Adjectives activities for 1st grade

11 Classroom Games for Teaching Kids About Adjectives

Traditional language teaching often focuses on repetition and rote learning, but children want to learn through experience and engagement. Discover how you can make learning fun with these exciting and easy adjective-based language games.

1. Introduce yourself

A good game to play at the start of the school year, the teacher can go first and then ask students to do the same. Standing at the front of the classroom, students introduce themselves to the class by describing qualities about themselves – for example, “I’m curious, cheerful and tall.”

2. Adjective match

Create a deck of cards with different adjectives written on each card. You’ll also need some images (pictures from magazines, travel brochures etc) that can be described by adjectives. Now here’s how the game works:

• Each player chooses an image.
• Deal four cards to each player.
• If the player can describe the image with all four cards they win. If not, then discard a card and choose a new card from the pile.
• Play continues until a winner is found.

3. Noun showdown

Divide the class into two or more teams, then write a noun on the board or show it as an image. Teams have a minute to write down as many adjectives as they can. Teams get a point for every adjective that is appropriate. A fast, fun game that students love!

4. Show and tell

Students bring objects from home and describe them front of the class. The teacher takes notes of all of the different adjectives the student uses to describe the object. These can be displayed around the classroom later or the teacher can quiz the class on what adjectives were used after each presentation.

5. Describing the day

Like show and tell, have students come to the front of the class and use adjectives to describe their day so far. Lead them with prompts like:

• Describe your morning so far.
• Describe what you had for lunch.
• Tell us about your maths class.

Try to guide students into giving descriptive opinions. Afterwards, quiz the class on aspects of the tale. “What adjectives did Rachel use to describe maths class?” etc.

6. Riddle game using adjectives

This is a fun game that tests student’s creativity and understanding using adjectives. Have students come up with ‘Who am I?’ riddles using adjectives to describe animals, people, vehicles and other nouns. Have them read the riddles out to the class (or in small groups) and see who can solve the riddle.

7. Circling the adjectives on favourite stories

There are a few ways to do this fun game that can be played in a group or during quiet time. Teachers can print out samples from student’s favourite stories or write them on the board. Encourage students to read through the story, circling adjectives as they go. The best thing about this exercise is its versatility, easily slipping into any lesson plan.

8.

The teacher places different objects in a bag. Students are invited to come up and feel one of the objects, describing what it feels like. The rest of the class tries to guess what the object is based on the adjectives used.

9. Fishing for adjectives

This game requires a bit of prep, but is hours of fun and can be reused for other word groups like nouns and verbs. You’ll need a deck of flashcards, some magnets and a fishing rod. Here’s how to play:

• Write a noun, adjective or verb on each card. The words need to be clearly readable from a short distance.
• Attach paper clips to each card.
• Attach another magnetic clip to a children’s fishing rod.
• Scatter cards face up on the floor.

Encourage students to ‘fish’ the adjectives from the pile, with students taking turns controlling the rod. They’ll need to distinguish between the adjectives and non-adjectives before they can fish one out. Once they correctly fish out an adjective, you could also ask them to name an object that could be described using that word.

10. Describing your partner

Pair students up and ask them to describe each other. This can be a great exercise and also a great activity for teaching children positive social interactions, focusing on positive aspects of their classmates and developing empathy and sensitivity to one another.

11. Describing people

From a magazine collection, ask students to use adjectives in describing the various people on the pages. Try to vary the magazines and subjects. You can also move away from people to things (cars, boats etc).

Keeping students engaged

Educational games are effective because often students don’t even realise they’re learning while playing. Many are also versatile and can be tweaked or repurposed to use for other subject areas. Through games like these you can create a fun learning environment for your students that’ll help them pick up the difference between adjectives and other kinds of words in no time.

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

Cards for pair work in Russian on the topic "Adjective".

Cards for pair work on the topic "Adjective name" 2 class "B"

1. Read poem.

Name adjective

We are with you friendly.

Features items

You name.

Solar summer,

Festive spruce,

Delicious sweets,

New briefcase

2. Answer the questions one by one.

- What is an adjective?

- What does it mean?

- What questions does it answer?

- Why is it necessary in our speech?

3. Underline the adjectives with a slash.

1. Read the word groups.

1.Com, storm, cover White, white, white

2.Fur coat, cloud, snow Green, green, green

3. Cat, fox, blanket Fluffy, fluffy, fluffy

4.Apples, firs, balls Snowy, snowy, snowy

2.Nouns connect each line of the first column with the appropriate adjectives from second column.

