1. Ms. Williams 5th Grade ELA
Unit 5 Pronouns
Ms. Williams
5th Grade ELA

2. Objective & Standard
I CAN identify pronouns and use correct singular and plural pronouns in sentences.
L.5.1

3. Pronouns
A pronoun is a word that takes the place of one or more nouns.
A pronoun must match the noun that it replaces.
Katy went with Pablo to the pet store.
Katy went with him to the pet store.
Katy and Pablo heard the parrot talk.
They heard it talk.
Singular pronouns are I, you, he, she, it, me, him, her.
Plural pronouns are we, you, they, us, them.

4. Guided Practice
Directions: Circle the pronoun in each sentence. On the line, tell if the pronoun is singular or plural.
Pablo said he needed some bird seed. _____________
The clerk showed him two kinds of seed. ____________
Katy looked at treats for her cat. _______________
They each selected the same brand. _______________
The clerk said it was a popular brand. _______________

5. INDEPENDENT PRACTICE

6. Independent Practice
Directions: Circle the pronoun in each sentence. Tell whether each pronoun is singular or plural.
The parrot sang a funny song for them. plural
They laughed as the parrot sang. plural
Katy and Pablo fed him a peanut. singular
The parrot’s beak was strong enough to crack it. singular
He seemed to like the peanut. singular

7. Objective & Standard
I CAN correctly identify and use subject pronouns.
L.5.1

8. Subject Pronouns Use a subject pronoun as the subject of a sentence.
We went to the science fair on Saturday.
I, you, he, she, it, we, and they are subject pronouns.
Subject pronouns replace nouns that are the subject of a sentence.
The subject tells whom or what the sentence is about.

9. Guided Practice
Directions: Circle the subject pronoun in each sentence.
We enjoyed looking at the waterwheel inventions.
They moved water in many different ways.
Gloria and I talked about creating our own waterwheel.
She told a story about a waterwheel at an old mill.
We looked at other projects with a guide.

10. INDEPENDENT PRACTICE

11. Independent Practice
Directions: Circle the subject pronoun in each sentence.
We looked at many projects at the fair.
Gloria and I were the first students to try the bubble booth.
It was an amusing exhibit.
I made a bubble that stretched from my feet to my head.
She made hundreds of bubbles with a tiny blower.

12. Objective & Standard I CAN correctly identify and use object pronouns.

13. Object Pronouns
Use an object pronoun after an action verb or after a word such as to, for, with, in, on, of, by, or at.
Me, you, him, her, it, us, and them are object pronouns.
Mrs. Kuralt carries a briefcase. She carries it.
She carries it with her.
You and it may be subject or object pronouns.
You are a good artist. (subject pronoun)
I admire you. (object pronoun)
It tastes great in a sandwich. (subject pronoun)
Zane will prepare it. (object pronoun)

14. Guided Practice
Directions: Underline the object pronoun in each sentence.
Working in groups worked well for us.
Jorge read the instructions to me.
I understood them right away.
The task was fun for us.
Everyone worked on it.

15. INDEPENDENT PRACTICE

16. Independent Practice
Directions: Circle the object pronoun in each sentence.
Kara gave her some great ideas.
I took notes on them.
Recording the ideas was important to me.
Marco watched the time for us.
Working together helped you finish on time.

20. Objective and Standard
I CAN understand and apply pronoun- verb agreement in sentences. L.5.1

21. Guided Notes
Subject pronouns and verbs must agree. A singular subject pronoun takes a singular verb, and a plural subject pronoun takes a plural verb.
She enjoys waterskiing. They enjoy water polo.
Add-s to most verbs when you use the pronouns he, she, and it.
He likes water sports.
Do not add –s to a verb in the present tense when you use the pronouns I, we, you, and they.
We like water sports.

