1St grade action verbs

Printable List of Key Verbs

Teaching simple action words for preschool through elementary grades is useful because they lay the groundwork for other important lessons in the future. By the second grade, kids will be working with different parts of speech. Instilling the idea that "action words" are a class of words by themselves will make learning action verbs easier. Best of all, learning to read and write action words for kids can be exciting for little learners because they may already be familiar with many of the words.

simple action words for kids

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Basic Action Words For Kids

Start with action words that describe behaviors that are already a part of young learners' lives. Use words for actions that they do themselves, as well as see others perform.

• draw
• jump
• play
• run
• write

Action Words for Feelings

Some of the best action words for kindergarten and early elementary school are words about feelings and emotions, as well as how they react to such things.

• cry
• hug
• kiss
• smile
• stomp

Daily Activity Action Words

Kids are developing daily habits and behaviors that will form the foundation of their regular routines. Teaching action words about these habits of daily living is a good way to cover terms that young learners have already experienced in context.

• carry
• eat
• work
• sleep
• wash
  

Sensory Action Words

Some of the words in the list are related to fields that can be worked into various learning activities and lesson plans. For example, 1st and 2nd grade students could create small science projects as they learn about the five senses and action words that go with them.

• listen
• see
• smell
• taste
• touch

Printable Action Verb List for Kids

The lists above include 20 action words for young learners, but there are certainly other words appropriate for preschool, kindergarten and early elementary students. Below, you'll find a more extensive printable list of verbs for kids. It's filled with alphabetical examples of simple action verbs for kids.

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Many of the vocabulary words on the printable list above are actions that children of preschool age already read or hear about in their daily lives.

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Simple Action Word Sentence Examples

It's a good idea to include simple sentences and/or questions in action word lessons and verb activities. This helps students clearly understand how the words will be used, which will help enhance the development of their language skills.

• I cry when I feel sad.
• I draw pictures of flowers.
• We eat dinner at 6 p.m.
• I see that it is raining.
• I need to tell you something.
• Can I touch the toy?
• Do you want a cookie?
• They will wash their hands.

After going over sample sentences in class, get students focused on recognizing and using action words in conversation. For example, during storytime, ask them to raise their hand when an action word comes up in the story. It's also a good idea to encourage young learners to come up with their own sentences that use action words.

Teaching Simple Action Words

Of course, there's more than one way to teach any subject, and different classes need to work at different paces. However, there are a few general guidelines that'll help you prepare your action word lesson plans for kindergarten, preschool and elementary grades.

• Ask students to come to the front of the room. Have them actually perform the act of coloring, reading, talking, and so on. Then, ask the rest of the class what they are doing. This method is a way of introducing the concept of action words.
• Have each student engage in an activity and then tell you what they are doing. Remind them they're using action words by telling you what they're doing.
• Use flashcards if your plan is to stimulate reading and recognition. Start with pictorial flashcards and then move on to words. Allow students to match the action with the concept before asking them to try and memorize the abstract notion of language.
• Have students draw pictures of different actions. Ask them to tell the rest of the class which actions they drew.
• Students can also engage in miniature science projects to learn about the senses. For example, they could have a "sight" station (frog vs. tadpole) and a "touch" station (starfish vs. shell). If you're experimenting with the sense of taste, make sure none of the little ones are allergic!
• As you move through the lesson, pair similar words together. For example, try discussing "walk," "jog," and "run" together, so students understand the similarities and differences among them.
• Choose some of these free printable verb worksheets for all grade levels to enhance what students are learning in class. These make great in-class activities, and can also be used as homework exercises for early elementary learners.

Once your students are comfortable with the simple action words discussed above, you can start working even more action words into your lesson plans. Get inspiration from these action verb examples.

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Instill the Joy of Grammar

Isn't it exciting? As a pre-K, kindergarten or early elementary school teacher, you have the power to instill the joy of grammar and language learning in every student you meet! When you're ready to explore sight words, refer to any of these fun sight word game ideas for preschool through early elementary grades. You can also have some fun building a giant list of three-letter words for pre-k students and beyond. Once your students are comfortable with action words for kids, start helping them decode the difference between action and non-action words.

Staff Writer

List of Verbs for Kids

A verb is a word that conveys ACTION, OCCURRENCE, or STATE OF BEING. Verbs are needed to form complete sentences or questions. In a sentence, a verb works as the main component of the predicate, the part of a sentence that indicates what the subject (person or thing) is or does. The three main types of verbs are action verbs, helping verbs, and linking verbs. Unlike most of the other parts of speech, verbs change their form. Pair our lists of verbs for kids with our fun verb online games for engaging practice!

