K.10.D.vi
The Standard
pronouns, including subjective, objective, and possessive cases
Texas Essential Knowledge and Skills for English Language Arts and Reading · The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students choose a pronoun that tells who acts, who receives an action, or who owns something. With adult prompts, they replace repeated nouns and fix incorrect pronouns in a draft.
What Mastery Looks Like
- A student can revise “Mia has a dog. Mia feeds Mia’s dog” to “Mia has a dog. She feeds her dog.” The student also chooses me in “Sam helps me” instead of I.
Common Misconceptions
- Students often use me as the subject, as in “Me ran,” or I after a verb, as in “Dad hugged I.” They may use she for ownership, as in “she book,” or switch pronouns so the reader cannot tell who is meant.
How to Assess It
- Give students: “Lena found Ben’s hat. Lena gave Ben’s hat to Ben.” Ask them to rewrite the second sentence using three pronouns. Expected response: “She gave his hat to him.”
Lesson moves
Ways to Teach It
Give pairs name cards, action pictures, and object cards; students build a sentence, then swap names for I, me, my, he, him, or his.
Show a child holding a lunchbox and ask, “Who has it, and whose is it?” Students answer with she, her, or hers.
Play Pronoun Fix-It: read “Me kicked her ball,” and students hold up the replacement card that makes the sentence correct.
Label classroom photos with captions such as “He carries his backpack” and “Ms. Lee helps him,” then check each pronoun together.
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