teaching resource

Shades of Meaning Verb Flashcards

Updated: 29 Jul 2024

Encourage your students to use different shades of meaning in their sentence writing with this set of shades of meaning verb flashcards.

Editable: Google Slides
Non-Editable: PDF
Pages: 1 Page
Years: 3 - 6

Curriculum

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>
VC2E6LA06

Understand how the choice of verb, elaborated tenses and a range of adverb groups can expand and sharpen ideas <ul> <li>knowing that the simple present tense is typically used to talk about present states (for example, ‘He lives in Darwin.’) or actions that happen regularly in the present (for example, ‘He watches television every night.’) or that represent ‘timeless’ happenings, such as in informative reports (for example, ‘Bears hibernate in winter.’)</li> <li>knowing that there are various ways in English to refer to future time, such as using the auxiliary ‘will’ (for example, ‘She will call you tomorrow.’), using the present tense (for example, ‘Tomorrow, I leave for Hobart.’) and using adverbials of time (for example, ‘She arrives in the morning.’)</li> <li>using precise verbs (for example, ‘slice’, ‘dice’, ‘fillet’ and ‘segment’) rather than general words (for example, ‘cut’)</li> </ul>

teaching resource

Shades of Meaning Verb Flashcards

Updated: 29 Jul 2024

Encourage your students to use different shades of meaning in their sentence writing with this set of shades of meaning verb flashcards.

Editable: Google Slides
Non-Editable: PDF
Pages: 1 Page
Years: 3 - 6

Encourage your students to use different shades of meaning in their sentence writing with this set of shades of meaning verb flashcards.

Use Shades of Meaning to ‘Bump Up’ Student Writing

These shades of meaning flashcards have been created by a teacher to provide a tool for students to use when understanding shades of meaning in verbs and to use to improve their writing skills with stronger use of verbs. Print, laminate and cut out these flashcards and use them in a variety of ways in the classroom. Here are some examples of the shades of meaning verbs included in these flashcards:

Happy, cheerful, delighted, elated
Tired, bored, annoyed, fatigued
Rest, sleep, doze, slumber
Walk, stroll, stride, saunter
Funny, silly, witty, humorous
Pretty, lovely, beautiful, gorgeous
Big, giant, huge, massive

How to Use These Flashcards in the Classroom

The best part about this shades of meaning resource is that it is extremely versatile, you can choose to just use one card and have students write sentences that suit each word. Alternatively, this can be set up as a station and students can use the cards to help with their writing.

Download and Use Today!

Use the dropdown menu to choose between the editable Google Slide version or the easy to print PDF version of this resource.

This resource was created by Samantha Rose, a teacher and Teach Starter Collaborator.

More Verb Resources for the Classroom

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[resource:11671] [resource:839954] [resource:5095634]

Curriculum

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>
VC2E6LA06

Understand how the choice of verb, elaborated tenses and a range of adverb groups can expand and sharpen ideas <ul> <li>knowing that the simple present tense is typically used to talk about present states (for example, ‘He lives in Darwin.’) or actions that happen regularly in the present (for example, ‘He watches television every night.’) or that represent ‘timeless’ happenings, such as in informative reports (for example, ‘Bears hibernate in winter.’)</li> <li>knowing that there are various ways in English to refer to future time, such as using the auxiliary ‘will’ (for example, ‘She will call you tomorrow.’), using the present tense (for example, ‘Tomorrow, I leave for Hobart.’) and using adverbials of time (for example, ‘She arrives in the morning.’)</li> <li>using precise verbs (for example, ‘slice’, ‘dice’, ‘fillet’ and ‘segment’) rather than general words (for example, ‘cut’)</li> </ul>

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