UNIT X UNIT 1 | 23 GRAMMAR: Subject-Verb Agreement • Distinguish between subjects and verbs On the board, draw a T-chart and label the columns subjects and verbs. Have students write an example of each on the board. Point to one verb and one subject on the board and ask students to make up a sentence with these two words. Have all students participate. Keep the examples on the board. • Distinguish between simple and compound sentences Add a third column on the board and write in the three common conjunctions (and, but, or). Point to one verb, one subject, and one conjunction on the board and ask students to make up a sentence with these three words. Have all students participate. • Identify the subject-verb agreement Write subjectverb agreement on the board. Explain to students that they used subject-verb agreement when they made sentences in the previous activities. Read and discuss the informational text. A Apply knowledge of subject-verb agreement Ask a student to read item 1 aloud. Read the remaining items aloud. Have students write their answers independently. ANSWERS 1. subjects—clouds, clouds; verbs—are, are; conjunction— but; 2. subjects—I, I; verbs—check, stay; conjunction — and; 3. subjects—It, we; verb—snowed, had; conjunction — so; 4. subjects—father, mother; verbs—works, works; conjunction—but; 5. subjects—Elisa, she; verbs—forgot, got; conjunction — so B Make connections Students read and follow the instructions using personal examples. ANSWERS Sample answer: My aunt is a baker. My uncle works as a taxi driver. My aunt is a baker, but my uncle works as a taxi driver. C Peer assess Have students share their answer in pairs. One student should read their answer while the partner checks for subject-verb agreement. ANSWERS Sample answer: Yes; aunt agrees with is, and uncle agrees with works. Practice Book pp. 11–13 Assessment Program p. 5 EXPLORE AND LEARN PRACTICE COMMUNICATE FORMATIVE ASSESSMENT DIFFERENTIATED INSTRUCTION Scaffold Some students may have difficulty with subject-verb agreement. Provide extra practice by working with students to identify the subjects, verbs, and conjunctions in The Storm Chaser. Amplify Have students identify compound sentences from The Storm Chaser. Have them underline the subjects and verbs and then circle the conjunction or connecting word. My name is Doug Fraser, and I am a storm chaser. Write: Subject-verb agreement Identify the subjects, verbs, and conjunctions: Winter storms are caused by warm, moist air meeting cold, dry air. A blizzard is a winter storm with snow and very strong winds. Blizzards are dangerous because people can’t see that far, and ice makes roads slippery. Write three compound sentences about severe weather. A Read the sentences. Identify the subjects, verbs, and conjunctions. 1. Cirrus clouds are thin, but cumulus clouds are puffy. 2. I check the weather every day, and I stay safe in bad weather. 3. It snowed, so we had a snow day. 4. My father works inside, but my mother works outside. 5. Elisa forgot her umbrella, so she got wet. B Think of two adults. What jobs do they do? Write two simple sentences. Then, join them with a conjunction. My sister is a science teacher. My uncle is a mechanic. My sister is science teacher, and my uncle is a mechanic. C Share your sentences with a classmate. Do the subjects and verbs agree? GRAMMAR Subject-Verb Agreement A simple sentence has a subject and a verb. A sentence is a complete thought. This complete thought is called an independent clause. The subject and verb must agree. I study weather maps and radar. Doug Fryer studies storms. A compound sentence has two independent clauses. They are connected with a conjunction. The subjects and verbs must agree. My name is Doug Fryer, and I am a storm chaser. Some common conjunctions are: and but so UNIT 1 23 UNIT X1 / CONNECT TO GRAMMAR
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