
North Carolina - Standard Course of Study:
L.5.1.d
Recognize and correct inappropriate shifts in verb tense
Pennsylvania Core Standards:
CC.1.4.5.F
Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation,and spelling.
E05.D.1.1.1 - Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
E05.D.1.1.2 - Form and use the perfect verb tenses (e.g., I had walked; I have walked; I will have walked).
E05.D.1.1.3 - Use verb tense to convey various times, sequences, states, and conditions.
E05.D.1.1.4 - Recognize and correct inappropriate shifts in verb tense.*
E05.D.1.1.5 - Use correlative conjunctions (e.g., either/or, neither/nor).
E05.D.1.1.6 - Produce complete sentences, recognizing and correcting
inappropriate fragments and run-on sentences.*
E05.D.1.1.7 - Correctly use frequently confused words (e.g., to, too, two; there, their, they’re).*
E05.D.1.1.8 - Ensure subject-verb and pronoun-antecedent agreement.
E05.D.1.2.1 - Use punctuation to separate items in a series.*
E05.D.1.2.2 - Use a comma to separate an introductory element from the rest of the sentence.
E05.D.1.2.3 - Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
E05.D.1.2.4 - Use underlining, quotation marks, or italics to indicate titles of works.
E05.D.1.2.5 - Spell grade-appropriate words correctly.
Pennsylvania Core Standards:
CC.1.4.5.L
Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation,and spelling.
E05.D.1.1.1 - Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
E05.D.1.1.2 - Form and use the perfect verb tenses (e.g., I had walked; I have walked; I will have walked).
E05.D.1.1.3 - Use verb tense to convey various times, sequences, states, and conditions.
E05.D.1.1.4 - Recognize and correct inappropriate shifts in verb tense.*
E05.D.1.1.5 - Use correlative conjunctions (e.g., either/or, neither/nor).
E05.D.1.1.6 - Produce complete sentences, recognizing and correcting
inappropriate fragments and run-on sentences.*
E05.D.1.1.7 - Correctly use frequently confused words (e.g., to, too, two; there, their, they’re).*
E05.D.1.1.8 - Ensure subject-verb and pronoun-antecedent agreement.
E05.D.1.2.1 - Use punctuation to separate items in a series.*
E05.D.1.2.2 - Use a comma to separate an introductory element from the rest of the sentence.
E05.D.1.2.3 - Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
E05.D.1.2.4 - Use underlining, quotation marks, or italics to indicate titles of works.
E05.D.1.2.5 - Spell grade-appropriate words correctly.
Pennsylvania Core Standards:
CC.1.4.5.R
Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation,and spelling.
E05.D.1.1.1 - Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
E05.D.1.1.2 - Form and use the perfect verb tenses (e.g., I had walked; I have walked; I will have walked).
E05.D.1.1.3 - Use verb tense to convey various times, sequences, states, and conditions.
E05.D.1.1.4 - Recognize and correct inappropriate shifts in verb tense.*
E05.D.1.1.5 - Use correlative conjunctions (e.g., either/or, neither/nor).
E05.D.1.1.6 - Produce complete sentences, recognizing and correcting
inappropriate fragments and run-on sentences.*
E05.D.1.1.7 - Correctly use frequently confused words (e.g., to, too, two; there, their, they’re).*
E05.D.1.1.8 - Ensure subject-verb and pronoun-antecedent agreement.
E05.D.1.2.1 - Use punctuation to separate items in a series.*
E05.D.1.2.2 - Use a comma to separate an introductory element from the rest of the sentence.
E05.D.1.2.3 - Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
E05.D.1.2.4 - Use underlining, quotation marks, or italics to indicate titles of works.
E05.D.1.2.5 - Spell grade-appropriate words correctly.
Florida - Benchmarks for Excellent Student Thinking:
ELA.5.C.3.1
Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level
5th Grade Writing - Verb Tense Lesson
Perfect Tense
The perfect tense of verbs describe an action that has, was, or will have been completed. They are formed by “to have” verb plus the past participle of the verb.
Following are the three main perfect tense forms.
Present Perfect Tense
Present perfect tense shows an action that was completed at a time in the past or began in the past and continues to happen. It uses “has” or “have” plus the past participle form.
Example: They have finished the game.
Past Perfect Tense
Past perfect tense shows an action that was complete in the past. It describes an action that had happened before something else. It uses “had” plus the past participle form.
Example: I had eaten breakfast by the time you arrived.
Future Perfect Tense
Future perfect tense shows an action that will have happened by a certain point in the future. It uses “will have” plus the past participle form.
Example: She will have eaten blueberries before dinner.
Verb Tense
The tense of a verb informs the reader when the action is taking place.
Following are the three important verb tenses.
Past Tense
Verbs in the past tense show that an action happened in the past.
Example: Shalina worked on her homework after school.
Present Tense
Verbs in the present tense show that an action is taking place now.
Example: My teacher comes back from her leave today.
Future Tense
Verbs in the future tense show that an action will happen in the future.
Example: Diana will mow the lawn on Saturday.
Shift in Tense
Verb tenses in different parts of a sentence must agree. If different parts of a sentence do not agree in the verb tense, it has a shift in tense. Shifts in verb tense should be corrected.
Here are some ways to look for shift in tense and correct it.
Do the verbs in the sentence match in tense?
Example: She read the book but forgets to write the report. Correction: She read the book but forgot to write the report.
Are there clues in the sentence that show the tense the verbs should use?
Example: Tomorrow, the girls will buy some cheese and baked the pizzas. Correction: Tomorrow, the girls will buy some cheese and bake the pizzas.
5th Grade Writing - Verb Tense Lesson