Verb for kindergarten

Simple Action Words for Kids: Printable List of Key Verbs

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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.

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.

Simple action words pre k children

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.

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.

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.

A Helpful Guide And List

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What’s the most effective way to begin teaching verbs to kids? If you’ve been asking yourself this question, you’ve come to the right place!

We know how challenging it can be to come up with fun and effective ways to help your child learn verbs.

You may have turned to online resources for inspiration, but some activities you found are duds, while others just require too much time and effort for a busy parent like you.

So what can you do? Turn to HOMER, of course!

Our learning experts have been creating fun and engaging educational activities for kids for years and have learned a thing or two about effective ways to teach verbs.

In this detailed guide, we’ll share a few methods to practice verbs at home and a list of action words you can start introducing to your child today.

Let’s get started!

What Are Verbs?

Before we begin teaching verbs for kids, it’s essential that we first refresh our own memories. What are verbs again?

The Merriam-Webster online dictionary defines a verb as “a word that characteristically is the grammatical center of a predicate and expresses an act, occurrence, or mode of being…”

In much simpler terms, many verbs can be described as “doing words” because they are the words in a sentence that express what the subject is doing. They help explain what is taking place — Tom runs away, Maria jumps up and down, Susan drives very fast.

Action verbs are special because they can be used in simple sentences (“Tom sings.”), and a single verb can also be a sentence (“Dance!”). They’re very versatile.

While the most common type of verbs are action verbs, like those shared above, there are also two other types your child will learn about as they get older. These are helping verbs (or auxiliary verbs) and linking verbs.

As you probably guessed, helping verbs help! They appear in front of the action and give information about when that action happened. For example, in the sentence, “I am reading a book,” the helping verb “am” helps to express the action verb “reading.”

Linking verbs, on the other hand, don’t express any sort of action. Instead, they connect or “link” the subject to a word that describes it, which can be an adjective or noun.

For example, in the sentence “The sky is blue,” the linking verb “is” links the subject “sky” to the predicate adjective “blue.” It connects the two parts and helps the listener or reader understand what’s being said.

There are only three main linking verbs in the English language: “to be,” “to become,” and “to seem.” These linking verbs can also take on different forms, such as “is,” “are,” “was,” “were,” etc.

You probably use all three types of verbs daily without even thinking about it. Now, it’s time to help your child do the same.

It’s important to note that your child is likely too young to go into detail about what the different verb types are or what they’re called. So don’t spend time explaining the differences or expecting them to know what a linking verb is.

They’ll pick it up naturally when they’re ready. Instead, focus on using verbs correctly.

How To Recognize Verbs

There are a few ways to help your child recognize verbs in a sentence. One of the most common is to look closely at its location compared to the subject of a sentence. Often, verbs come after nouns and pronouns (i.e., the subject).

So, from one of the examples above — “Maria jumps up and down” — the verb (jumps) comes directly after the noun (Maria).

Another way to help your child recognize a verb (without having to think about the sentence structure) is to encourage them to ask “Can I…?” Can I jump, dance, scream, eat, laugh, run, etc.? If the answer is “yes,” then the word is a verb.

Why Is It Important To Teach Kids About Verbs?

Every single sentence needs a verb. Without one, the sentence is incomplete.

If your child doesn’t use verbs, they’ll have difficulty expressing themselves orally. In addition, other people might not understand what they’re saying since verbs are integral to our language.

And as they get older and start writing, this foundational knowledge about verbs will help them have a better sense of grammar so they can write more clearly.

When Will Your Child Use Verbs In Their Speech?

It’s challenging to explain how many verbs kids should use when they are toddlers. That’s because many factors can influence a child’s language development. These include gender, environment, and genes, among others.

While there might be a few variables, at 24 months, most toddlers can say around 40 verbs. If your child is on the lower end, you can assist them by actively introducing new verbs regularly through different games and activities.

There are many types of verbs (action, auxiliary, regular, irregular, etc.). As children get older and are exposed to more words in the English language, they will naturally start introducing a variety of verbs into their speech.

Here’s a look at what you can expect from your growing child.

19 – 28 Months Old

• Present Progressive
• These verbs help express an activity that’s presently or was recently happening. They are instantly recognizable with their “-ing” ending. For example: driving, eating, swimming, etc.

3 – 4 Years Old

• Irregular Past-Tense
• These verbs express what happened in the past without the use of an “-ed” ending. For example: went, hurt, hit, etc.
• Children at this age use some irregular verbs correctly and begin to use “-ing” words
• They also learn how to use a regular past tense verb with an “-ed” ending (played, liked, etc.), which helps describe what has already happened.

4 Years And Older

As children enter kindergarten and preschool, they may have a basic understanding of verbs as they learn new vocabulary and action words. They should be able to recognize common verb endings and use them correctly most of the time.

At this age, your child may still struggle with irregular verbs. We’ll talk more about this later, but, for now, know that it’s normal for kids to use “ed” endings on all verbs, even if they’re supposed to end differently.

In fact, it’s not just normal; it’s a step in the right direction! It shows that they are generalizing grammatic rules, which is proof of their internalizing this basic grammatic principle.

The more they listen to and use language, the better their grasp of verbs will be. Before you know it, they won’t be making the same mistakes anymore.

