Students are taught that a sentence has a subject and a verb and are asked to underline the subject and circle the verb in short sentences. Students rewrite pairs of short sentences by combining them with the conjunction and, using commas when the second part is an independent clause. Students practice leaving out a repeated subject in the second clause when the subject is the same, as shown in the provided examples.

In Activity 2, students write a sensory-only descriptive paragraph and are told to "make sure that each sentence has correct capitalization and punctuation and that each sentence has a subject (noun) and a predicate (verb)." The guidance continues that the parent can read the paragraph and provide suggestions, "checking capitalization, punctuation, subject-verb agreement, and interesting words." Activity 3 and the Hamburger Paragraph Organizer provide additional structured opportunities for students to write and edit multi-sentence paragraphs.

Students are given a list of personal pronouns and asked to rewrite five sentences by replacing nouns with appropriate pronouns, which requires choosing pronouns that match the original nouns (e.g., Maggie → she; Marcus → him). The activity asks students to identify pronouns used in the reading and decide which noun (antecedent) was replaced. The provided examples model singular, plural, object, and possessive pronoun substitutions (e.g., "She went...", "We played...", "It went with them", "She rode her bike..."). Students are also asked to write three original sentences each containing two pronouns, reinforcing pronoun use in context.

Students are asked to edit their writing toward standard grammar and usage with explicit mention of subject-verb agreement and pronoun agreement in the Skills list. Students perform an editing step (Activity 2) where they are asked to look for grammatical changes and use a beginning dictionary or references to correct errors. Students use an Editing Rubric with a Grammar criterion as they revise and prepare a final copy, which prompts them to consider grammar during editing.

Students are instructed to write a sentence describing each element for each culture and then "read through his sentences and make any needed changes in grammar or spelling." The skills list explicitly tells students to "use editing to check and confirm the correct use of conventions such as complete sentences and correct word order in sentences." Students are also told to "check that all sentences have a subject and verb, begin with a capital letter, and end with the correct punctuation mark."

The lesson's Skills section explicitly tells students to "gain increasing control of grammar when speaking and writing, such as using subject-verb agreement, complete sentences, and correct tense." Students are instructed to answer verbal and written questions in complete sentences and to read their journal entries aloud, which requires students to produce grammatically correct sentences. The writing activities (answering comprehension questions and writing journal entries) give students opportunities to produce sentences where subject-verb agreement could be practiced.

Students complete sentence frames such as "A ___________ studies ___________." and "I would most enjoy being a __________ who studies __________," which model singular subject + verb forms (e.g., "studies"). Students write a paragraph describing which type of animal scientist they would like to be and answer journal questions in full sentences, providing opportunities to produce subject-verb constructions. Students also label matching items (scientist to animal) using short declarative sentences that demonstrate basic subject-verb alignment.

The Skills list explicitly tells students to "gain increasing control of grammar when speaking, such as using subject-verb agreement, complete sentences, and correct tense," which directly targets subject-verb agreement. Part 3 asks students to read through each monologue, make changes to improve the monologue, and practice reading aloud, giving students opportunities to correct and practice grammatical constructions. The provided sentence starters and rubrics require students to produce spoken and written sentences, which gives occasions for students to use subject-verb constructions in their writing and speaking.

The lesson includes an explicit rule and practice for subject-verb agreement: it tells students to add an "s" to verbs with singular subjects and gives the example "The dog barks in the yard." Students are asked to make sentences with singular and plural subjects using verbs (hop, write, run) and to write all combinations from subject and verb fragments. The Skills list also states students will "Write sentences using plural and singular subjects and check for subject verb agreement."

The lesson states that "Verbs in sentences must match the subject (person, place, or thing) of the sentence and the time of the action or state of being," and provides multiple exercises where students fill in verb forms for different subjects (I, she, the cats, the sister and brother, the class). Students are asked to write sentences in past, present, and future tense and to choose correct verb forms for sentences with varying subjects, which requires applying subject-verb agreement in context.

The lesson explicitly asks students to edit for subject/verb agreement: the Letter Rubric lists "subject/verb agreement" under Mechanics, and the editing sequence directs students to read their draft a second time specifically to check subject/verb agreement. Students are asked to write in first person using "I," which orients them to pronoun use in their letter.

The lesson includes an explicit Activity 2: Subject/Verb Agreement that defines the subject as a noun and explains that singular subjects take verbs with an -s while plural subjects do not, with example sentences (e.g., "The girl dances" vs. "The girls dance"). Students are asked to write a sentence with a singular noun and one with a plural noun using the same verb, to circle the subject and underline the verb, and to make sentences using each verb from a provided list. The Student Activity Page gives interactive wheels where students match subject phrases with appropriately inflected verbs (e.g., has/have, was/were, does/do) and record the resulting sentences.