1St grade adjective activities

Primary Grammar ADJECTIVES - with free activities! — Keeping My Kiddo Busy

GRAMMAR UNIT 2: ADJECTIVES

I am so excited to share unit two in my primary grammar series!

We are learning all about adjectives in this unit, and it works perfectly if you just completed Primary Grammar Unit 1: Nouns.

I know a lot of people first teach nouns, and then jump to teaching verbs.

I have had better success teaching adjectives right after we learned about nouns.

Adjectives describe nouns, so seeing how they work together makes so much more sense to students.

Ready to teach your primary students about adjectives in a way that will actually STICK with them?!

Let’s get started.

My kids are little noun experts since we just finished unit 1. Now we are learning about describing those nouns with details.

These are the slides that I show in lesson 1. I tell them that adjectives answer the question what kind?

• What kind of snow? white snow

• What kind of boy? a silly boy

• What kind of horse? a fast horse

• What kind of rocks? round rocks

HERE IS A FUN VIDEO TO HELP INTRODUCE ADJECTIVES

Tip: watch this video at the start of your grammar lesson each day for at least a week.

I tell students our words can paint a picture in someone’s mind by describing a noun with as many details as possible.

We go over the anchor chart shown to your left. I hold up objects (nouns) and they use put an adjective in front of the word.

For example: blue basket, sharp pencil, yummy candy, etc.

Our first activity will be to describe popcorn! I tell them to pretend they are explaining popcorn to someone who has never tried it before.

The adjectives to describe popcorn are provided for the students.

When they are done gluing the adjectives around popcorn, I can have them write more adjectives on the back.

They are starting to get the hang of adjectives, and they are already wanting to show me they understand.

The next couple of lessons are so much fun! We are doing adjective sorts. The mats are color coded for scaffolding, and I prefer to laminate them for durability (optional).

After they complete the color mats, there are coordinating follow up activities.

We talk about choosing adjectives to describe specific nouns. For example, yummy would not describe a turtle, but it is the perfect adjective for a cheeseburger!

I have them sort the color adjectives between two picture mats, and then they complete the two follow up activities:

1. Cutting and pasting the same coordinating adjectives (shown to the right)

2. Writing the adjectives both before and after the noun in each sentence (shown above)

Seeing the same pictures and words/adjectives is very helpful for students.

Plus, once they do these activities today, tomorrow and the next day are a breeze because the activities are the same.

The adorable theme changes along with the describing adjectives.

On lesson 2, we do the turtle and the cheeseburger, on lesson 3 we do the fox and the beach and then lesson 4 we learn about the adjectives that describe the fireman and arm chair.

All three of these lessons follow the exact same format of sorting color mats, then coloring and sorting with the cut/paste adjectives and finally the worksheet of filling in the adjectives.

I love how many adjectives they are learning - it so is cute to hear them say things like “the cozy arm chair” or “ the brave fireman.”

Now that they have some background with adjectives, I teach students that adjectives come from using our fives senses.

The cut and paste activity is differentiated and you can use one or both.

I tie this back to the popcorn lesson - I remind them of the adjectives we used to describe popcorn and how they come from all our senses - crunchy (hearing), bumpy (touch), salty (taste), etc.

I circle back to explaining that adjectives answer these three questions:

• Which one?

• What kind?

• How many?

I actually sing this over and over again and have the kids join me so it sticks (if you don’t sing… just chant over and over!)

The activity pages coordinate perfectly, and they use the slides shown above to fill out the first worksheets. Then they can practice the second on their own.

During the next few lessons, we are solidifying how adjectives are used in a sentence.

I teach my students that adjectives often come right before nouns (shown on left.) This is a very common way adjectives are used in sentences.

They can also come after the noun connected by “to be” verbs such as is, are, was, etc. (shown on right.) These are the two most common ways adjectives are used in simple sentences.

We do a whole group activity, and then use this activity page. I also have students write adjectives on their own!

My goal is for students to see the pattern in how nouns and adjectives work together in sentences.

I also include sentence building activities, where students build two sentences using the same nouns and adjectives, but the sentence is in a different format. This is so helpful for students to see the patterns within sentences.

Differentiated versions are included, and everything is planned out for you!

This next activity is so much fun, and we spend several days on it. Children absolutely love it, and learn so much from it.

Students match the adjective with the noun, and then we practice using them both in a sentence. I challenge them to make two sentences each (orally) using both common sentence structures (adjective directly before the nouns, and then adjective after the noun and being verb.)

This sounds tricky, but they get the hang of it!