Even though preschoolers have a lot of verbs in their vocabulary, the word “verb” might not be. They probably won’t be able to identify which word is a verb if you ask them to find one. Classifying words is a more advanced skill that they’ll tackle as they progress in school.

For now, the important thing is using verbs when they speak to identify what someone, or something, is doing. This will prepare them for future language development.

After all, language development is an essential part of a child’s growth. Helping your child understand verbs now will benefit them as they learn about other parts of speech.

How To Practice Verbs For Kids

Now that you know what verbs are and why it’s vital to teach verbs for kids, let’s look at some engaging activities to help your child use these action words.

There are so many benefits to learning through play, especially for young kids.

1) Action Charades

What You’ll Need:

• Pen or marker
• Pieces of paper
• Hat or bowl
• List of verbs (cook, jump, wiggle, shake, nod, etc.)

What To Do:

Playing charades is one of the simplest ways to help your child practice verbs. All you need to do is write verbs on pieces of paper (one verb per paper), drop them into a hat or bowl, and then mix them up.

If your child isn’t yet a reader, assign a partner who can read for them or opt for picture clues instead of written ones. These simple rule changes help make the game accessible for everyone in the family.

Once you’re set up, players will take turns pulling the verbs from the hat or bowl and proceed to act them out. You can also add a timer for 30 seconds. How many words can you guess in half a minute?

This activity can be great for the whole family on game night. To keep things fresh and exciting, change the verbs each time you play (this might require you to have a thesaurus nearby!).

In addition to learning verbs, your child has the opportunity to build their vocabulary by playing this game. They’ll be exposed to new words, understand their meaning as they are acted out, and learn synonyms as others guess the action that is taking place.

2) The Verb Game

What You’ll Need:

• Marker or pen
• Paper

What To Do:

Most children understand verbs as the “doing words” in a sentence. But what happens when you replace one verb with another? How does that affect the sentence as a whole?

You can help your child answer these questions by playing the verb game. All you need to do is write down a sentence with an action. For example, “I can jump 10 times.” Next, read your sentence aloud to your child. Once they hear it, challenge them to do what it says.

Then, players take turns changing the action verb. It might look like this: “I can shout ten times, I can wiggle ten times, I can stick my tongue out ten times,” etc.

Don’t be too concerned about which verb you choose to add. The sillier the better!

This is a great activity to help emphasize that verbs are the action words in a sentence and changing them will change the meaning of that sentence.

3) A Verb Time Machine

What You’ll Need:

• Construction paper
• Two blank sheets of other paper
• Crayons
• Scissors
• Plastic arrow game spinner

What To Do:

Encourage your child to draw a time machine on a blank sheet of paper and color it in. They don’t have to be the best artist here — just a simple rectangular shape with an antenna at the top will be fine.

On the construction paper, assist your child in drawing a single road in the center. This road can have numbers from one (at the bottom) to seven (at the top).

After doing so, help your child cut out the time machine and paste it onto the construction paper at the end of the road they’ve drawn.

Lastly, help your child draw a large circle on your second blank sheet of paper. Divide this circle into three sections: Right Now, Yesterday, and Tomorrow. Then place your spinner at the center.

The concept of this activity is simple: Your child will race to get to the time machine at the end of the road.

Here are the steps to get there:

• Start by saying a verb (for example: jump)
• Spin the plastic arrow game spinner
• Whoever is playing will say the verb in the tense of where the spinner lands. For instance, if it lands on “yesterday,” the player needs to say jumped.
• If you get it right, move from one to two on the road to the time machine. Who will make it to the time machine first?

This is a great activity to help your child practice their verb tenses. You can even ask them to create a sentence with that verb tense for an extra point!

If you notice that your child is struggling with irregular verbs, simply point out the correct ending. As you include that specific verb in gameplay, they’ll have more opportunities to learn how to conjugate it correctly.

4) The Action Verb Alphabet

What You’ll Need:

• Nothing

What To Do:

This game is for slightly older kids who are familiar with letters and sounds. Otherwise, your child’s brain will have a hard time focusing on the verb component while also trying to think about the letter sounds. If that happens, it might become too frustrating.

Tell your child that the two of you will try to brainstorm a verb for each letter of the alphabet. Let them know it’s just for fun and not a competition.

Start with “A.” Say the “A” sound and ask your child if they know anything you can do that starts with that sound.

If they don’t, that’s OK. You can prompt them by saying, “Ask is something we can do that starts with an ‘A’ sound. Can you ask me a question?”

Then, move on to the letter “B.” Try the words bounce, bake, bark, and bray, or any other “B” verbs you can name.

Remember to have your child act out the verb if possible. When they hear the word and do something with their body, it activates more areas of the brain, and they’re more likely to remember it.

If you suggest a word your child doesn’t know, take time to explain what it means. It’s a fun way to expand your child’s vocabulary.

Continue thinking of verbs for each letter of the alphabet. If you get stuck, you can check out our cheat sheet below or agree to skip the letter and move on. Either way works!

