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.
Go to the next page to practice working with subject-verbagreement.
Pronoun
A pronoun is a word that is used in place of a noun. Words like "I," "you," "he," "she," "us," and "them" are pronouns.
Example: Rachelle bought a magazine.
The word “Rachelle” is a noun in this sentence. You can replace “Rachelle” with a pronoun.
Example: She bought a magazine.
The word “she” is a pronoun that can replace the noun “Rachelle.”
Antecedent
An antecedent is the word or words that a pronoun refers to (or talks about).
Example: Josey plays the guitar. She is in a band.
The pronoun “she” is referring to (or talks about) the word “Josey” in the first sentence. “Josey” is the antecedent.
Pronoun-Antecedent Agreement
A pronoun and its antecedent have to agree.
Singular pronoun → singular antecedent
Example: Michael likes to fly his kite.
The pronoun “his” is referring to (or talks about) the antecedent “Michael.” “Michael” is singular, so the pronoun “his” must be singular as well.
Plural pronoun → plural antecedent
Example: Joe and Steven are watching their favorite show.
The pronoun “their” is referring to (or talks about) the antecedents “Joe” and “Steven.” The antecedent is plural, so the pronoun “their” must be plural as well.
5th Grade Writing - Subject-Verb & Pronoun-Antecedent Agreement Lesson