Standard 5: Language
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Students will apply knowledge of grammar and rhetorical style to reading and writing.
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For additional guidance, there is a Grammar Companion Guide on page 8 of the Support Documents.
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READING: Students will apply knowledge of grammar and rhetorical style to analyze and evaluate a variety of texts. |
3.5.R.5 Students will recognize the subject and verb agreement. |
Student Actions
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Teacher Actions
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Students will recognize that a singular noun must have a singular verb (e.g. dog barks).
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Students will recognize that a plural noun must have a plural verb (e.g. basketballs roll).
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Students will recognize correct subject and verb agreement.
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Teachers explain that a singular noun must have a singular verb.
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Teachers provide opportunities for students to recognize that a singular noun must have a singular verb.
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Teachers explain that a plural noun must have a plural verb.
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Teachers provide opportunities for students to recognize that a plural noun must have a plural verb.
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Teachers explain that subject and verb agreement means that the nouns and verbs match.
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Teachers provide opportunities for students to recognize correct subject and verb agreement.
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Teachers monitor and provide opportunities for students to receive feedback as they recognize subject verb agreement.
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Supporting Resources
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Teacher Insights
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Schoolhouse Rock Mr. Morton video
Khan Academy - Subject and Verb Agreement
shmoop.com:subject and verb agreement
learnzillion:subject verb agreement
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The subject of a sentence is the person, place, thing, or idea that is doing or being something.
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Every verb in a sentence must have a subject.
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The simple subject is the who or what that is doing the verb without any description.
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The complete subject is who or what is doing the verb plus all of the modifiers [descriptive words] that go with it.
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Subjects and verbs must agree with one another in number (singular or plural).
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Singular nouns must agree with singular verbs, most of which end in āsā.
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Conversely, plural nouns require verbs that usually do not end in āsā.
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Due to recursive nature of the standards, it is essential that teachers are aware of how all objectives within and between strands work together for optimal instruction.
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