Teaching verbs in first grade

5 Fun Activities for Teaching Verbs in the Primary Grades

Looking for some activities for teaching verbs to your Kindergarten, 1st, or 2nd grade students? 

Whether your students are just starting to learn about the parts of speech or are well on their way to being grammar gurus, these five activities will make learning about verbs a ton of fun!

Introduce the concept of verbs as action words with a game of “Simon Says!”

First, brainstorm a list of action words with your students to use for the game.

You can also use these ready-made word cards from my Kindergarten Grammar Alive curriculum – just cut them out and make a stack or stick them on a binder ring for easy access:

This activity works well as part of a mini-lesson about verbs, and you can also play again during transitions.

In order for grammar to be meaningful, students need to make connections between grammar concepts and actual text.

As a class, we practice identifying verbs in sentences (and acting out the sentences, too!):

Students can also search for verbs in the books they read:

Both of these activities come from my First Grade Grammar Alive program.

Building students’ verb vocabulary is important – both for helping them learn verb shades of meaning (see Activity #4 for more on that) AND for helping them learn to use a variety of verbs in their writing.

One easy way to build their vocabulary is to play charades. You or a student acts out a verb, and the class guesses what verb they’re trying to show.

Here’s another verb vocabulary game, where students move around the board and have to name the depicted verbs that they land on:

To teach students how to choose just the right verb for their writing, work on verb shades of meaning!

First, model how to put the verbs “jog,” “run,” and “sprint” in order from slowest to fastest.

Then, divide students up into small groups. Give each group their own set of cards to put in order.

Once students have ordered the verbs, they can present their work to the class and get feedback.

Finally, you can glue the groups of verbs to chart paper. This creates an anchor chart that students can refer back to during writing time!

Once your students have learned about verbs and other parts of speech, get them up and moving with a few rounds of 4 Corners! 

To play, label the corners of your classroom as:

Nouns

Verbs

Adjectives

“WILD CARD!”

Give each child a word card. The words on the cards should be a mix of nouns, verbs, and adjectives. Several of them should say “WILD CARD.”

Students should read the word on their card and then go to the corresponding corner of the classroom.

You or a student leader should stand in the middle of the classroom, eyes closed. The leader calls out a corner (nouns, verbs, adjectives, or wild card) and all the students who were standing in that corner are out of the game and must sit down.

The remaining players trade cards and go to the corresponding corner. Again, the leader calls out “nouns,” “verbs,” “adjectives,” or “wild card,” and the game continues.

Keep playing until only one student is left – that student becomes the leader next!

All the materials to play this game are included in my First Grade Grammar Alive curriculum.

I hope you got a few new ideas for teaching verbs!

For complete grammar lesson plans and many more grammar activities (including the ones featured in this blog post), check out my Grammar Alive programs for Kindergarten, first grade, and second grade:

Or maybe you already have a grammar curriculum – but you stil need independent practice activities for your students!

If so, check out my BoomCards^TM Grammar Games. They’re digital grammar activities that your students can use on any computer, chromebook, or tablet with internet.

My students love using BoomCards!! And the audio directions are great for providing support even when students are working independently.

Happy teaching!

How to teach Verbs - Primary Grammar with FREE activities — Keeping My Kiddo Busy

PRIMARY GRAMMAR UNIT 3: VERBS

It is time to teach verbs!

My students have come so far with their understanding of sentence structure since we studied Unit 1 Nouns and Unit 2 Adjectives.

This is now where the magic happens. A light bulb clicks on and students truly start understand the patterns in our language and sentence structure.

Plus, this unit about verbs is SO much fun! I share a ton of freebies for you to try right here on this blog post.

All the lessons and activities are planned out for you! 40 lessons are outlined in my plans, but you can use all of the worksheets, centers and activities as you see fit.

The unit progresses sequentially and slowly builds on itself. We start with very basic sentence diagramming and identifying parts of speech.

I tell my students that a sentence can be two words because all it needs is a subject (noun) and a verb.

1. Who or what is the sentence about? SUBJECT

2. What do they do? VERB

I have a little song/chant I do and the kids pick it right up. Sometimes they simply don’t now where to start when diagramming sentences or trying to identify parts of a sentence.

So I sing the little song, “Who or what is the sentence about?” and this is a little hint for them.

Tip: always start with finding the subject of a sentence. After you find the subject, it is much easier to figure out the verb.

The first few lessons, I show slides and ask those two questions. I use the same sentence structure and this builds student confidence.

We are then ready to put our skills into action! The first few activities in this unit are structured so students can be successful and their confidence sky rockets.

Teaching grammar to primary students does not have to be complicated or overwhelming.

The worksheets help students apply what they learned and you can check for understanding.

They can write the sentences as you show the slides and this keeps them engaged. This can also be used as a follow up literacy center.

We are learning about action verbs in these lessons!

Teaching students that an action means “to do” something is super helpful. A trick I teach them is to put the word “to” in front of a word to see if it is an action.

