teaching resource

Action Verbs Picture Puzzle

Updated: 30 Jul 2024

Practise recognising and using verbs with this 15 piece picture puzzle.

Editable: Google Slides
Non-Editable: PDF
Pages: 1 Page
Years: 1 - 2

Curriculum

VC2E1LA07

Understand that words can represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives), relationships in time and space (prepositions) and details such as when, where and how (adverbs) <ul> <li>understanding that words or groups of words can represent the participants (nouns; for example people, places or things) that are involved in various activities or processes (verbs of doing, saying, thinking and being) and the details or circumstances surrounding the activity (adjectives and adverbs that answer ‘When?’, ‘Where?’ and ‘How?’)</li> <li>recognising how a sentence can be made more specific by adding adjectives, adverbs and precise verbs</li> </ul>
VC2E3LA07

Understand how verbs represent different processes for doing, feeling, thinking, saying and relating <ul> <li>exploring ‘doing’ and ‘saying’ verbs in narrative texts to understand how they give information about what characters do and say</li> <li>exploring the use of ‘sensing’ verbs and how they allow readers to understand what characters think and feel, for example ‘He remembered his first day at school.’</li> <li>exploring the use of ‘relating’ verbs in constructing definitions and descriptions; for example, identifying the relating verb ‘is’ or ‘are’, ‘has’ or ‘have’ in descriptions of animals</li> <li>identifying different types of verbs and the way that they control meaning in a clause</li> </ul>
VC2E3LA08

Understand that verbs are anchored in time through tense <ul> <li>learning how time is represented through the tense of a verb (for example, ‘She arrived.’ or ‘She is arriving.’) and adverbials of time (for example, ‘She arrived yesterday.’ or ‘She is arriving in the morning.’)</li> <li>learning that tenses for some verbs are formed by changing the word, for example ‘She catches the ball.’ or ‘She caught the ball.’</li> </ul>

teaching resource

Action Verbs Picture Puzzle

Updated: 30 Jul 2024

Practise recognising and using verbs with this 15 piece picture puzzle.

Editable: Google Slides
Non-Editable: PDF
Pages: 1 Page
Years: 1 - 2

Practise recognising and using verbs with this 15 piece picture puzzle.

Lights. Camera. ACTION (words)! 🎬

Verbs are the movement makers of language—literally. They tell us what the subject is doing. They drive a story. They provide a sentence with its energy and purpose.

In short, verbs are the elevators of language. In this activity, students will read the verbs and match them to the picture to complete the puzzle.

Get to Know Verbs with Our Verbs Puzzle

To play, students will read each verb and cover the matching picture to complete the puzzle. This puzzle includes the following verbs:

sing
sleep
cry
jump
run
drive
drink
write
skate
throw
crawl
read
climb
eat
dance

The great thing about this resource is that it is self-checking: when students have finished placing the pieces onto the board, a complete picture is revealed!

More Verb Activities

Draw It!

Use this activity as a formative assessment. Pick a random assortment of puzzle pieces and project them on the board for the whole class to see. Have each student pick 3 verbs and write them on a separate sheet of paper. Then, have the students draw a picture for each word, showing they’ve read the word and understand what it is.

Charades

Use the cards as charades prompts. Divide your class or small group into 2 teams. Teams will take turns sending up 1 student to act out the verb on the card for their team while you keep score and hand the cards to the players. If after 30 seconds their team guesses the correct verb they get 1 point. Once every student has had their turn to act out a card, the game is over and the group with the highest points wins.

Upcycle into Playing Cards

When students tire of the puzzle element, turn this game into a deck of cards! Break out your scissors and cut up the board so that you have an equal amount of words and pictures. Students can play card games like Match It, Go Fish, or Snap!, to name a few.

Easily Prepare This Resource for Your Students

Print on cardstock for added durability and longevity. Place all pieces in a folder or large envelope for easy access. Use the drop-down icon on the Download button to choose between the PDF or Google Slides version of this resource.

This resource was created by Lindsey Phillips, a Teach Starter Collaborator.

More Verb Practise!

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Curriculum

VC2E1LA07

Understand that words can represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives), relationships in time and space (prepositions) and details such as when, where and how (adverbs) <ul> <li>understanding that words or groups of words can represent the participants (nouns; for example people, places or things) that are involved in various activities or processes (verbs of doing, saying, thinking and being) and the details or circumstances surrounding the activity (adjectives and adverbs that answer ‘When?’, ‘Where?’ and ‘How?’)</li> <li>recognising how a sentence can be made more specific by adding adjectives, adverbs and precise verbs</li> </ul>
VC2E3LA07

Understand how verbs represent different processes for doing, feeling, thinking, saying and relating <ul> <li>exploring ‘doing’ and ‘saying’ verbs in narrative texts to understand how they give information about what characters do and say</li> <li>exploring the use of ‘sensing’ verbs and how they allow readers to understand what characters think and feel, for example ‘He remembered his first day at school.’</li> <li>exploring the use of ‘relating’ verbs in constructing definitions and descriptions; for example, identifying the relating verb ‘is’ or ‘are’, ‘has’ or ‘have’ in descriptions of animals</li> <li>identifying different types of verbs and the way that they control meaning in a clause</li> </ul>
VC2E3LA08

Understand that verbs are anchored in time through tense <ul> <li>learning how time is represented through the tense of a verb (for example, ‘She arrived.’ or ‘She is arriving.’) and adverbials of time (for example, ‘She arrived yesterday.’ or ‘She is arriving in the morning.’)</li> <li>learning that tenses for some verbs are formed by changing the word, for example ‘She catches the ball.’ or ‘She caught the ball.’</li> </ul>

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