For example:

It is so important to start with having students orally make sentences. You want them to get comfortable simply paying with language and how to form different sentences using the same words.

Have them produce a sentence orally and then they can move on to writing it on the coordinating writing pages.

We spend several days on this activity - we play memory, matching, go fish and other games with the cards. Each day they can fill out one of the activity pages by writing complete sentences.

They will learn and grow so much during these few short dosed, and it is so fun to be a part of!

Next, we move on to adjective hunts! It is a similar format to my noun hunts, and they are simple, straightforward and fun for the kids.

This builds right where we left off with the noun hunts.

Children locate a noun in the picture and write it on their paper. Then, they write an adjective to describe that noun.

At the bottom of their paper, they choose one set and write a complete sentence.

They can they trade papers with a partner to see which nouns and adjectives are the same and different than each other.

We spend at least two days doing these, and it is so fun!

Next, we move on to rewriting sentences using adjectives. I call it adding sprinkles to their writing!

The first activity they cut out “sprinkle adjectives” and glue it to ice cream.

The next day, students add “sprinkles” to the sentences by rewriting the sentences using adjectives.

Your kiddos will be so engaged with these lessons!

We are nearing the end of the unit, and now we are applying what we learned with the activities below.

MYSTERY BAGS!

The kids love this lesson!

We do mystery bags, and the kids have to reach their hands into the bag and write adjectives to describe what they feel.

They can then make a prediction on what they think the object inside the bag is.

Some ideas of objects to put in the mystery bags are uncooked spaghetti noodles, silly putty, play dough, grapes, yarn, beads, and pipe cleaners.

The possibilities are endless! The recoding page has two mystery bags for students to record their adjectives and predictions, but if you copy it front to back you could do four mystery bags.

This is such a fun lesson, and the kids will remember it for a long time when you talk about adjectives in the future.

I love doing lessons that really stick with them, and master bags are a sure way to help students remember that adjectives describe nouns.

These worksheets are a great way to check for understanding to see if your students are grasping adjectives.

The next two lesson are focused on comparative and superlative adjectives. I don’t focus on them mastering this yet, but it is a great introduction.

FYI: ELL students will have a harder time with this concept. We spend two days on these lessons.

Our last few days with adjectives are spent with animals! This is so cute.

Kids love anything to do with animals.

I provide a word bank, and students write sentences with adjectives describing each animal.

Both color and black and white options are included for each animal. It is so fun, because everyone’s sentences will be different, and it is perfect to take time to share with each other.

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[email protected]February 21, 2021grammar, adjectives, nouns, english, language arts, first grade, kindergarten, second grade2 Comments

5 Fun Activities for Teaching Adjectives in the Primary Grades

Need some fun ideas for teaching adjectives to your Kindergarten, 1st, or 2nd grade students? 

Keep reading for some engaging activities!

When I first begin teaching about adjectives, I like to point out that kids already know a lot of describing words!

I have them practice describing an interesting object (preferably, something related to a science or social studies unit).

Sometimes I give them a checklist for help (like this one from my Kindergarten Grammar Alive pack):

Partners or small groups can share their describing words with the class, and we make a big chart of adjectives that we add onto during future lessons.

With my Kindergarteners, I don’t go too far in-depth with teaching about adjectives.

But I do teach them about describing words that are opposites! We think of real-life examples of things that can be described as hot or cold, large or small, etc.

I also read aloud this “opposites” book to them to reinforce the opposites vocabulary:

Once students are beginning to understand the concept of adjectives, I have them practice differentiating between words that are adjectives and words that are not adjectives.

A simple word sort is a great way to practice this:

(An adjectives vs. non-adjectives sort is included in my First Grade Grammar Alive resource.)

Once students understand adjectives, we begin to explore shades of meaning. In this ice pops activity, students put together puzzles by looking for adjectives that mean something similar:

This ice pops adjectives activity comes from my Second Grade Grammar Alive resource!

One of the main reasons we teach students about adjectives is so that they can use them to add details to their writing!

Once students understand what adjectives are and can come up with some examples, I model how to use describing words in writing.

If we’re writing narratives, I model how to add adjectives to describe…

• A character
• The setting
• An important object in the story

If we’re writing informational / nonfiction pieces, I model how to add adjectives to describe…

• An animal or plant’s appearance
• Ingredients or materials needed for a how-to piece

If we’re writing opinion pieces, I model how to add adjectives to…

• Convey an opinion
• Describe a food, toy, restaurant, movie, etc. that I’m writing about

Once I’ve modeled, I ask the kids to take a piece of writing that’s finished or nearly finished. With a partner, they try to add at least 2 adjectives.

