1. Ms. Williams 5th Grade ELA
Unit 3: Verbs
Ms. Williams
5th Grade ELA

2. Objective
I CAN identify and use action verbs in writing sentences.

3. Action Verbs
An action verb is a word that shows action. It tells what the subject of a sentence does or did.
Example: She bangs the drum.
Example: She banged the drum.

4. Guided Practice Directions: Circle the action verb in each sentence.
Our class played a song.
Caroline blew the whistle.
Sam banged a gong.
Noah rang the bell.
Ali struck the cymbal.

5. Independent Practice
Directions: Read each sentence. Underline the action verb.
Kim raised the flag.
The bugle welcomes the day.
Mr. Wright twirled the baton.
The band played an anthem.
Our class recited the Pledge of Allegiance.

6. Objective
I CAN identify and use direct objects and action verbs in sentences.

7. Direct Objects
An direct object is a noun or pronoun that receives the action of the verb. It answers the question whom? or what? after an action verb.
A direct object is in the predicate part of the sentences.
Example: Brook judges dogs.

8. Guided Practice
Directions: Underline the action verb in each sentence and circle the direct object.
My friends enter their pets.
Elaine and Brooke judge our show.
George shows his iguana.
I bring my gray cat.
Norma holds her parrot.

9. Independent Practice
Directions: Read each sentence. Write AV about each action verb and DO above each direct object.
A beagle shows her skills.
Norma’s parrot speaks many words.
My kitten fetches a ball.
Thomas holds his boa constrictor.
Two parakeets ring a bell.

10. Objective
I CAN identify and correctly use past- present-, and future-tense verbs.

11. Verb Tenses The tense of a verb tells when something happens.
A verb in the present tense tells that something is happening now.
Example: Keith explores caves.
A verb in the past tense shows that something has already happened.
Example: Yesterday Keith explored a small cave.
A verb in the future tense shows that something is going to happen.
Example: Tomorrow Keith will explore a large cave.

12. Guided Practice
Directions: Circle the action verb in each sentence. Tell whether it is in the present, past, or future tense.
Carrie shined a flashlight into the cave.
The flashlight revealed bats on the ceiling.
The bats clung to the rocks.
We watch the bats silently.
I hear a stream in the distance.

13. Independent Practice
Directions: Read each sentence. Write present, past, or future to show the tense of the underlined verb.
Explorers discover new places.
Christopher Columbus made his first voyage.
Edmund Hillary climbed Mount Everest in
Today, scientists search for ways to live in outer space.
Maybe someday people will find life on other planets.

14. Objective
I CAN understand the concept of subject- verb agreement.

15. Subject-Verb Agreement
A verb must agree with its subject. A singular subject takes a singular verb. A plural subject takes a plural verb.
Singular: Julie likes poetry about nature.
Plural: The girls like poetry about birds.
If the subject is singular, the verb must be singular. Add –s to most verbs in the present tense if the subject is singular.
Tim enjoys poems about nature, too.
If the subject is plural, the verb must be plural. Do not add –s to the verb if the subject is a plural noun or it the subject is the pronoun I or you.
Poets create beautiful images with words.
I write poetry about the ocean.

16. Guided Practice
Directions: Underline the verb in parentheses that agrees with the subject.
New Ideas (form, forms) in her mind.
Today she (see, sees) ducks in the pond.
They (play, plays) in the water.
The ducklings (follow, follows) the mother duck.
You (watch, watches) the ducks with her.

17. Independent Practice
Directions: Read each sentence. Use the correct form of the verb.
Scott and Chris (visit, visits) a poet.
Scott (asks, asks) the poet questions.
Chris (write, writes) the answers in a journal.
The students (want, wants) to learn how to write poetry.
The poet (give, gives) them a book called How to Write Poetry.

18. Objective
I CAN correctly spell present- and past-tense verbs and use the correct form in sentences.

19. Present and Past Tense Verbs
To form present-tense singular verbs:
Add –s to most verbs. Add –es to verbs that end in s, ss, ch, sh, x, or z.
Caitlin dances on her toes.
Brian catches his dance partner.
Change y to i before adding –es to verbs that end in a consonant and y.
Amy carries her dance shoes everywhere.
To form past tense verbs:
Add –d or –ed to most verbs. Add –d to verbs that end in e.
Steve watched and loved the performance.
Change y to i before adding –ed to verbs that end in a consonant and y.
Stacey hurried to the recital.
In most cases, double to consonant before adding –ed to one- syllable verbs that end in one vowel and one consonant.
Shannon scanned the audience.