This leads perfectly into lesson 5. What can you do at ___________

There are six places, and students sort the actions based on what you can do in each scene.

After we do hands-on activities, I always have a follow up activity to solidify concepts taught as well as for accountability.

I need to see that students are understanding what they did in the activity, and I have students write as much as possible.

On the recording page, they write what they can do (the verbs) at each of the six places.

We have had enough practice now that I tell students it is now their turn!

They have to generate verbs for each sentence.

This is a great check in or quiz to see where they are at.

Next up in this unit is a super fun game, similar to the one we did with matching adjectives to nouns.

They already know the format so it is quick and easy to get going.

There are so many ways to play this game. We always say sentences orally first and identify the subject and verb.

You can play go fish, memory, or just practice matching the cards. Then they can write their own sentence for each subject/verb pairs on the recording sheets.

I spend several days on this activity. This is an amazing activity for language development.

I love making the linking chain sentences to introduce linking chains because it really helps students understand how linking verbs just link the subject to the rest of the sentence.

Here are some of the activities we do for the next few lessons.

I wish someone had taught me that when I was younger!

Now they are ready for these worksheets/activities.

ACTION VERBS VS. LINKING VERBS

These are similar to my noun hunts.

Students look through the picture and find all the verbs. They must write the verbs under the correct column - action or linking? Then they write a sentence using one verb on their own.

I use these over several days, and you could even use one as a quiz to check for understanding.

First, students fill in the missing verbs using the word bank in lesson 20. Both action and linking verbs are included.

The next day, students get to write a superhero story using exciting verbs (a word bank is provided.)

I love seeing students be so successful as I pull the scaffolding back.

I designed this unit so students can become successful on their own while reading, writing and understanding parts of speech.

We are progressing right through this unit, and now that we have learned action verbs and linking verbs, we can now tackle helping verbs.

This is a little more confusing for children to learn, which is why they come after the first two kinds of verbs.

Helping verbs are essentially linking and action verbs combined. When you have a linking verb right before an action verb, the inking verb is helping the action verb.

Examples: is sleeping ; am laughing : were driving

I spend a few days teaching verb tense. For many children, this will come naturally, but it helps with overall language development and awareness.

These lessons are incredibly beneficial if you have ELL students.

Students love matching the puzzles and completing the follow up activity by cutting and pasting the irregular verbs.

Next, we use these adorable color coded verb cards.

I suggest laminating them so they can be used in pocket charts.

Here is a great pocket chart that stands up so students can use these cards in a literacy center.

There are so many fun games to play with these colorful cards.

They are color coded so children can match the verbs, and then they can also be sorted based on their inflectional endings.

For example, I start with matching all the verbs (shown on the left).

Then we sort based on the patterns with inflectional endings.

Sometimes you can just add -ed and -ing and the spelling of the base word doesn’t change.

However, sometimes there are tricks like dropping the silent e (bake = baking), or doubling the last consonant (hug - hugged).

The recording pages are perfect for accountability after they sort the cards.

I always use a follow up activity to hold students accountable for tasks completed during centers. It is also a great check for understanding.

I finish the unit with a few lessons on verbs that are synonyms and antonyms. Students match and substitute verbs that means almost the same thing, as well as verbs that mean the opposite.

These are great lessons for making connections and expanding their vocabulary.

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Grammar, First Grade, writing, Writing, Worksheets, Literacy Centerskeepingmykiddobusy@gmail. comMarch 6, 2021VERBS, grammar, first grade, nouns1 Comment

Primary school verb learning methodology

Verb learning system

receive initial ideas about the verb. We don't tell them what it is yet. part of speech is a verb, but only we find words denoting actions. To this end There are special assignments in the writing notebooks. For example, class 1 writing notebook, part 3

Compose and write down sentences. Find words with the same root. Those of them that designate an object, underline in blue. Those who indicate action, green.

the house grew near an aspen. mushroom under

aspen has grown. this is a boletus.

After completion of the training period literacy, we turn to the study of the subject of the Russian language. 1st class provides program study of grammatical groups of words (parts of speech): significant (independent) words - words denoting objects, signs of an object, the action of the subject; service words (without differentiation).

For example, 1st grade, Russian textbook language exercise 21.

a) Guess the riddle.

Creeps, hisses a living rope,

Carries a dangerous poison.

b) Which words helped to guess riddle? What do they mean: an object, a sign of an object, an action of an object?

Exercise 23.

a) Compare riddles about the same animal. What is its feature emphasized in the first riddle? What time second?

1 . All day chirping and chirp,

Just fooling everyone.

2. Blacker than soot, whiter than snow, above the house,

below the grass.

b) Write down the answer. How much in her letters O? How many sounds [o]?

the study of the verb is provided: meaning and use in speech. Observation changes in verbs by gender and number (in the form of the past tense). Should note that the author of the textbooks N.V. Nechaeva prefers multidimensional assignments. In the first part of the 2nd grade textbook, when performing such multifaceted tasks, we Let's get to the topic of the verb.

