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.
5th Grade Writing - Complete Sentences, Fragments, and Run-Ons Lesson
Sentence Structure Errors
Learn to spot and fix errors in sentencestructure!
Types of SentenceStructureErrors
⚜ ERROR #1: Sentence Fragments
Every sentence needs a subject and a verb that work together to make a completethought. If either the subject or the verb is missing, the sentence is incomplete. It is a sentencefragment.
Example:
Who or what dominated the conversation?
CORRECTION:Congressman Granger dominated the conversation during the whole two-hour meeting.
5th Grade Writing - Complete Sentences, Fragments, and Run-Ons Lesson