teaching resource

Vocabulary Building Template – Verbs

Updated: 13 Jun 2023

Expand verb vocabulary with this open-ended task.

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

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

Vocabulary Building Template – Verbs

Updated: 13 Jun 2023

Expand verb vocabulary with this open-ended task.

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

Expand verb vocabulary with this open-ended task.

Stimulate Students to Write Scintillating Sentences!

These templates encourage students to grow their verb vocabulary.

In this collection of 30 templates, students brainstorm verbs that match a descriptor of something that happens in everyday life. A photograph matching an action verb example is given. After listing other verbs that fit the descriptor, students choose one of the ‘doing’ verbs and write a sentence including it.

The purpose of this open-ended activity is for students to understand that verbs are words that represent something happening. This resource provides the opportunity for students to expand their verb word bank and think about how verbs add specific meaning.

Choose how you would like to implement the templates. There are 30 to select from, so they can be completed over several sessions and in any order.

A version with alternate photographs is available for students who may find the original photographs below their age level.

Scaffolding + Extension Tips

In addition to individual student work time, these templates could be used in the following ways:

as a guided literacy group activity
individual sheets could work as a lesson exit ticket
as a fast finisher activity
as a homework assignment
for whole-class review (via smartboard.)

Assist your struggling students by using the Google Slides version of these templates. You might adjust the number of verbs students need to brainstorm on each slide or remove the section where they must write a sentence.

Similarly, those students who crave a challenge could be required to brainstorm more than four verbs. You might also modify the descriptors or the sample verb to make the language more advanced.

Easily Download & Print

Use the dropdown icon on the Download button to choose between the PDF or Google Slides version of this resource.

To save paper, we suggest printing the templates double-sided.

Turn this teaching resource into a sustainable activity by printing on cardboard and slipping it into a write-and-wipe sleeve. Students can record their answers with a whiteboard marker, then erase and reuse.

Additionally, project the worksheet onto a screen and work through it as a class by having students record their answers in their notebooks.

Improve your students’ understanding of verbs with these resources:

[resource:4780077] [resource:2949354] [resource:839954]

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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