If you do get stuck, here is an idea or two for each letter:

• A – add, act
• B – blend, build
• C – catch, crawl
• D – drink, dream
• E – eat, explore
• F – find, fly
• G – growl, grumble
• H – hop, howl
• I – itch, inspect
• J – jump, jingle
• K – kick, kite
• L – lick, listen
• M – milk, mow
• N – nap, neigh
• O – open, order
• P – play, peek
• Q – quack, question
• R – run, roar
• S – skip, slide
• T – talk, trade
• U – unzip, use
• V – vroom (like a car), vacuum
• W – walk, wag
• X – X-ray, Xerox
• Y – yawn, yodel
• Z – zigzag, zip

You’ll probably think of many more. You could even create your own ABC Verb book with some paper and crayons with all these verbs you’ll name.

To extend this game even more, pull out your HOMER Explore Letters Kit and get the magnet letters. Stick up a random letter and ask your child to name a verb that starts with it. This activity is a fun way to review what you’ve been working on.

5) The Verb Toss

What You’ll Need:

• Pen or marker
• Index cards
• A pair of socks for each player (or a small, soft ball)

What To Do:

Roll up a pair of socks for each player into a tight ball. Then, use the pen to draw a simple verb action on each index card. Don’t worry about making it fancy. You could even have your child help with this part.

Here are a few words you can include:

• Dance
• Jump
• Eat
• Sweep
• Mop
• Talk

Once the cards are ready, flip through them quickly with your child to make sure they can identify each one. If they can’t, explain what the picture is supposed to be.

Then, spread the verb cards face up on the floor. Ask your child to back up several feet and toss their sock ball onto the words. You can judge the distance of the toss by their age and throwing ability. They can always take a step closer if needed.

When they’ve successfully thrown the sock ball, let them walk over and see which card their ball landed on. Ask them to say the verb and do the action.

For example, if the card had a picture of someone eating, your child would pretend to eat. If it had “dance” on it, they would dance around the room.

After your child finishes the action, have them pick up both the card and their sock ball, give you the card, and stand back at their starting point to play again.

Continue throwing, saying the verb, and doing the action until the cards are all picked up.

Verbs For Kids

To get started with some of the activities above, you’ll need a list of verbs for children to practice.

Here are some examples you can use:

• Run
• Shout
• Jump
• Sing
• Dance
• Read
• Swim
• Skip
• Kick
• Write

Verb Tenses

One of the activities above (A Verb Time Machine) helps children practice their verb tenses. Games like this are essential because, as mentioned above, kids often have trouble grasping the concept of different tenses because they tend to generalize rules.

For example, a child might say, “I maked a picture” instead of, “I made a picture.” Or, “I goed to school” instead of, “I went to school.”

Therefore, it’s important to continue practicing verb tenses (past, present, future, and ongoing) so they get comfortable with them.

While doing so, remember to emphasize the words that help the verbs. For example, change the sentence, “I wash my clothes” to, “I am washing my clothes” or, “I will wash my clothes.”

You don’t necessarily need to explain the process of changing the verbs in detail. Children learn best through repetition, so the more practice they get the easier it will be to grasp this concept.

Here are a few examples of verb tense changes that you can add to the activities above:

• I walk to school — I walked to school — I will walk to school
• I eat some food — I ate some food — I will eat some food
• He laughs — He laughed — He will laugh
• He runs fast — He ran fast — He will run fast

After you’ve practiced for a bit, listen to your child talk and praise them for using verb tenses correctly. For instance, if they typically say, “I eated my food,” congratulate them if they say, “I ate my food.”

Noticing what your child is doing right can be a big encouragement, so watch for those “I did it!” moments.

It’s Time For Verbs!

Verbs are an essential part of our speech because they help us express what action is, was, or will take place. The activities above will help your child practice verbs for kids while also having fun.

Language development is important and helps children become confident communicators. Check out the HOMER Learn & Grow app to learn more about how you can help your child continue developing this essential skill.

Author

Prefixed verbs | Article on the development of speech (preparatory group) on the topic:

"Enrichment of the vocabulary of children of senior preschool age with prefixed verbs"

Dyatlova Zh.V., Golovkina M.A., Sokolova O.I.

For fluency in speech, the child must first of all have a sufficiently large vocabulary. The more nouns, verbs, adjectives, adverbs in his dictionary, the more accurately and fully he will be able to express his thoughts, the easier it will be for him to communicate through oral speech, and in the future to master written speech. For this reason, special exercises and games to enrich the vocabulary should not be spared time and effort, especially since the results of such exercises will not be long in coming In this article we want to bring to your attention games and exercises to enrich the child's vocabulary with verbs and word formation of verbs . The need to enrich the vocabulary with verbs is explained by their important role in the sentence. After all, our whole life and the life of the nature around us are connected with continuous movement, with some kind of changes, events. Almost no sentence can be built without a verb. The speech of a child who does not have a sufficiently large and diverse stock of verb words looks infinitely impoverished. So, various games, poems, exercises are offered to your attention, allowing you to introduce prefixed verbs into your child's speech.

Vasya is drawing, and you are already...(drawn)

Vasya is reading, and you are already...(read)

Vasya is breaking a stick, and you are already...(broken)

Vasya is washing his socks, and you have already… (washed)

Vasya is counting, and you have already… (counted)

Vasya is having dinner, and you have already… (had supper)

Add a word game

, and the child adds a verb that matches the meaning.

They go on the porch, and on the tree .... (climb)

Crossing the road, but across the river… (swimming)

They pour water into a jar, but grits… (poured)

Accidentally spilled milk, and salt… (scattered)

A car drives up to the garage, and a boat to the shore… (swim up)

They didn’t hear everything with their ears, but not everything with their eyes ... (saw)

Grandmother knitted a scarf, but a dress ... (sewn)

Game “How did it all end?”