Then, in future writing lessons where we talk about adding more details, I remind them that they can use adjectives to add more detail to their writing.

For these and other adjectives activities (and lots of other grammar materials!), check out my Grammar Alive! bundles for Kindergarten, first grade, and second grade.

I designed these resources to follow best practices for grammar instruction – but also be full of fun, active learning experiences for my kids!

Or if you already have a grammar curriculum but you need independent practice activities, check out my BoomCards^TM Grammar Games! These are digital grammar activities that your students can use on any computer, chromebook, or tablet with internet.

My students love BoomCards, and the audio explanations are great for providing support even when students are working independently!

Happy teaching!

Presentation on extracurricular activities "The adjective is the most beautiful part of speech"

The most colorful part of speech

The adjective name is This is part of the speech, which:

• denotes the sign of the subject
• answers:

• Which? What? Which one? What? Whose?
• Which one?
• Which one?
• Which one?
• Which ones?
• Whose?

• Has gender, number, case.

Read the text

It was………morning. ……………the sun sent to the earth…..……beams. In…………….water bathed their…………branches………….willows. In the thickets…………sedges were hiding………….flowers. The birds sang their……………songs.

early

gentle

warm

specular

flexible

weeping

thick

bright

magical

It turns out that if you accurately describe an object using an adjective, you can recognize it without even seeing it0007

Green

Red

Brown

The adjective is used to denote sound

Pair

Voiced

Do you know what other adjectives that denote sound?

Loud

Squeaky

Rolling

Adjectives are also used to denote:

smell, shape, movement, sensation, etc.

Give examples!

Follow the snowflakes with your eyes

Name

Noun

Name

The adjective

denotes the subject

denotes a sign of subject

Conclusion 9000

Guessing riddles, finding adjectives and repeating characters' movements!

In the rivers of Africa lives

Evil green steamer!

Whoever swims towards you -

Will swallow everyone ...

In Antarctica among the ice

He walks in a tailcoat during the day.

He has wings, but does not fly,

He dives famously into the hole,

A very important gentleman

Mines here ...

Appeared in the yard

He is in a cold December.

Clumsy and funny

Standing by the ice rink with a broom.

Got used to the winter wind

Our friend…

Underground, in a closet

She lives in a mink.

Gray baby,

Who is this?

This is how cleverly I came up with:

I have my own trick. There is a pantry behind the cheek!

How clever I am!

Choose antonyms for adjectives

[][] and [][][]

strong

stupid

quiet

straight

Light

gloomy

SL A BOY

[] []

UM N N

[][] t [][][]

os t ry

[][] o [][][][]

gr o soft

[][] n [ ][][]

to to cue

[][] and [][][]

cr and howl

me m ny

[][] m [][][]

[][] s [][][][][][]

st s bully

Choose synonyms for adjective names

[] with [] [] [] [] []

O NOTEN

Main 9000 9000

Entertaining

Wonderful

Calm

Smergy

With and LENE

[] and [] [] [] []

K ONYA

[] H [] [] [] [] [] [] [] [] [] [] [] [] [] [][]

d o lgy

[] o [][][][]

and n teresny

] [] n [][][]

[] and [][][][]

e and external

[] m [][][][][]

s m bold

b s plain

[] s [][][][][]

Summary of learned material

What is an adjective? What is the role of adjectives in Russian?

Russian lesson on the topic "Adjective name" (EMC "Primary school of the XXЀ century")

• Goncharova Svetlana Alexandrovna, primary school teacher
• Lomachenko Larisa Nikolaevna, primary school teacher

Sections: Primary school

---

Purpose of the lesson: organization of joint activities of students in order to get acquainted with the adjective as a part of speech.

Pedagogical tasks:

• to create conditions for acquaintance with the grammatical features of the adjective;
• to promote the introduction of the definition of the adjective as a part of speech;
• contribute to the observation of the change in the forms of adjectives.

Planned results:

• Subject : master the initial ideas about the adjective as a part of speech.
• Metasubject :
  • cognitive: about general educational - have information about the essence and features of objects, processes and phenomena of reality in accordance with the content of the subject "Russian language"; logical - carry out a comparison, establish cause-and-effect relationships .; consciously and voluntarily build speech statements; extract essential information from the text; build reasoning; compare and classify parts of speech;
  • communicative: competently formulate and build statements that are understandable for the partner; form their thoughts in oral speech, express their point of view; show initiative cooperation in the search and collection of information;
  • regulatory: independently identify and formulate the goal of their further work; formulate a problem, independently create an algorithm of activity in solving a problem of a search character; evaluate the result of their actions, make appropriate adjustments;
  • personal: accept and master the social role of the student; have a motivation for learning activities and are aware of the personal meaning of learning.

