teaching resource

Parts of Speech Card Game – Lower Years Classroom Game

  • Updated

    Updated:  09 Jan 2020

A card game for nouns, verbs and adjectives.

  • Non-Editable

    Non-Editable:  PDF

  • Pages

    Pages:  7 Pages

  • Curriculum
  • Years

    Years:  F - 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>

  • VC2E2LA07

    Understand that in sentences, nouns may be extended into noun groups using articles and adjectives, and verbs may be expressed as verb groups <ul> <li>identifying nouns that refer to people, places, concrete objects and ideas in sentences, and identifying the articles and adjectives that extend those nouns</li> <li>building extended noun groups using articles and adjectives, for example ‘the longest side’</li> <li>building extended verb groups using verbs, for example ‘gently touched’</li> <li>investigating how noun groups can be built up by asking questions about the noun such as ‘How many?’, ‘What’s it like?’ and ‘What type?’, for example ‘two pairs of old walking shoes’</li> </ul>

  • VC2E2LA10

    Recognise that capital letters are used in titles and commas are used to separate items in lists <ul> <li>identifying how capital letters are used in the titles of texts</li> <li>identifying commas used in lists in a variety of types of texts, for example ‘This class has students who speak Vietnamese, Thai and Arabic at home.’</li> </ul>

  • VC2E3LA03

    Describe how different types of texts across the curriculum have different language features and structures depending on purposes <ul> <li>identifying the stages of a basic argument such as introduction, argument 1, argument 2 and conclusion</li> <li>describing the typical text structure and language features of factual recounts, autobiographies, information reports, narratives, personal responses to literary texts (with reasons), sequential explanations, verse poetry and simple arguments, and describing their purposes</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>

  • VC2E4LA06

    Understand that complex sentences contain one independent clause and at least one dependent clause typically joined by a subordinating conjunction to create relationships, such as time and causality <ul> <li>creating richer, more specific descriptions by using adjectival clauses; for example, ‘Crossing the mountain range was difficult.’ becomes ‘The mountain pass was dangerous when it rained.’</li> <li>creating more precise and detailed sentences by adding adverbial clauses; for example, ‘They crossed the mountain range.’ becomes ‘Although the path was overgrown, they crossed the mountain range.’</li> </ul>

  • VC2E4LA07

    Understand how adverb groups or phrases and prepositional phrases work in different ways to provide circumstantial details about an activity <ul> <li>investigating in texts how adverb groups/phrases and prepositional phrases can provide details of the circumstances surrounding a happening or state, for example ‘At midnight (time) he rose slowly (manner) from the chair (place) and went upstairs (place).’</li> </ul>

  • Parts of Speech Card Game – Lower Years Classroom Game teaching resource
teaching resource

Parts of Speech Card Game – Lower Years Classroom Game

  • Updated

    Updated:  09 Jan 2020

A card game for nouns, verbs and adjectives.

  • Non-Editable

    Non-Editable:  PDF

  • Pages

    Pages:  7 Pages

  • Curriculum
  • Years

    Years:  F - 2

A card game for nouns, verbs and adjectives.

Each player is dealt 7 cards and the remaining cards are placed face down in the middle of the group. This forms the draw pile. Players turn over the top card of that pile and place it face up to form the discard pile.

When it’s your turn, place a card on the discard pile. Your card must have either the same colour or same part of speech ie. verb, noun or adjective, or you may place a wild card down and change the colour.

Players must follow the directions of cards such as draw 2, reverse or skip.

Please note: This pack has N, V, A symbols in the top left of the card, so younger students may easily identify nouns, verbs and adjectives. A more challenging version is also available.

Image of Parts of Speech Card Game – Upper Primary Classroom Game – Set 1

teaching resource

Parts of Speech Card Game – Upper Primary Classroom Game – Set 1

A card game for nouns, verbs and adjectives.

Teach Starter Publishing7 pagesYears: 3 - 5Has Starter Sheet

 

 

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>

  • VC2E2LA07

    Understand that in sentences, nouns may be extended into noun groups using articles and adjectives, and verbs may be expressed as verb groups <ul> <li>identifying nouns that refer to people, places, concrete objects and ideas in sentences, and identifying the articles and adjectives that extend those nouns</li> <li>building extended noun groups using articles and adjectives, for example ‘the longest side’</li> <li>building extended verb groups using verbs, for example ‘gently touched’</li> <li>investigating how noun groups can be built up by asking questions about the noun such as ‘How many?’, ‘What’s it like?’ and ‘What type?’, for example ‘two pairs of old walking shoes’</li> </ul>

  • VC2E2LA10

    Recognise that capital letters are used in titles and commas are used to separate items in lists <ul> <li>identifying how capital letters are used in the titles of texts</li> <li>identifying commas used in lists in a variety of types of texts, for example ‘This class has students who speak Vietnamese, Thai and Arabic at home.’</li> </ul>

  • VC2E3LA03

    Describe how different types of texts across the curriculum have different language features and structures depending on purposes <ul> <li>identifying the stages of a basic argument such as introduction, argument 1, argument 2 and conclusion</li> <li>describing the typical text structure and language features of factual recounts, autobiographies, information reports, narratives, personal responses to literary texts (with reasons), sequential explanations, verse poetry and simple arguments, and describing their purposes</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>

  • VC2E4LA06

    Understand that complex sentences contain one independent clause and at least one dependent clause typically joined by a subordinating conjunction to create relationships, such as time and causality <ul> <li>creating richer, more specific descriptions by using adjectival clauses; for example, ‘Crossing the mountain range was difficult.’ becomes ‘The mountain pass was dangerous when it rained.’</li> <li>creating more precise and detailed sentences by adding adverbial clauses; for example, ‘They crossed the mountain range.’ becomes ‘Although the path was overgrown, they crossed the mountain range.’</li> </ul>

  • VC2E4LA07

    Understand how adverb groups or phrases and prepositional phrases work in different ways to provide circumstantial details about an activity <ul> <li>investigating in texts how adverb groups/phrases and prepositional phrases can provide details of the circumstances surrounding a happening or state, for example ‘At midnight (time) he rose slowly (manner) from the chair (place) and went upstairs (place).’</li> </ul>

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