Instruction: “Listen and tell me how it all ended”

Mom salted and salted porridge and ... (over salted)

Kolya ate cutlets and ... (overate)

Dad swam and swam across the river and ... (crossed)

Tolya sawed and sawed a board and ... (sawed) )

The cat climbed and climbed a tree and ... (climbed)

The son grew up and dad ... (outgrown)

The game "Attentive ears"

Instruction: "Listen to the poem. When you hear words similar to the word fly, clap your hands.

Birds can fly high, fly over blue lakes, fly far from their nests, fly high over beautiful mountains, they can fly around the forest, fly over high towers, fly up under a low canopy and fly off roofs into deep pits.

Helper game

Instructions: “Help me come up with words that look like walk. I will say the beginning of the word, and you take turns adding the word walk.

For...walk, cross...walk, you...walk, at...walk, on...walk, pass...walk, go around...walk.

Children are encouraged to come up with words similar to the word dig.

Water play.

The teacher invites children to play with water. Names the actions that the child must perform and report about it. He puts a glass, a cup and a jar in which water is poured in front of the child.

Teacher: “Pour water from the jar into a cup. Pour water from a jar into a glass. Pour water from a cup into a glass. Pour into a glass of water from a jar. Pour water from the glass into the jar. Field flower."

The child talks about doing an action.

Game "Journey of the car"

For the game you need to make an impromptu garage for the car, a road, a bridge. Put a tree on the way of the car, you can put a puddle on the road.

First, the teacher tells about the movement of the car, and the child adds verbs similar to the word to go. Then the children perform actions with the machine and independently repeat the story about it.

“Once upon a time there was a car in the garage. She got bored and decided to travel. The car left the garage, drove down the road, drove up to the bridge, drove onto the bridge, drove over the bridge, drove off the bridge, drove down the road again, drove to the tree, drove around the tree and drove back to the garage.

Game "Butterfly's Journey"

Instructions: "A butterfly flew into our group. Help me come up with a story about how she traveled."

“A butterfly has flown into our group. In a group . .. flew. To Masha .... flew up and on Masha ... sat down, from Masha .... flew off and on Katya ... flew over, sat. Around Katya ... flew around and to Masha ... flew away. Above Masha ... flew and out the window again ... flew away.

Game "Composers"

The teacher reads the text, and the children add prefixed verbs with the same root that are appropriate in meaning.

“I wanted a cabbage bunny and decided to go to the village to the garden. Here is a bunny from the forest ... ran out to the village ... ran to the garden ... ran up. I ran around the garden, saw cabbage and ran into the garden ... ran. The hare ate cabbage, ate, ate, ran out of the garden and ran back to the forest ... "

You can invite the children to come up with a story about how children walk on the site: "Sveta to the site ... came, came up to the swing, swayed, got down and from she moved away from the swing, walked around the house and went to the veranda, went onto the veranda and began to play with dolls there. Teacher: “And Denis and Vitya love to run for a walk. Let's tell how these boys walked.

Game "What's right?"

The teacher offers the child a sentence and two verbs with different prefixes to choose from. The child repeats the sentence, including the correct version of the verb.

Should old furniture be removed or brought in?

Roma made an elephant from plasticine or stuck it?

Did Misha put the textbooks in the briefcase or put them together?

Did Dasha learn to tie or tie shoelaces herself?

Game "Correct the mistake"

The teacher offers the children sentences with the wrong version of the prefixed verb. The child must independently remember and use the necessary verb in the sentence.

Papa sailed the river.

Mom embroiders a hole in a T-shirt.

Grandpa dug a hole.

Grandmother cooked cutlets.

Olya poured water into the watering can.

Picture game "Find a Pair"

Paired pictures are used for the game. The teacher lays out a picture where the action is still being performed, and the child among his pictures finds the one where this action has already been completed. Paired pictures may contain opposite actions.

The boy paints the fence - The boy painted the fence.

The child is building a tower. The child built the tower.

A girl draws a butterfly. The girl drew a butterfly.

Paired pictures may contain opposite actions.

Grandfather enters the house - Grandfather leaves the house.

A boy pours water into a bucket - A boy pours water from a bucket.

Literature

1. Efimenkova L.N. Formation of speech in preschoolers. - M., 1985.
2. Kosinova E.M. Grammar notebook No. 3 for classes with preschoolers: Complex prepositions. - M., 2016.
3. Lalaeva R.I., Serebryakova N.V. Correction of general underdevelopment in preschool children. - St. Petersburg, 1999.
4. Paramonova L.G. The development of vocabulary in children. - St. Petersburg, 2007.
5. Smirnova L.N. Speech therapy in children's sakdu. - M., 2006.
6. Tkachenko T.A. In the first grade - no speech defects. - St. Petersburg, 1999.
7. Kulikkova E.V. "Preschool Pedagogy" No. 1 2018

Grammar games and exercises - My kindergarten

Junior preschool age

“JUMP THE DITCH”

The object of the game. Teach children to form the imperative form of the verb using prefixes.
Organization of the lesson .

Players are divided into two teams and lined up on the court one against the other (at a distance of 50 cm).