Lesson type: learning new material.

Equipment:

• Ivanov S.V., Evdokimova, A.O., Kuznetsova, M.I., Petlenko, L.V., Romanova, V.Yu. Russian language: Grade 3: a textbook for students of educational institutions: in 2 hours. Part 1, 2 - 3rd ed., revised. – M.: Ventana-Graf, 2012.
• workbooks

Lesson progress

Lesson steps	Teacher activities	Student activities
I. Organizational moment. Motivation for learning activities	- What day is it today? Gloomy, cloudy or bright, sunny? What kind of mood does this weather make you feel? - Guys! Let's create a good mood in the class and smile at each other. - Today at the lesson we will go on an interesting journey. Our faithful assistants will be educational supplies: a textbook, notebooks, pens and pencils.	They sit down at their desks. Answer the teacher's questions.
	Check if everyone is ready to hit the road?	Children check their readiness for the lesson.
	What qualities of a real student will we need in the lesson? Which of these qualities are well developed in you, and which ones need to be worked on?	Answers of students (Regulatory, personal, communicative UUD)
II. Preparation for work on the main stage	1. Work in notebooks - How do we usually start a Russian lesson? Write a number. Calligraphy Minute	(Cognitive, personal, communicative UUD) Work with sample proposals
	2. Knowledge update . Vocabulary and spelling work A sentence is written on the board in which spellings are missing: March is the month of autumn. - Determine the grammatical basis of this sentence. What part of speech is the secondary member of the sentence?	Copy the sentence, insert the missing letters and put the accent. Explain spelling orally. Answer teacher's questions
	3 . Definition of the topic and purpose of the lesson. - Do we know everything about this part of speech? Guess what the topic of today's lesson is. What will we be learning?	Assume. Specify the topic and purpose of the lesson.
III. Work on the main stage	1. Rule derivation. 1) Work in pairs. A poem is written on the slide: I was looking out of the window, I can see the whole street: A wooden bench, A family is sitting on the bench: Grandson - handsome, young, Grandfather with a curly beard, Gray little puppy. If you are careful You will find adjectives.	Listen to a poem. (Cognitive, personal UUD)
	- Find adjectives. Write them out.	Perform tasks in pairs (Communicative UUD)
	2) Questions and tasks: - Read the phrases, compare them: red scarf red jacket red apple - Words, which part of speech do not change by gender? - Read the rule in the textbook on p. 96 – How to determine the gender of an adjective? 3) Work with the headings "Let's think" and "Pay attention"	Answer questions.
	2. Exercise in determining the gender and number of adjectives. 1) Performing exercise 1 orally (frontally, p. 96). 2) Performing exercise 2 in writing (frontally, p. 97). – Which member of the sentence is the adjective most often? 3) Working with rubric and Pay Attention p. 98	Perform tasks Observe the ability of adjectives to change in numbers and cases. Work with the definition of the adjective as a part of speech.
IV. Relaxation for the eyes	Work with the Bazarny ophthalmic simulator.	Children doing exercises.
V. Work in pairs to determine the declensions of adjectives	1) Work in pairs Exercise 3 (in writing, p. 98). Working with the heading "Pay Attention" p. 98 Exercise 4 (in writing, p. 99). Find homogeneous definitions in the text of exercise 4, write down, highlight their endings and indicate gender, number, case.	(Cognitive, personal UUD) Independent reasoning of students. Answers to teacher's questions (Communicative UUD) Work in pairs.
VI. Summary of the lesson. Reflection	– What is called an adjective? - How to determine the gender, number and case of an adjective? - Is it possible to determine the gender, number and case of an adjective in the plural? Work with the heading "Let's think" - Share your impressions. - What did you especially like about the lesson? - With what mood do you leave the lesson? If everything worked out, show the green circle, if there were minor difficulties - yellow, it was difficult - red.	(Personal UUD) Answer the teacher's questions. Analyze their work in the lesson (Communicative UUD) Answer the questions posed, listen to the answers of classmates.
Homework	Work in the heading "Let's think" (textbook, pp. Learn more A bicycle story How do you spell syllable Reading level determination Sight words for beginners Numbers for child Sentences for child Numbers recognition games Story about kittens Tips for reading with your child List of verbs for kindergarten Math games for 1st graders at home