3. Determine the number of adjectives.

- Read offers. Do you like the text? Is it possible to fix it?

________ April. ________ the snowdrifts have settled. It turned out

_________ day. The sun is shining. ______ drops fall from the roofs

. The ___________ stream runs merrily.

- Insert suitable adjectives

Words Reference.

(warm, cheerful, tall, fast, clear, bright)

- Why do we use adjectives in our speech?

Read. Insert appropriate adjectives.

________ April. ________ the snowdrifts have settled. It turned out

_________ day. The sun is shining. ______ drops fall from the roofs.

Fun running ___________ stream.

- became text? What are adjectives for?

Finish conclusion. Adjectives make our ( speech more precise, expressive, beautiful.)

_____________________________________________________________________

1. Read excerpt from the work of A.S. Pushkin.

Under blue skies

Splendid carpets,

Shiny in the sun, snow lies,

Transparent the forest alone turns black,

And spruce turns green through the hoarfrost,

And the river glitters under the ice

. A.S. Pushkin

- Find and underline the adjectives decorating this poem. Sign number of adjectives.

- Write out noun phrases with adjectives.

____________________________________________________________________________________________________________________________

- Read by inserting appropriate names adjectives. Title the text

- Fill in adjectives.

____________

. This _______ animal lives in the forest. He has ________, __________ ears, _______ tail. The front legs are _________ and the back legs are _________. Animal fur coat in summer _________, and in winter __________. Carrots, _____________ cabbage - favorite animal treats. There are sharp teeth, but he cannot defend himself with them. animal afraid of everything

- Underline: Adjectives helped you ask about this text (What happened? What? Why?)

Before us text - (reasoning, description, narration).

- Choose names for these adjectives nouns from the story. Guess what fairy tale it is and remember who it is wrote.

Gold - ______________.

Blue - _____________

Tall - ___________

Broken - __________

Grumpy - _________

Diligent - __________

Terrible - ____________

- Determine the number of names adjectives.

1. Read offers. Spread them with adjectives.

What can you say about the resulting text?

Came _________ spring. The sun shines brightly. ________ snow melts quickly. ______________ streams murmur. Green ___________ grass in the fields. Flying from the south ________ birds.

Words for references: migratory, warm, loose, spring, sonorous, fresh

Determine the number of adjectives.

1. Guess riddles, write answers in your notebook and add two adjectives that are close in meaning to them.

1. He does not know how to play,
But he will make him dance,
He will blush all people,
Who is this sorcerer?
Answer: Frost - strong, strong.

2. The beast is waddling.
For raspberries and honey.
He loves sweets very much.
And when autumn comes,
Climbs into the pit until spring,
Where he sleeps and dreams.
Answer: A bear is clumsy, clumsy, clumsy, slow.

3. It's as big as a soccer ball!
If it's ripe, everyone is happy!
It tastes so good!
What is this ball?
Answer: Watermelon - sweet, sugar, honey, sweet.

4. In a gray feather coat.
And in the cold he is a hero.
Jumps, frolics on the fly -
Not an eagle, but still a bird.
Answer: Sparrow - fast, fluent, agile, quick, frisky, lively.

Underline the right: We selected adjectives - antonyms, synonyms.

Read. Match the words from the left columns with their synonyms from the right. Connect them with arrows.

Taciturn Hot
Inattentive courageous courageous
Brave absent -minded
hot fast
Small silent

Conclusion: what are synonyms? Synonyms - _____________________________________

Read. Pick up adjectives - antonyms:
Quiet - __________, Light - ______________,
cold - _________, direct - ______________,
distant - _______________, deep - __________
Make and write down a sentence with any pair of antonyms.

. Play with adjectives in the game "Find a Pair".

Hot low
dark small
High cold
Transparent bright
large muddy

the pairs of words that you selected are called? This is ____________________________

Sami continue the game.

Read. Divide adjectives into two groups.
Dobrynya Nikitich - 1st group - 2 group

__________________________ _____________________

__________________________ _______________________________ __________________________ _______________________________

__________________________ _________________________

Reference words:

kind, generous, treacherous, mean, fair, evil, honest, deceitful.