Two parallel lines are drawn in front of each team - this is a ditch. To the teacher's words:

everyone is jumping. The winner is the team in which the greater number of players managed to jump over the ditch without stepping on the line. The game continues. The losing team under the same rhyme, but already said “winners”, makes a second attempt. The game can be activated by inviting children to jump with their eyes closed.

“WIND”

The goal of the game. To teach children to form verbs using prefixes (looked out, rushed, jumped).
Organization of the lesson .

One of the players plays the role of a breeze, the rest - hares. Rabbit children put hats with long ears on their heads and squat in a circle. To the words spoken by the teacher:

From the snowdrift at the edge of the forest
Someone's ears peeked out,
And rushed off - lope and lope -
White little ball,

they rise slowly and jump forward on two legs.

To the next quatrain:

Here he jumped with acceleration
On the green thawed patches,
He is circling around the birch trees, jumping over!

children jump in the direction where small puddle circles are drawn, jump over them.
To the words spoken together with the teacher:

Wind, wind! Catch up!
Do not catch up with the dashing bunny!

scatter around the hall. The breeze-child must crush the fleeing.

The game is played with a small subgroup (6-8 children). If the number of players is greater, two "breezes" are chosen.

“TRAIN”

Purpose of the game. Strengthen the ability of children to correlate the word with the action.

Organization of the lesson . Children are lined up one after another, forming, as it were, a “train”; they put their hands on the shoulders of the player standing in front. To the words spoken by the teacher:

Choo, choo, puff-choo,
Puff-choo, vor-choo,
I don't want to stand still!

“train” starts to move slowly, gradually speeding up.

Ko-le-sa-mi
Knock, knock,
Ko-le-sa-mi
Ver-chu, ver-chu,
Sit down, hurry up, -choo!
Chu! Chu!

Further movements are performed according to the text: “I knock with the wheels, I knock” - the children stamp their feet; “I turn with wheels, I turn” - circular movements with arms extended forward. To the words: “Chu! Chu!” - The train stops.

“WHERE WE WERE, WE WILL NOT SAY”

Purpose of the game. Activate verb vocabulary. Learn to match words with actions.

Organization of the lesson.

The driver steps aside, while the players agree on what activity they will portray. To the question of the driver: “Where have you been? What did you saw?" - they answer: “Where we were, we will not say, but what we did, we will show” - they show various movements (they wash clothes, draw a picture, etc.). The task of the leader of the movements is to correctly determine the action being performed and name it in the form of a second person plural verb. For example: "You are sawing firewood." If the answer is correct, the team scatters, and the driver catches up with them. Poy manny becomes a driver.

This game is also popular with older groups.

“SHASHY DOG”

Purpose of the game. To teach children to correlate actions with a sounding word; to fix the ways of forming verbs with the help of prefixes (come, wake up, look).

Organization of the lesson . One of the players plays the role of a dog. He lies down on the grass (mat) and pretends to be asleep. The rest on tiptoe come up to him in a crowd and say:

Here lies a shaggy dog,
Putting your nose into your paws.
Quietly, quietly, he lies,
Either he is dozing, or he is sleeping.
Let's go up to him, wake him up
And let's see if something happens.

Having said these words, one of the children wakes up the dog with a slight movement. The dog wakes up, growls with displeasure, barks, then jumps up and tries to catch up with the guys.

If the game is repeated, a child can be chosen from among the winners using a counting rhyme.

RYABUSHECHKA HEN

Purpose of the game. To teach children to correlate the verb with the circumstances of the place, the reason (where? why?) and form the verb with onomatopoeia (squeak).

Organization of the lesson.

Children choose Ryabushka Hen, the rest play the role of chickens. Hen-Ryabushechka is put on a hat on her head. At the signal of the driver (teacher), a dialogue begins.

– Ryabushechka Hen, Where are you going?
- To the river.
- Hen-Ryabushechka, Why are you going ?
- For water.
- Ryabushechka Hen, Why do you need water?
- Water the chickens. They want to drink. They squeak all over the street - Pee-pee-pee!

At the words “They squeak all over the street”, the chicken children run away from the hen and squeak: “Pee-pee-pee”. If the chicken catches someone, then she says: "Go to the well to drink water." Caught children are out of the game. The game is repeated with the choice of a new Ryabushechka Hen.

“SILENT”

The goal of the game. Teach children to form verbs with prefixes.

Organization of the lesson.

Before the start of the game, the children say in unison:

First-timers, little chervenchiki,
Bells rang.
In fresh dew,
In someone else's lane.
Cups, nuts,
Honey, sugar.
Quiet!

With the word "silent" everyone becomes silent and does not move. The leader (teacher) observes the children. If someone laughs, or speaks, or moves, he gives him a forfeit. At the end of the game, children redeem forfeits - they perform actions on command: they crawl under the table and crawl out, bounce in place two or three times; go to the locker room and enter the group room; move the chair back and slide it back into place; look out the window; squat, stand up, toss the ball; jump over a rope, etc.

This game usually attracts children of all age groups.

Note. In a group of kids, it is better to play a phantom as soon as one of the players breaks the rule. The assignment is provided by the teacher. In older groups, the task is invented by the children themselves.

“SOVA”

Kazakh folk game

Purpose of the game. Teach children to form verbs with onomatopoeia.