20. Guided Practice
Directions: Underline the verb in parentheses that is spelled correctly.
Meryl (pland, planned) for her future career.
She (studyed, studied) different ways to dance.
Now Meryl (teaches, teachs) ballet to children.
She (buzzs, buzzes) with excitement.
Meryl (smilees, smiles) all day.

21. Independent Practice
Directions: Write the correct form of the verb in parentheses. Use the tense indicated.
Lois (rush) to the ballet company. past
She (worry) about her chances. past
Lois (hurry) through her warm-up exercises. present
She (watch) the judges carefully. present
Another dancer (slip) during her dance. past

22. Objective
I CAN correctly use commas in a series, to set off nouns in direct address and with introductory words. (L.5.1)

23. Commas
A comma tells the reader to pause between the parts of a sentence.
Use commas to separate three or more items in a series. Do not use a comma after the last word in a series.
Sherry brought music, food, and games to the cast party.
Use a comma or commas to set off a person’s name when to person is spoken to directly.
Sherry, I loved your party.
I need directions to your house, Sherry.
Your house, Sherry, is beautiful.
Use a comma to show a pause after an introductory word such as yes, no, or well.
Yes, I would like to come.

24. Guided Practice
Directions: Tell where a comma is needed in each sentence.
Mom can we be in the play?
The auditions are on Thursday Friday and Saturday.
Well I can sing and dance.
I know Tina that you have acted in other plays.
Please wear the fake beard Sam.

25. Independent Practice
Directions: Add commas to each sentence where needed.
Mary will you attend the play?
Garth Tina and I won roles in the play.
Yes Eric will paint the scenery.
Oh we laugh at every rehearsal.
We will perform today tomorrow and Saturday.

26. Objective
I CAN identify main verbs and helping verbs and use them correctly in sentences. (L.5.1)

27. Main Verbs and Helping Verbs
The main verb in a sentence shows what the subject does or is.
Patty is writing a book about the space shuttle.
A helping verb helps the main verb show an action or make a statement.

28. Guided Practice
Directions: Circle the main verb in each sentence. Underline the helping verb.
People are fulling the balloons with helium
Grace and I have watched them all afternoon.
Skydivers could perform, too.
Kevin could miss the whole event.
I will ride in a balloon later.

29. Independent Practice
Directions: Read each sentence. Draw one line under the helping verb. Draw two lines under the main verb.
My family is going to the Kennedy Space Center.
We could meet an astronaut.
Heather has watched a space shuttle launch.
The Kennedy Space Center is located in Florida.
The Ruiz family will visit the Kennedy Space Center this fall.

30. Objective
I CAN correctly identify and use had, has, and have, as well as the forms of be, as helping verbs. (L.5.1)

31. Using Helping Verbs
Forms of be can be used with a main verb ending in –ing to show action that is or was continuing.
The judges are picking the winner.
The contestants were waiting patiently.
The verbs has, have, and had can be used with the past form of most verbs to show an action that has already happened.
Dawn has created a new science project.

32. Guided Practice
Directions: Name the helping verb that completes each sentence.
I (have, has) enjoyed the club for two years.
Vanessa (has, have) served as president of the club.
The science club (is, am) meeting tomorrow.
We (are, have) discussing our science fair.
Ms. Matsuda (is, had) explaining the rules.

33. Independent Practice
Directions: Circle the helping verb that completes each sentence.
I (is, am) excited about the science fair.
We (have, are) working on our projects.
Darnell (has, have) taken pictures all afternoon.
I (am, is) presenting a paper on water pollution.
Frank and Evelyn (has, have) won ribbons in the past.

34. Objective
I CAN use linking verbs with be, seem, appear, look, taste, smell, and feel. (L.5.1)

35. Linking Verbs
A linking verb links the subject to a noun or adjective. Linking verbs do not show action. Subjects and linking verbs must agree.
Ms. Osorio is our teacher.
The noun that follows a linking verb renames or identifies the subject.
The choir seems large.
The adjective that follows a linking verb describes the subject.
Choir rehearsal is tonight.
A linking verb can also help to state a condition of where or when.