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Verbs Sample List
Click 'Continue' to play with this list or enter your own

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Choose
an Activity

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Play and Learn
Play the game using your words

Verbs Tenses

A verb tense shows when the action in the sentence takes place. In English, there are a total of 12 verb tenses, as well as conditional tenses that indicate when an action may or may not happen.

The three main tenses on lists of verbs for kids are:

• Past – an action has already happened
• Present – an action is currently happening
• Future – an action will happen at a later time

Verbs are conjugated to communicate details, such as person, number, gender, tense or mood. The following table shows the verb “walk” conjugated to the three main verb forms with the subject being “I”.

A verb like “walk” is a regular verb because it follows set rules when conjugated (adding -ed to indicate past tense, for example). Irregular verbs, however, are verbs that do not follow the rules for changing tense. For instance,the verb “sing” is an irregular verb. It does not follow the rule for past tense verbs as “sanged,” but rather as the irregular conjugation “sang.”

Types of Verbs

Not all verbs serve the same function. Verbs fall into three basic categories: action, linking, and helping.

Action Verbs

Action verbs describe something that a person, animal, thing, or force of nature can do. Verbs like run or jump are examples of action verbs.

Linking Verbs

Linking verbs do not describe an action, but tell about the state or condition of subjects. They link the subject with either a noun that renames it or an adjective that describes it. For example, the word “am” in the sentence “I am tall” describes the subject. There are some action verbs that function as linking verbs, such as grow. In the sentence “He grows tired,” the verb describes the subject rather than an action, so it works as a linking verb. Below are a list of other linking verbs.

Helping Verbs

Helping verbs do not express action, and they cannot stand alone in a sentence without another verb present. They are part of verb phrases that “help” the main verb. Helping verbs define the tense (past, present, future) or change the meaning of the main verb. The verb “will” functions as a linking verb in the sentence “He will eat” because it helps the main verb “eat” and indicated a future tense. Some common helping verbs:

The following table shows 50 common English verbs conjugated in the past, present, and future tense using the subject “I.” These are commonly found on lists of verbs for kids.

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Learning the verb in elementary school using interactive techniques

diploma work

The sequence of work on verbs, the connection between sections, the amount of program material, techniques and means of studying it in each class are determined the tasks of studying this part of speech, its linguistic features and cognitive capabilities of younger students. The main tasks are to form the initial concept of the verb as a part of speech, to develop the ability to consciously use the verb in oral and written statements, to increase the level of mental development of students, to develop the skill of spelling personal endings of the most common verbs of I and II conjugations. All tasks are solved in interconnection. [33]

The linguistic features of the verb are quite complex, therefore, in the primary grades, students get acquainted only with some categories that are characteristic of this part of speech. When selecting material, the degree of its necessity for the conscious solution of speech and spelling tasks is taken into account.

The preparatory stage of work on verbs conditionally refers to the period of learning to read and write.

Preparation for the study of the verb is to develop students' attention to the lexical meaning of the word, and in particular the verb. There is, as it were, an accumulation of that specific material, on the basis of which it becomes possible to generalize with respect to the lexical and grammatical meaning typical for the verb: they denote the action of an object. Exercises on verbs are not the end in itself of individual lessons, but are carried out in connection with reading the pages of the primer, making sentences from pictures, etc.

The teacher specifically creates the conditions for students to establish a connection between what the word means and the question it answers when making sentences, choosing a word that is appropriate in meaning. For example, while walking, observing the behavior of birds, students complete sentences with appropriate words: What do birds do in autumn? fly away, leave (native stole), stray (in flocks).

More purposeful work on verbs begins in the second half of the first grade in the process of studying the topic “Words that answer the question what to do?” For some verbs, as is known, the lexical meaning coincides with the grammatical one (runs, flies, jumps, walks, throws, etc.). With such verbs, it is advisable to start work. Using the example of actions that students themselves perform, they are clearly convinced of what the verbs mean. An important condition is the selection of verbs, the meaning of which does not coincide with the everyday understanding of the "action" of the subject. Gradually, children begin to form an expanded understanding of the action of objects, including the state (to get sick, sleep, etc.), attitude to another object (to be surprised, proud, respect, etc.), change in quality (to turn green, turn yellow, etc. .).