Organization of the lesson.

Educator (refers to de ). Let's play Owl. This is a fun game of Kazakh children. I think you will like it too.

The one who is chosen as an owl sits in a nest and sleeps for the time being. The rest run around the owl, jump. Some can croak like frogs, others can bleat like goats, and others can pretend to be foals. At the signal of the leader “Night!” the owl opens its eyes and goes hunting. (The teacher explains: owls always sleep during the day , but hunt at night.) All of you who jumped, galloped, freeze. Whoever moves or laughs, pays a phantom.

What kind of forfeits can be played: let him hiss like a snake; crows like a rooster; barks like a dog; trumpet like an elephant; buzz like a fly; ringing like a mosquito; meows like a cat; croaks like a frog; quacks like a duck; howl like a wolf; roar like a tiger; neigh like a horse; snorts like a hedgehog; moo like a cow, etc.

“SILENCE”

Purpose of the game. Teach children how to form a verb from a noun.

Material . Drum, pipe, bell, trumpet, signal machine, whistle.

Organization of the lesson.

Children (in chorus; the text is familiar to them):

One, two, three, four, five.
We begin to play:
Chick-chok, mouth on the hook
And silence!

Having said the word “silent”, the children become silent; nobody smiles. The last task is not an easy task. Whoever violated the rules of the game gets a phantom. When about five forfeits have been distributed, they are played. The teacher - he has a drum, a pipe, a bell, a pipe, a car with a signal, a whistle in his hands - sits down with his back to the children, and one of the winners, taking a phantom from the loser and showing it to the children, approaches the teacher and asks, standing behind his back : “What to award the phantom that I have in my hand?” The teacher gives the task: to drum on a drum or blow on a pipe, etc.

The one who completes the task receives his forfeit.

“MIXTURE”

Purpose of the game. To teach children to correlate verbs formed with the help of prefixes with movement.

Organization of the lesson.

With the help of a rhyme:
Once upon a time
Is it me, are you.
There was a dispute between us.
Whoever started it, forgot
And we are still not friends.
What if the game this time
Will it be able to reconcile us?

children choose a “chuckle”, the task of which is to make the players laugh. The possibilities are inexhaustible: the movements of a clumsy bear, a cunning fox, a cowardly hare are copied; you can suddenly sneeze, sing, read a funny rhyme (poem), etc. The one who laughs pays a forfeit. If there are about ten forfeits, they are played. The teacher sits facing the children, and one of the winners helps him: he takes a phantom, hides it behind his back and asks: “What is supposed to be a phantom that is hiding behind me?” The teacher comes up with movements: walk straight, squat, climb onto a chair, crawl under the table, jump, bend over, straighten up, step over, jump over, sit down, etc. Anyone who incorrectly performs a given action does not receive a phantom; it is played again, or one of the children who can complete the task comes to the rescue.

“MOROZ”

Belarusian folk game

Purpose of the game. To consolidate the ability of children to form a verb from a noun using prefixes.

Material . Elements of Santa Claus costume.

Organization of the lesson .

Children choose Santa Claus with the help of a counting rhyme.

You are white, you are bright,
You are in a fur coat, you are in a hat,
you have a red nose.
It's you - Santa Frost!

Start of the game. All the children run away. The task of Santa Claus is to touch any player and freeze him. Frozen stands motionless in the position in which Santa Claus taunted him. The offender pays a forfeit, which Santa Claus plays at the end of the game. The new Santa Claus may be the one who was not taunted, or who stood motionless for a relatively long time, or who played his forfeit well.

All games with phantoms are more interesting and mastered in a team of different ages, when the game experience is naturally transferred from older children to younger ones. Therefore, in a multi-unit kindergarten, it is advisable to organize them by inviting children from different groups to communicate (on the site, in the music room). If the teacher organizes games for the first time with the kids, then he takes over their organization and inventing tasks.

“TWO BROTHERS”

Didactic game

Purpose of the game. Teach children how to use verbs correctly.

Material . Dolls Shustrik and Myamlik (bear cubs).

Organization of the lesson.

Educator. Once upon a time there were two brothers in the forest - two little bear cubs. Their names were Shustrik and Myamlik (shows toys). Shustrik was cheerful, obedient, always had time to do everything on time. Myamlik is very slow. He did not even have enough time for his favorite games, so he was always sad. His parents considered him disobedient.

Usually Shustrik wakes up very early and quickly gets out of bed, and Myamlik is still only ... (gets up, children add; the teacher accompanies his words with the movements of Shustrik and Myamlik faces). Shustrik is already dressed, and Myamlik ... (only is getting dressed, the children add). Shustrik made the bed, Myamlik ... (fills; etc. etc., respectively: washed - washed, brushed his teeth - cleans, had breakfast - has breakfast, came to school - goes to school, dined - dine, did his homework - does his homework, got ready going for a walk - getting ready, went to bed - goes to bed). Children, please tell Myamlik: how to become cheerful?

In the content of the game, the educator can use various plots: “On a walk”, “In the forest”, “On the river”, “On the morning exercises”, etc.

ADD A WORD

Purpose of the game. To teach children to complete the omitted verbs in the sentence, to find the right word according to the meaning of the statement.

Material . Gena doll.

Organization of the lesson .

The game begins with an introductory conversation about how children help their parents, what they can do.