36. Guided Practice Directions: Name the linking verb in each sentence.
Dress rehearsal was this afternoon.
My glee club robe seems long.
My shoes feel big.
I am excited.
Our club members look wonderful.

37. Independent Practice
Directions: Name the linking verb in each sentence.
We became nervous before.
Mr. Laska is the choir director.
The performance will be lively.
Some members are great singers.
Two former members were sopranos.

38. Objective
I CAN correctly use irregular verbs, including past-tense and past-participle forms, with have, go, do, see, eat, make, bring, begin, grow, write, drive, and rode. (L.5.1)

39. Irregular Verbs
An irregular verb is a verb that does NOT add –d or –ed to form the past tense or to use with has, have, or had. The form of a verb used with has, have, or had is called the past participle.
Present Tense: Anna and Ethan begin their debate today.
Past Tense: Tod and Donna began their debate yesterday.
Past Participle: Kendra and Kyle have begun their debate already.

40. Irregular Verbs Present Past Past Participle Begin Began Begun Go Went
Gone
Bring
Brought
Grow
Grew
Grown Do
Did
Done
Make
Made
Drive
Drove
Driven
Ride
Rode
Ridden
Eat
Ate
Eaten
See
Saw
Seen
Fall
Fell
Fallen
Write
Wrote
Written

41. Guided Practice
Directions: Circle the correct form of the verb in parentheses.
Political candidates have always (went, gone) to debates.
These debates (grew, grown) from the idea of democracy.
Through debates, people (saw, seen) the best candidate.
Abraham Lincoln’s debates (make, made) him popular.
Today, candidates have (brought, brung) their debates to television.

42. Independent Practice
Directions: Circle the correct form of the verb in parentheses.
The debate at our school (began, begun) about 30 minutes ago.
Our team (went, gone) first.
The other team members (make, made) some interesting points.
They had (did, done) much research on the topic.
Their arguments (grew, grown) stronger and stronger.

43. Irregular Verbs
Irregular verbs do not add –d or –ed in the past tense or past participle.
Present Tense: I speak to my friends.
Past Tense: Yesterday, I spoke to my friends.
Past Participle: I have spoken to my friends recently.

44. Irregular Verbs Present Past Past Participle Break Broke Broken Speak
Spoke
Spoken
Choose
Chose
Chosen
Swim
Swam
Swum
Draw
Drew
Drawn
Take
Took
Taken
Drink
Drank
Drunk
Teach
Taught
Fly
Flew
Flown
Throw
Threw
Thrown
Know
Knew
Known
Wear
Wore
Worn

45. Guided Practice
Directions: Circle the correct form of the verb in parentheses.
My mother (took, taken) us there in her car.
We (knew, known) the fair would be crowded.
Leona had (wore, worn) shorts because of the heat.
I had (took, taken) my camera to shoot some pictures.
One woman (teach, taught) us some handicrafts.

46. Independent Practice
Directions: Circle the correct form of the verb in parentheses.
Kelly (threw, thrown) the baseballs to win a prize.
Her dad had (teached, taught) her.
Seth had (threw, thrown) two balls and missed.
The last ball (flew, flown) through the air.
He had (chose, chosen) the teddy bear as a prize.

47. Contractions with the Word Not
A contraction is a shortened form of two words.
Do not = don’t should not = shouldn’t
Contractions with the Word Not
Are not
Aren’t
Have not
Haven’t
Cannot
Can’t
Is not
Isn’t
Could not
Couldn’t
Must not
Mustn’t
Did not
Didn’t
Would not
Wouldn’t
Has not
Hasn’t
Was not
Wasn’t
Does not
Doesn’t
Were not
Weren’t
Had not
Hadn’t
Will not
Won’t

48. Guided Practice
Directions: Name the contraction for each pair of underlined words.
We did not know the game was today.
The coach cannot start without me.
The team does not have enough players.
The softball league should not have changed the schedule.
I have not practiced all week.

49. Independent Practice
Directions: Write the contraction for each pair of underlined words.
We had not played their team before.
They were not afraid to play our team.
The crowd must not forget to applaud both teams.
Winning is not everything.
We are not giving up!