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Bread Donation: Pronoun Check worksheet preview

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Bread Donation: Pronoun Check

Edit a bakery bread-donation article and related notes for inappropriate shifts in pronoun number and person.

Grade 6ELAInteractive · Printable

Aligned toL.6.1.c

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What’s included

  • Single worksheet
  • Auto-graded online
  • 1 Common Core standard
  • Printable answer key
  • 13 questions
  • Classroom-ready

Details

Format
Interactive · Printable
Grade
Grade 6
Subject
ELA
Question types
Fill in the blank, Multiple choice, Matching, Circle the answer, Sorting, Short answer

About this worksheet

What students practice

  • Students recognize inappropriate shifts in pronoun number and person.
  • Students revise pronouns to maintain consistent number and person in connected writing.

How to use

Read the article, then have students edit the related draft sentences. Discuss why some changes in pronouns are appropriate while others need correction.

Curriculum

Common Core standard covered

L.6.1.c

Recognize and fix shifts in pronoun number and person that do not fit.

Preview

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Name Date

Bread Donation: Pronoun Check

Recognize and repair shifts in pronoun number and person.

Read and Check

Read the article. In the editing questions, keep the stated narrator and the intended meaning.

The Bread Route

1The last customer leaves, but the work at Tansy Street Bakery continues. We are student volunteers who help prepare the bakery’s bread donations on Thursdays. A metal rack beside the counter holds the loaves available for donation. Near the doorway, empty crates wait beneath a clipboard.

2Before packing begins, baker Rina checks which items can be donated. Our job is to follow the bakery’s packing instructions, not to decide which food is suitable. We wash our hands and clear the packing table. Then we place the approved loaves in bags and attach the labels Rina provides. The labels identify the bread and list its ingredients.

3At first, we arranged the bags by the size of each loaf. That looked neat, but it made the next step harder. The driver, Tomas, needed to collect separate orders for two neighborhood meal programs. We had to search the whole table to find the bags for each order. Now we group the bread by destination before placing it in crates.

4The change came from a suggestion by another volunteer, Dalia. She noticed that an attractive arrangement was not necessarily a useful one. Her first sketch showed a different spot for each destination. After trying the layout, we added enough space between the groups to keep the labels visible. Nobody needed a complicated new system; we needed a clearer view of the work.

5Before Tomas arrives, we compare the packed crates with the order sheet. If a label is missing, we set that bag aside until Rina can check it. Our shift ends when the crates are ready for pickup, not when the table looks empty. The next Thursday, the rack will fill again, and we will bring out the clipboard.

1.
An editor wants to add a sentence about the student volunteers to the article. Which choice keeps the article’s first-person plural perspective?
  • A. They check the destination labels before packing.
  • B. You check the destination labels before packing.
  • C. We check the destination labels before packing.
  • D. I check the destination labels before packing.
2.
Underline the sentence from paragraph 1 that establishes the student volunteers as the first-person plural narrators.

The last customer leaves, but the work at Tansy Street Bakery continues.We are student volunteers who help prepare the bakery’s bread donations on Thursdays.A metal rack beside the counter holds the loaves available for donation.Near the doorway, empty crates wait beneath a clipboard.

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