Caretaker. The boy Gena came to visit us. He, like you, loves to help his grandmother, grandfather, mother, father, brother and sister. What can he do, you ask? We will guess now.

Gena ( his role is played by the teacher): I know how to make a bed ... (children: make). I can floor ... (sweep). I know how to dust ... (wipe). I can do dishes... (wash, rinse). I know how to flowers ... (water). I help the table ... (set). I help the plates ... (arrange). I help forks… (unfold). I am helping the crumbs off the table… (sweep away). I help the room… (clean up).

When the game is repeated, the children move from choral statements to answers as directed by Gena.

“SAY THE REVERSE”

Purpose of the game. To teach children to select single-root and heterogeneous verbs-antonyms.

Material . Chippolino doll.

Organization of the lesson .

Educator. To us, in kindergarten, Chippolino came to visit. He likes everything with us: how we do exercises, how we play, sculpt from plasticine, draw, sing and dance.

However... Chippolino, why are you sad? What? Will you tell me in my ear? What? Do you not know how to choose, like our children, the words “on the contrary”, words with the opposite meaning? Guys, can we help Chippolino? I will name the words, and you, together with Chippolino, come up with the words “on the contrary”, words with the opposite meaning.

Caregiver. Chippolino, now you understand what it means to pick up the words “on the contrary”?

“INVISIBLE”

The goal of the game. To teach children to form the second person singular and plural forms of the verb.

Material . Doll, invisibility cap, screen, musical instruments (toys), furniture.

Organization of the lesson.

The teacher informs the children that the Invisible Man has come to visit them (his role is played by one of the children), who has an invisible hat (shows). When the Invisible Man puts on this hat, no one can see him. In confirmation of these words, the Invisible Man puts on a hat and hides behind a screen, and then, coming out from behind the screen and taking off his hat, tells the children what he loves and knows how to do (shows: dancing, singing, reciting poetry, running, jumping, playing musical instruments , sits, sleeps, walks, etc.), puts on his hat again (hides behind a screen) and performs one of the above actions. Children, asking him questions, guess what he is doing: “Are you sleeping?”, “Are you doing exercises?” etc. The one who guessed first gets the right to be Invisible.

When the game is well known, you can choose two Invisibles. Then the children will form the plural of verbs.

Olya's Helpers

Purpose of the game. Teach children to form plural forms of verbs.

M a t e r i a l. Olya doll.

Organization of the lesson.

Educator (addressing the children). Olya doll came to us with her assistants. I'll show them to you, and you can guess what kind of assistants she has and how they help our Olya. (Shows legs. The doll is walking.) What is this? That's right, legs. What are they doing? (They walk, jump, run, jump, dance.) What are the hands doing? (They take, lay down, hold, wash, put on, draw, cut out, stick on.) What about the teeth? (They chew, bite, gnaw.) Eyes? (Look, close, open blink, squint. ) Ears? (They listen.) And how can I say affectionately about these parts of the body? That's right, legs, arms, eyes, teeth, ears.
Now I will read you a poem, and you tell me who Olya's helpers are (the teacher reads a poem by E. G. Karganova "Ola's helpers").

Olya runs merrily
Along the path to the river,
And for this we need
Our Olya ... legs.

Intonation of incompleteness educator encourages children to prompt.

Olya takes berries
Two or three things.
And for this we need
Our Olya ... (pens).
Olya gnaws the nucleoli,
Shells fall,
And for this we need
Our Olya ... (teeth).
Olya looks at the cat.
For fairy tale pictures.
And for this our Olya needs… (eyes).

After reading the poem, the educator addresses the children (selectively) with questions: “Who are your helpers? What can they do?”

“WHO DOES WHAT”

Purpose of the game. To teach children to form third person singular and plural forms of verbs.

Material. Toys: cat, dog, two hedgehogs.

Organization of the lesson.

The teacher examines toys with the children (a cat, a dog, two hedgehogs) and offers to describe their appearance (a cat is gray, fluffy, soft, small; a dog is white, furry, large; hedgehogs are prickly, gray, small).

Caretaker

What does a cat do when petted? What does she do when she sees a mouse?
What does a cat do when it sees a mouse not real, but a toy?
What else can a cat do?
How many interesting words you said about a cat! (Repeats them.)

What is the dog doing?
What does a dog do when it sees a cat?
When a dog is given a piece of meat, what does it do?
What can hedgehogs do?
How do hedgehogs carry their food? How do they give their vote?

Children

Purrs, rejoices, arches back. Quietly sneaks up, runs, catches, jumps.
Runs, plays, jumps, grabs, drags, rejoices.
Meow (“meow-meow”), lap up milk, drink.
Barks, bites, runs, walks, sits, sleeps, looks, eats.
Wants to catch, runs after a cat, barks, catches. Jumps, serves, eats, rejoices.

They walk, curl up, swim, run.

They prick everything with needles.

Hedgehogs (“fyr-fyr”) snort.

The teacher accompanies the children's answers with the movements of the toys. After organized play, children receive toys for free activities.

“Everything is the opposite”

Purpose of the game. To teach children to form verbs-antonyms (of the opposite meaning), using prefixes.

Material. Two monkeys (toys).

Organization of the lesson.

Educator. Today we will play stubborn and obedient children. Here, listen to my story.

