Embedded Files
Definition
Definition
Subject-verb agreement is the understanding that “the form of the verb must agree with the number of its subject, which will be a noun or noun group, for example 'They were not home' (as opposed to 'They was not home'). Confusion can arise when deciding whether the subject is singular or plural, for example 'This group of students is very clever', or when there are two subjects, for example 'Ice cream and strawberries are delicious' (not 'is delicious'). (NSW English K-10 Glossary)
Teaching and learning activities
Teaching and learning activities
The resources below provide targeted teaching strategies to support student improvement in this skill.
Each downloadable lesson activity includes:
learning intentions
a list of required resources
a step-by-step lesson sequence
printable classroom materials
Select the download all icon to download all available activities or select each activity separately.
Understanding subject-verb agreementNotes on subject-verb agreement with activities to reinforce subject-verb agreement
Subject-verb agreement cloze passage Cloze passage where students fill in the missing verbs for correct subject-verb agreement
Subject-verb agreement noughts and crosses Noughts and crosses activity using subject-verb agreement
Download all (ZIP)Download the resource pack containing all activities.
PLAN2 Areas of focus
PLAN2 Areas of focus
An Areas of focus template has been created in PLAN2 to support targeted teaching of Text structure in your learning area.
Search for the DoE template titled ‘DoE HSCMinStd Writing: Text structure’ in the Areas of focus template library tab within the Plan menu, and customise it for your students’ needs.
For more information about using PLAN2 Areas of focus templates with this resource, visit the Using this resource with PLAN2 page.
Relevance to reading test marking
Relevance to reading test marking
The feedback for a Level 3 performance in the HSC minimum standard online reading test states:
Individuals performing at this level typically “recognise the distinguishing features of common types of texts” and “locate, integrate and interpret information in detailed written material, charts, diagrams and tables”.
In the reading test, students apply their understanding of subject-verb agreement to identify sentences that use correct or incorrect subject-verb agreement and how to replace words to make sentences correct.
Connections with ACSF Level 3 descriptors
Connections with ACSF Level 3 descriptors
The relevant Level 3 ACSF descriptors for reading are shown here to demonstrate how subject-verb agreement is assessed in the HSC minimum standard online test. The performance features identified show what a student is able to do in order to achieve at this level and are provided to support teachers to understand what is required to achieve a Level 3 in this skill.
Reading Indicator .03: Audience, purpose and meaning-making
Focus area: Prediction and prior knowledge
Level 3 performance features:
draws on prior knowledge of familiar topics and text structures to read ahead
Reading Indicator .03: Audience, purpose and meaning-making
Focus area: Critical reading and text analysis
Level 3 performance features:
recognises that words and grammatical choices may carry particular shades of meaning in different contexts
recognises that authors select structure, tone and language to achieve specific purposes
Reading Indicator .04: Reading strategies
Focus area: Comprehension strategies
Level 3 performance features:
self monitors reading for sense and accuracy and selects from a range of strategies to aid comprehension when meaning is lost, e.g. self corrects or reads aloud
Connections with National Literacy Learning Progression
Connections with National Literacy Learning Progression
The progressions describe a typical developmental sequence of literacy and numeracy learning. The literacy progression sub-elements, levels and indicators relevant to subject-verb agreement are provided here to assist teachers to identify students’ capabilities and needs to support targeted teaching.
Element: Reading and viewing
Sub-elements: Understanding texts (UnT)
UnT7 — Comprehension
UnT7 — Comprehension
monitors the development of ideas using language and visual features (e.g. topic sentences, key verbs, graphs)
UnT7 — Processes
UnT7 — Processes
identifies language and text features that signal purpose in a predictable text (e.g. diagrams, dialogue)
UnT8 — Processes
UnT8 — Processes
uses knowledge of cohesive devices to track meaning throughout a text (e.g. connectives such as however, on the other hand) (see Grammar)
uses knowledge of the features and conventions of the type of text to build meaning (e.g. recognises that the beginning of a persuasive text may introduce the topic and the line of argument)
UnT9 — Processes
UnT9 — Processes
uses processes such as predicting, confirming predictions, monitoring, and connecting relevant elements of the text to build or repair meaning
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