22. Guided Practice
Directions: Circle the verb in parentheses that completes each sentence correctly. Verbs are underlined.
Nadia usually (enter, enters) the swimming pool first.
I always (practice, practices) the butterfly stroke.
They (complete, completes) the most laps.
She (rest, rests) after every ten laps.
She (wear, wears) swimming goggles.

23. INDEPENDENT PRACTICE

24. Independent Practice Directions: Circle the correct form of the verb.
We (like, likes) many different kinds of water sports.
In the summer, I (swim, swims) every morning.
Every summer, we (stay, stays) in a cottage by the lake.
I (learn, learns) a new skill each day.
Do you (look, looks) forward to your summer vacation.

25. Objective and Standard
I CAN learn to combine sentences using compound subject pronouns or compound object pronouns.
L.5.1

26. Combining Sentences: Subject and Object Pronouns
Two sentences with the same predicate but different subjects or objects can be combined by forming compound subjects and objects.
Use a subject pronoun in a compound subject. Use an object pronoun in a compound object.

27. More about Combining Sentences: Subject and Object Pronouns
Using subject pronouns in a combined sentence:
Separate: Phillip planned the picnic. I planned the picnic.
Combined: Phillip and I planned the picnic.
Using object pronouns in a combined sentence.
Separate: Ron called Kristen. Ron called me.
Combined: Ron called Kristen and me.

28. Guided Practice
Directions: Write the compound subject pronouns or compound object pronouns in each sentence.
You and I speak to a group of students about pet guinea pigs.
Two students have questions for you and me.
She and he want to know what things to buy.
Josh gives a list of supplies to her and him.
The boy asks you and me about costs.

29. Independent Practice
Directions: Combine each sentence pair using compound subject pronouns or compound object pronouns. Rewrite each sentence.
He smiles at my guinea pig. I smile at my guinea pig.
She thanks us for the information. He thanks us for the information.
We invite her to call us for help. We invite him to call us for help.
Other students ask you for the number. Other students ask me for the number.
You love to learn about them. I love to learn about them.

30. Objective and Standard
I CAN recognize and use possessive pronouns correctly in sentences.
L.5.1

31. Possessive Pronouns
Possessive pronouns show who or what owns something.
Possessive nouns: our, ours, her, hers, his, their, theirs, your, yours, my, mine, its
Possessive pronouns can come before nouns or can stand alone.
Chelsea and Michael are my classmates.
Chelsea is a friend of mine.

32. Guided Practice
Directions: Write each sentence using the correct possessive pronoun to complete each sentence.
Chelsea wanted to be president of ________ class. (our, ours)
She asked four of us to help with ________ campaign. (her, hers)
Of course, we thought the best candidate was ______. (our, ours)

33. Independent Practice
Directions: Complete each sentence with the correct form of the possessive pronoun described in parentheses. Write each sentence.
Chelsea’s opponent, Michael, also had ______ team of helpers. (the one that belongs to him)
________ slogan was “Vote for Me, Michael Lee.” (the one that belongs to them)
The name we wanted voters to see the most was _____ (the one that belongs to her)
We put _____ posters in every hall in the school. (the ones that belong to us)

34. Objective and Standard
I CAN form contractions from subject pronouns and verbs.
L.5.1

35. Mechanics and Usage Contractions: Pronoun and Verb
A contraction is a shortened form of two words.
Subject pronouns can be combined with some verbs to form contractions. Use an apostrophe (‘) to show that a letter or letters have been left out of a contraction.
They are = they’re it is = it’s

36. Guided Practice
Directions: Name the pronoun-verb contraction for the pair of underlined words in each sentence.
All members share the books they are reading.
It is always fun to discuss mysteries.
Jarod said he is reading a new adventure novel.
She is almost finished reading her book.
You are welcome to come and talk about books.

37. Independent Practice
Directions: Write the correct contraction for the underlined words.
It is easy to come up with ideas for the book group.
All the students said they are willing to help write a book log.
I am making system to rate the books.
You are invited to use the log.
We are excited about discovering books in this way.