The teacher accompanies the story with the movements of toys.) The monkey mother had two daughters. The eldest was called Novice, the youngest was Stubborn. Stubborn liked to do everything in reverse. The Novice will collect the toys, the Stubborn will scatter them. If the sister closes the door, Stubborn ... (intonation of incompleteness, the teacher encourages the children to answer: she will open it). If he brings ... (takes away), sews ... (tear from it), cleans ... (soils), keeps silent ... (talks), hangs ... (takes off), etc.

The lesson can be continued by reading the poem by V. Berestov doll".

Caretaker.

She is asked to dance,
She crawls under the bed.
What an upbringing!
Just a punishment!
All play - she lie down,
Everything lie - she run.
What an upbringing!
Just a punishment!

This poem was written by the poet Valentin Berestov. With whom would you children like to play - with the Novice or the Stubborn? But what to do Stubborn? (Answers.) Now I will read you another poem “Do the opposite”, its author, the poet Ekaterina Karganova, invites stubborn children to improve.

If you are very stubborn,
Do vice versa -
Mom doesn't help you,
But you help! Here.

Now Stubborn will help her mother, and she will no longer be called that. Is not it?

“TELL WHAT THE SKILL DID”

Purpose of the game. To teach children to compose (distribute) a sentence with homogeneous predicates.

Material . Paper, scissors, etc. (at the discretion of the teacher).

Organization of the lesson.

Umeika comes to visit the children (his role is played by a pre-prepared child, it is possible from the older group). Both the group (to monitor the actions of the guest) and Umeyka receive the task, but in such a way that no one hears: “Come to the table, take the paper, cut off the strip and give it to Serezha.” Smeyka performs the task, and the children are watching him closely. The child who correctly enumerates all the actions of Smeyka wins. The child-winner plays the role of Umeika.

Umeika's tasks can be very different: come to the door, jump and come back; come to the table, take the book and give it to Vadim; take the car, put it in the garage; leave the room and enter back; go to the cube and jump over it; take the ball and throw it up; put the doll to sleep.

“WHO MORE MORE ACTIONS”

Purpose of the game. Teach children to form various verb forms (infinitive, third person, etc.).
Material. Neumeyka doll. Pictures: clothes, plane, rain, snow, doll, dog, sun.

Organization of the lesson.

Neumeyka comes to class and brings pictures with her. Task for children: to choose words denoting the actions of the depicted object or phenomenon. For example: what can be done with clothes? (Wash, iron, put on, sew up, get dirty, clean.)
What does an airplane do? (Flies, buzzes, takes off, rises, sits down.)
What can be said about the rain? (He walks, drizzles, pours, drips, whips, makes noise, knocks on the roof.)
What can be said about snow? (Walks, falls, spins, flies, lays down, shines, melts, shimmers, creaks. )
What can be done with a doll? (Lay, feed, roll, treat, walk, dance, dress, dress up, bathe, rock.)
What does a dog do? (Barks, nibbles, wags its tail, jumps, whines, walks, runs, guards.)
What can be said about the sun? (Shines, warms, rises, sets, bakes, rises, falls, shines, smiles, caresses.)
Such a game can be played on various topics: “Household items”, “Natural phenomena”, “Seasons”, “Animals and birds”, etc.

“WHO KNOWS MORE PROFESSIONS?”

The goal of the game. To teach children to correlate the actions of people with their profession, to form the corresponding verbs from nouns (builder - builds, teacher - teaches, etc.).

Organization of the lesson.

Caretaker. I work as a kindergarten teacher. This is my profession. I teach you how to behave, play with you, draw, read you poems, stories, walk with you, put you to bed ... This is my profession - to educate you. And what is the profession of Irina Vladimirovna? She cooks dinner for us. That's right, chef. What other professions do you know? (Answers.) Every adult must learn some profession. Having mastered it, he goes to work and performs certain actions. What is the chef doing? (Children: The cook cooks, bakes, fries, peels vegetables.) What does the doctor do? (Examines the sick, listens, heals, gives medicine, makes injections, operations.) What does a tailor do? (Cutting, basting, flogging, ironing, trying on, sewing.)

The teacher names other professions - a builder, teacher, shepherd, shoemaker, and the children name actions.

It is desirable to conduct a lesson on this topic at the end of the year with the appropriate preparation of children.

“MARTY”

Game-dramatization

Purpose of the game. To teach children to correlate the verb, the action of the object it denotes, and the object itself.

Material . Needles, glasses, soap, bell, brush, iron, brush, broom. Magpie (toy).

Organization of the lesson.

Educator. While you were on a walk, a magpie flew into our group and collected various things in her bag. Let's see what she took (on the table the presenter lays out items), and ask them to return.
The game then proceeds in the form of a dialogue between the children and the magpie (voiced by the teacher).

Children.

Magpie, magpie, Give us the soap!

Magpie.

I won't give, I won't give.
I'll take your soap,
I'll give my shirt to wash!

Children.

Magpie, magpie,
Give us the needle!

Magpie.
I won't give it, I won't give it back!
I'll take a needle,
I'll sew a shirt for my shirt.

Children.

Magpie, magpie,
Give us the glasses!

Magpie.

I won't give it, I won't give it back!
I myself without glasses
I can't read a shirt of verses.

Children.

Magpie, magpie,
Give us a bell!

Magpie.

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