For example,

I met a cancer fox and offered him play catch up. Cancer agreed. Only the fox ran, cancer for her tail and clung. The fox came running, and the crayfish hangs on its tail, does not unhook. Fox turned around to see where the cancer was, and he immediately unhooked from the tail and said: “And I I've been waiting for you for a long time!"

b) Prove that it is narrative text.

c) From the first two sentences In the third paragraph, write down two groups of related words. Select attachments in them. What is the grammatical meaning of these words?

In the second part of the tutorial, we enter term "verb".

For example,

a) Write down the rhyme. Learn - come in handy!

A rider is galloping on a horse,

On a brown horse,

A bow is being carried to the King,

He will pass it on and go out.

b) Complete the verbs.

Rider (what is he doing?) … , … . Rider (what will he do?) ... and ... .

3rd grade we study the following: verb, meaning and usage in speech. Practical familiarization with the indefinite form of the verb. Distinguishing verbs that answer to the questions "what to do?" and “what to do?”. Changing verbs by tense. Change past tense verbs by gender and number.

There are 3 classes in the textbook exercises leading to the study of the verb. The textbook has a section "How from words proposals are formed. In order to correctly compose sentences, we change verb form: tense, gender, number. Here we touch on the issue of spelling. particles are not with verbs. The exercises are also multifaceted.

For example,

a) Form compound words. In which group of words there is an alternation of consonants, in which - an alternation full agreement with disagreement?

1) Plow, land; right, coast; skating, running; bread, oven. 2) Milk, eat; blood, cold; hair, golden

4th grade study the verb in more detail. The program provides for the following:

- Verb.

- Meaning and use in speech.

- Indefinite form verb.

- Discrimination of verbs, answering the questions "what to do?" and “what to do?”, introduction to the category kind of verb.

- Changing verbs according to times.

- Changing verbs according to persons and numbers in present and future tense

(conjugation).

- Methods for determining I and II conjugations verbs (practical mastery). - Changing verbs past tense by gender and number.

- Morphological analysis verbs (see the textbook for the algorithm).

the following definition:

- A verb is a part of speech denoting action (sing, cherish, take away) or state (dream, sleep). In primary (indefinite) form answers the questions what to do? what to do?

Grammar signs verb:

- view (imperfect - what to do? sing, perfect- what to do? sing),

- time (sing, I will sing, sang),

- face (I sing, you sing, he sings),

- number (sing - sing, I will sing - we will sing, sang, sang),

- gender in the past tense in singular (sang, sang, sang).

- In a sentence, the verb usually plays the role of a predicate.

Then these grammatical features verbs we begin to study in detail.

Mood of the verb

Mood - inconstant morphological sign of the verb, presented in conjugated forms of the verb and expressing opposition of indicative, imperative and subjunctive forms inclinations the relation of action to reality.

Indicative mood expresses a real action in past, present or future. The verb in the indicative mood changes according to times.

means of expressing the indicative inclinations are indicators of time: suffixes -l- and -Ø- in the past time (nes-l-a, carried-Ø-ø), personal endings in the present and future tense (carry-y, bud-y carry, brought-y).

Subjunctive expresses the action of the verb, which the speaker thinks is desirable or possible, but dependent on some conditions: Without you, I would not have reached the city and would have frozen on the road (P. ). it mood is formed by combining the past tense of the verb with would be a particle. The particle would take a different place in the sentence. The morphological feature of the subjunctive mood is the absence forms of time and face. However, a person can be expressed by adding personal pronouns.

Subjunctive verb inclination in units h. changes by birth (would walk, walk, walk ) and has one plural form ( would go ). The most common and typical meanings of this mood are conventionality and desirability actions.

Imperative expresses the will of the speaker - a request, an order or an inducement to commit action indicated by the verb, and is characterized by a special imperative intonation: Hearty friend, desired friend, come, come: I am your husband! (P.). The main meaning of the imperative mood is an inducement to perform an action - usually refers to the interlocutor, therefore the main form of this mood is the 2nd person singular or plural form.

The imperative form is formed from the stem of the present tense and has the following three varieties :

- with a final j after vowels (pure base): build, come on, don't spit;

- with the ending -i after consonants: carry, shear, repeat;

- with a final soft consonant, and also with solid w and w (pure base): leave, save, provide, smear, eat.

portable use.

Indicative mood can be used in the meaning of the conditional (What did you need? I took it and left = I would take it and leave) or in the meaning of the imperative mood (Well, let's go = Well, let's go).

Imperative can be used in the meaning of the indicative (And he take it and say it ... = And he took and said ...) or in the meaning of the conditional (If he came on time, nothing would happened = If he had come on time, nothing would have happened).

Conditional mood can used in the indicative sense (I would like to tell you. .. = I want you say...) or in the sense of the imperative (Would you go for bread = Go for bread)

Reflexivity - irreversibility

postfix -sya : learn, laugh. Most of them are derived from verbs without -sya ( cook, prepare ), but there are not reflexive verbs having this correspondence ( to be afraid, to be proud, to be lazy, hope, like, laugh, doubt, etc.).