- Do you understand the meaning of all the words?
- Who can explain the meaning of these words?
Magnanimous - a person able to forgive.
Fair - correct, true.
Vile - dishonorable, low in moral terms.
Insidious - makes out of the box.
Conclusion: What are called antonyms? ______________________________________
- What are called synonyms? _____________________________________

Pair work: put in a poem missing adjectives.

Hello sun………. !

Hello sky …………!

Hello, …………breeze!

Hello, ………..friend!

We live in our native land,

We love our homeland.

Determine number of adjectives.

Read. Change the number of names adjectives and nouns.

Skillful craftsman - __________________________________
Fairy forest - __________________________________
Sweet, beautiful image - _________________________
Dear, Russian beauty - ____________________________.

_____________________________________________________________________

As below select nouns and write down the names that are appropriate in meaning adjectives.

1. Grass (what?) ___________, ____________,

2. Apple (what?) ______________, _____________,

3. Rook (what) _______________, ______________,

4. Clouds (what?) ____________, _____________.

Determine number of adjectives.

__________________________________________________________

1. Read riddles. Guess them.

Without wings are flying,

Without legs run,

Without the sails are sailing.

___________________________

I born on a rainy day

Under aspen young.

Round, sleek and beautiful,

With foot thin and straight.

____________________________

Count how many adjectives in riddles.

_____adjectives_____________________

Match to names noun adjectives suitable in meaning. Second choose your own adjective.

girl (what?) ___________, _____________,

portfolio (what?) ____________,___________,

tree (what?) _______________, ______________,

birch (what kind?) ______________, _____________.

Reference words: lofty, kind, new, slim

1. Read the sentences. Wavy underline the names adjectives. Place a cross over the noun from which depends adjective.

By A graceful black swan floated on the bright surface of the lake. The gluttonous screamed in the nest cuckoo. A cunning crow sat on a high birch. The eagle owl is a bird of prey.

________________________________________________________________

Read phrases. Make common sentences with each other.

In emerald green, across the clear sky, in dense thickets, over the native village.

One by one write the proposal in your notebook. Underline the grammar.

Read. Insert missing words. Determine what part of speech they are. Prove it.

Write in your notebook a proverb with an adjective.

9000 9000 9000 9000 9000 9000 9000 9000 9000

WHAT IS NOT AND THE NAME NOME NOTS NOT Lesson outline (grade 4):

Topic: Do you know the adjective well

Purpose: to repeat, generalize and consolidate knowledge about the adjective.

Formed UUD:

Subject: - consolidation of program material in the Russian language; deepening and expanding students' knowledge of the Russian language and its patterns;

. Personal: motivation for extracurricular activities; self-assessment based on the criteria for the success of extracurricular activities.
Regulatory: keep the learning task; perform educational actions in a loud speech form; compare the method of action and its result; highlight what is learned and what needs to be learned, determine the quality and level of assimilation of the material
Cognitive: name and define objects and phenomena of the surrounding reality;
summing up a concept based on object recognition, highlighting and classifying essential features; establishment of causal relationships;

Communicative: offer help and cooperation, ask questions.

Form of organization of extracurricular activities: group activities.

The course of the lesson.

1.Org.

- Today we have an unusual lesson. I know what to win. Yes? Today we are going to play. To do this, you split into groups. You know the rules for working in groups. For each correctly completed task, the team receives a token. The best team will be chosen at the end of the lesson.

2. Preparation for the main stage of the lesson

- The epigraph to our lesson was the words from the poem:
- I define objects,
- They are very noticeable to me.
I decorate your speech
You need to know me, take care of me!
- These lines define the topic of our lesson today. So what are these lines talking about? And what is the topic of the lesson?

- What goal can we set for ourselves in this lesson?

- Now we know what you already know about the adjective after warming up

1) individual work
- Warm-up will answer the question: What is needed for a successful game? (decipher the words). Whoever finishes first will talk about the adjective.
(each player of the team works individually. The captains of the teams summarize the work done)

1. What is the adjective name:

c) part of the plant - with c) part of speech - in

2. The adjective name means:
a sign of the subject - d a) object - a
b) object - a b) a sign of the subject - from
c) indicate subject - O c) point to an object - O

3. The adjective answers the questions:
a) who? What? - K a) what? Which? which? which? – P
b) what? Which? which? which? – A b) what does he do? – K
c) what does he do? – In . . . c) who? What? - in

4. With which part of the speech the adjective is connected:
a) noun - h a) is not connected with any part of speech - l
b) pronoun - I b) pronoun - I am
c) not connected with any part of speech - L c) noun - E

5. How does the adjective change:
a) does not change - n) by childbirth and numbers - x
b) by persons - w b) by persons - f
c) by childbirth and numbers - a c) does not change - h

- what words do you have turned out?

