teaching resource

Vivid Verbs Poster Pack

  • Updated

    Updated:  13 Jun 2023

Teach your students to omit boring, overused verbs from their writing with a classroom set of vivid verb posters.

  • Non-Editable

    Non-Editable:  PDF

  • Curriculum
  • Years

    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>

  • 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>

  • 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>

  • Vivid Verbs Poster Pack teaching resource
teaching resource

Vivid Verbs Poster Pack

  • Updated

    Updated:  13 Jun 2023

Teach your students to omit boring, overused verbs from their writing with a classroom set of vivid verb posters.

  • Non-Editable

    Non-Editable:  PDF

  • Curriculum
  • Years

    Years:  3 - 6

Teach your students to omit boring, overused verbs from their writing with a classroom set of vivid verb posters.

Bring Your Writers Up to Speed with Vivid Verbs!

Do you want to help your students write powerful, engaging pieces of writing? The problem is many of them rely on the same overused verbs: said, went, got, and the like.

Unleash the power of vivid verbs with this collection of posters. These posters will be resources that your students will turn to over and over again!

These posters will give your students other words for: went, laughed, got, put, cried, said, saw, ran, walked, and more!

How to Make the Most of Your Strong Verbs Posters

  1. Print the posters on A4 paper and create a permanent classroom display for students to reference.
  2. Print the posters on A4 paper, slip them into clear sleeves, and use them in your guided groups as a reminder.
  3. Print the poster on A4 paper, slide them into clear sleeves, and hang them on a ring as a reference tool for a learning centre.

We’ve also developed bonus ways to turn these posters into interactive tools that make your lessons stick!

📂 Place copies in students’ homework folders for reference.

💻 Provide posters as digital resources for virtual students.

📌 Create a bulletin board display for students to reference while writing.

Easily Print These Posters for Your Students

This resource prints as a full-colour PDF. Use the dropdown menu to select the posters and/or the display banner.

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>

  • 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>

  • 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>

Teach Starter Publishing

Teach Starter Publishing

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