The program indicates that one of the leading skills formed in first-graders is posing a question to a word. The teacher specifically exercises students in this, using verbs of various tense forms and types (texts are widely presented in the textbook). Words that answer the question what? matched with words answering the question what to do? It is noted that the words of the first specified group are the names of objects, and the words of the second group are the names of the actions of objects. Comparison allows not only to differentiate verbs and nouns, but also to establish their interaction in speech.

Considering the formulation of questions to verbs, it must also be emphasized that this type of work should not be of a formal nature. For example, when recognizing questions, what does it do? And what do they do? first-graders practically get acquainted with the change of verbs by numbers, are brought to an understanding of the essence of the form of the number of the verb. Students of grade 1 connect the question to which the verb answers, and the number forms of the verb are perceived as follows: the word answers the question what does it do? if it denotes the action of one object; the word answers the question what are they doing? if it denotes the action of two or more objects.

Similar statement of questions to verbs what did you do? what is he doing? what will he do? or will do? in fact, it is a propaedeutic work on tense forms of the verb.

The statement of the morphological question to the word is carried out most often in the sentence, and it is important not to identify the morphological and syntactic questions. The morphological question is posed in order to recognize what part of speech the word is and what are its forms. In grade I, a question is posed to a word to find out what the word means: an object, an action of an object, or its sign. It is important to teach how to put a question to a word, select words that answer the question indicated by the teacher, change the word in accordance with the change in the question (for example: what does it do? plays, what do they do? play; what did you do? read, what did you do? read, etc. ) . A necessary condition for working on a verb (as well as on another part of speech) is to compose sentences with fixing students' attention on the use of certain verbs and asking questions about them.

"Verb. Meaning of the verb". Grade 3

Goal: improving verb recognition among others parts of speech, clarification of ideas about the direct and figurative meaning of verbs in speech.

Formation of UUD.

• Personal: - Awareness of language as the main means of human communication. Communicative: – Transformation of written and oral speech; skill build a monologue speech, participate in a dialogue.
• Regulatory: - accept and save the learning task, act with taking into account the guidelines of action identified by the teacher.
• Cognitive: - highlight the main thing, find the answer to the set question.

1. Calligraphy, warm-up. Are we ka ru se we kosh

–What do you see on the blackboard, read?
What task would you suggest? (Complete syllables to words. )
What else can be done with these words? (Divide into syllables, put stress, highlight the root ....)

2. Actualization of the topic of the lesson.

- Let's read the poem.

What are objects without me?
Only names.
And I will come - all the action will come.
A rocket is flying.
People build buildings.
Gardens bloom.
And bread grows in the fields.

– Guys, who am I?
What do you think we will talk about in class today? (Children's answers.)

Open the topic of the lesson on the board:

VERB. The meaning of the verb in speech.

- Do you understand all the words from the topic?
- Well, let's figure it out, filling in the gaps on the board, we will learn a lot today new and interesting about the VERB!

– What do we already know about him?
- He says about himself: “I will come - all the action will come”, what does he mean? To what action will come? (Items)
– What action, what objects. ..
– Do you remember this picture?

– What can you tell from this picture? (Parts of speech are independent and official.)
- What can we already write about the verb on the first dot?

Gradual writing on the board:

• Independent part of speech.

3. Recognition of verbs in speech.

- Let's look again at the verse. What does the verb say about itself? bears? (Action.) * Step by step writing on the board:

- And what task could you offer for this poem, what can do?

... And what is our goal in this lesson? What did we want to GET NEW KNOWLEDGE about? (About the verb.)

– How do we determine that this is a word – a verb? (Recording questions on blackboard.)
What verbs are found in the poem?
How did you know they were verbs? (Action. )

Gradual writing on the board:

• Independent part of speech.
• Item action.

4. Write down the verbs in your notebook. What should be remembered when writing words? (Spelling.)

- Put a question from the noun to its action. What turned out questions? (Write on the board.)

Step by step writing on the board:

5. Finding out the role of verbs in speech.

How do you understand the sentence: A rocket is flying.

– What or who else can fly? ...

- Yeah, that means: ROCKET FLYING and BIRD FLYING. Pay attention to items who are flying, noticed anything interesting? (Living and inanimate objects.)

– What does the word “Fly” mean? (move through the air, wave wings. )

– Have you ever heard the expression: Time flies.

– What do you think when they say that?

– Can time actually fly by flapping its wings? (It's portable word meaning.)

- Guys, is there still a verb in the poem that you can pick up as living or inanimate object? (Grows.)

- What is growing in our poem, and Who can grow too?

- Well done, now, we can already fill one more gap.

– What shall we write there? (The verb has a MEANING in speech, direct and figurative.