- What can you say about the adjective?

- What was the purpose of this warm-up? (repeat knowledge about the adjective)

2) Auction (group work)
- In one minute, come up with as many adjectives as possible for the word - a book. At the end of the time, take turns calling your words. Whoever says the last word wins. (the words are selected by the whole group, the words are called by one representative)

3. Main stage

1) Game "Find a pair".

- You have adjectives in two columns, you must match the word from the first column with a suitable word from the second, connecting them with an arrow. (the correct answers are read by the group that was the first to complete the task)
wet raw
dilapidated greedy
Fragrant frosty
Cold brave
faithful fragrant
bold old
stingy reliable

– What kind of pairs formed? What are such words called? Which adjectives describe a person?

- Why did we play this game?

2) Say the opposite game

- I will say the beginning of the phrase, and you will say the end. The first person to raise their hand answers.
The strap is narrow and the belt is ______________.
The stream is shallow, and the pond is _______________.
The barn is low, and the house is ________________.
Liquid milk, but sour cream ___________.
The fluff is light, and the stone is ________________.
The rope is long, but the speech is __________.

- What kind of pairs formed? What are such words called?

- What was the purpose of playing this game?

3) The game "Detectives"

- You will be in the role of detectives. You need to find the missing item according to these signs. The first person to raise their hand answers.

Red-haired, cunning, dexterous __________________
Early, gloomy, winter __________________

Curly, white-bore ____________

-What helped you to identify the right subject?

- What do you think, words of what part of speech specify adjectives?

(nouns)

- What helped you remember this game?

4) Fizminutka

- Guys, I will name the vegetables and their signs, if these signs match, clap, if not, stomp.

Red tomato, round.

Black cucumber, round.

Sweet onion, long.

Orange carrot, useful.

Watermelon red, sweet.

Snow is light, elastic.

Pine, green.

Icicle transparent, sour.

5) The game "Sayings about people"

- You have expressions on the cards that are used to describe the nature of people. It is necessary to connect the saying with the corresponding description of the character. (words are selected by the whole group, words are named by one representative)

In a shirt, a good, soft, cordial
flies would not offend the happy, successful
for death to send a clever, dodgy
Slow, sluggish

- what are these stable expressions to describe the nature of people?

- Why did we do this task?

Underwater

Office

White

7) Competition of experts.

Phrases are written on the board. One of the students must choose an adjective that is close in meaning to each phrase. The other is the opposite in meaning. Words that are opposite in meaning (antonyms) are written on the left, and words that are close in meaning (synonyms) are written to the right of the phrases.

Fresh bread, fresh wind, fresh colors, fresh shirt, fresh newspaper.

Stale - fresh bread - soft

Warm - fresh wind - cool

Dull - fresh colors - bright

Dirty - fresh shirt - clean

Old - fresh newspaper - new.

- Who did it faster?

- Did they complete the task correctly?

4. Summing up

- Our lesson has come to an end.

- Have we achieved our goal?

- Please count the number of chips in each group.

- Which group knows the adjective best?

5. Reflection

- Did your group manage to complete the task?

- What helped?

- What got in the way?

- Which of the guys in your group would you call the best today?

- Which of the guys did not work actively enough today or interfered with the work of the group?

- How do you rate your work in the group?

handout

Appendix No. 1

1. What is the adjective name:
A) Part of the word - e A) Part of the plant - from
b) Part of the speech - U) Part of the word - e
c) part of the plant - part of the plant - part of the plant - part of the plant - part of the plant) C B) Part of speech - in

2. The adjective name means:
0155 c) point to an object - O c) point to an object - O

3. The adjective answers the questions:
a) who? What? - K a) what? Which? which? which? – P
b) which one? Which? which? which? – A b) what does he do? – K
c) what does he do? – B ) c) who? What? – B

4. What part of speech is the adjective associated with:
a) the noun – H a) is not associated with any part of speech – L
b) pronoun - I b) pronoun - I am
c) is not connected with any part of the speech - l c) the noun - e

5. How the adjective name changes:
a) does not change - n) by childbirth and numbers in childbirth and numbers - x
b) for persons - w b) for persons - f
c) by childbirth and numbers - a c) does not change - h

Appendix No.

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