ALEX Classroom Resource

  

Action ABC's: Learning Vocabulary With Verbs

  Classroom Resource Information  

Title:

 Action ABC's: Learning Vocabulary With Verbs

URL:

 http://readwritethink.org/classroom-resources/lesson-plans/action-learning-vocabulary-with-918.html

Content Source:

 ReadWriteThink
Type: Lesson/Unit Plan

Overview:

Students are likely to know many more words than they use in their writing. This lesson is designed to help students better use their vocabulary by teaching (or reviewing) what verbs are and to help them access verbs they already know and use them in sentences. Students work together to brainstorm and create lists of verbs for each of the letters of the alphabet. Then, choosing one verb for each letter, they create pages for an Action Alphabet book. Each page includes an illustration and a sentence using the verb in context. The project can be adapted according to age level and language ability. Students in kindergarten may work together on a class book, while older students may work in small groups or individually. Similarly, the complexity of the example sentences will vary depending on students' writing levels.

Content Standard(s):
English Language Arts
ELA2021 (2021)
Grade: K
R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
Unpacked Content
Teacher Vocabulary:
R1.
  • Active listening
  • Discussion
  • Conversation
  • Rules
  • Participation
Knowledge:
R1. Students know:
  • Active listening skills.
  • How to engage in discussions and conversations in a variety of settings.
  • Agreed-upon rules for participation.
Skills:
R1. Students are able to:
  • Demonstrate active listening skills during discussion and conversation in pairs, small groups, or whole-class settings.
  • Converse in pairs, small groups, and large groups.
  • Practice the agreed-upon rules for participation.
Understanding:
R1. Students understand that:
  • Conversations and discussions follow agreed-upon rules which help us actively listen and gain understanding.
English Language Arts
ELA2021 (2021)
Grade: K
33. Express ideas orally and connect these ideas through drawing and emergent writing.
Unpacked Content
Teacher Vocabulary:
33.
  • Express
  • Ideas
  • Orally
  • Connect
  • Drawing
  • Emergent writing
Knowledge:
33. Students know:
  • Techniques for using discussion, drawing, and basic writing to express their thoughts.
Skills:
33. Students are able to:
  • Express ideas orally.
  • Connect ideas through drawing and emergent writing to express their thoughts.
Understanding:
33. Students understand that:
  • They can express ideas through discussion, drawing, and basic writing.
English Language Arts
ELA2021 (2021)
Grade: 1
R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
Unpacked Content
Teacher Vocabulary:
R1.
  • Active Listening
  • Discussion
  • Conversation
  • Rules
  • Participation
Knowledge:
R1. Students know:
  • Active listening skills.
  • Agreed-upon rules for participation.
Skills:
R1. Students are able to:
  • Demonstrate active listening skills during discussion and conversation in pairs, small groups, or whole-class settings.
  • Converse in pairs, small groups, and large groups.
  • Practice the agreed-upon rules for participation.
Understanding:
R1. Students understand that:
  • Conversations and discussions follow agreed-upon rules to help us actively listen and gain understanding.
English Language Arts
ELA2021 (2021)
Grade: 1
12. Ask and answer questions about unfamiliar words and phrases in discussions and/or text.

a. Identify possessives and plurals and use them as clues to the meaning of text.

Example: Jack's coat, mom's car; pigs, pig's, pigs'

b. Identify meaningful parts of words (morphemes) and use them as clues to the meaning of unknown words, including frequently occurring affixes and inflections -s, -es, -ed, -ing, -er, and -est.

Examples: Explain that adding suffix -s changes a singular noun to a plural noun and adding suffix -ed changes a verb to past tense.

c. Describe word relationships and nuances in word meanings, including relating them to their opposites and distinguishing shades of meaning in similar or related words.

Examples: look, peek, glance, stare, glare; big, large, gigantic, monstrous
Act out tiptoe, creep, and march to distinguish shades of meaning in words related to walk.
Discuss synonyms and antonyms.
Unpacked Content
Teacher Vocabulary:
12.
  • Unfamiliar words
  • Unfamiliar phrases
  • Discussions
  • Text
12a.
  • Identify
  • Possessives
  • Plurals
  • Meaning of text
12b.
  • Meaningful word parts
  • Morphemes
  • Unknown words
  • Affixes
  • Inflections
12c.
  • Word relationships
  • Nuances in word meanings
  • Opposites
  • Shades of meaning
  • Similar or related words
Knowledge:
12. Students know:
  • Strategies for identifying unfamiliar words and phrases in discussions and/or text.
  • Several question stems related to unfamiliar words or phrases in discussions and/or text.
  • Techniques for clarifying unfamiliar words and phrases in discussions and/or text.
12a.
  • The features of possessive nouns.
  • The features of plural nouns.
12b.
  • Words are made of meaningful word parts called morphemes.
  • Morphemes can provide clues about the meaning of a word.
12c.
  • Word relationships and nuances in word meanings.
Skills:
12. Students are able to:
  • Identify unfamiliar words and phrases.
  • Ask questions about unfamiliar words and phrases.
  • Answer questions about unfamiliar words and phrases.
  • Clarify meaning of words and phrases through questions.
12a.
  • Identify possessives and plurals of words, such as pigs, pig's, pigs'.
  • Use the possessives and plurals of a word to determine the meaning of a text, like Jack's coat, mom's car.
12b.
  • Recognize meaningful parts of words (morphemes).
  • Utilize morphemes as clues to identify the meaning of unknown words.
  • Use affixes as clues to the meaning of unknown words.
  • Identify frequently occurring root words and their inflectional forms.
12c.
  • Describe word relationships and slight variations in meaning, such as look, peek, glance, stare, glare; big, large, gigantic, monstrous.
  • Describe word relationships by relating words of opposite meanings (antonyms) and similar meanings (synonyms).
  • Distinguish shades of meaning in related words, like acting out tiptoe, creep, and march to distinguish nuances in words related to walk.
Understanding:
12. Students understand that:
  • It is important to ask questions about unfamiliar words and phrases to clarify the meaning of new vocabulary words.
12a.
  • Making a word possessive or plural changes the meaning of a text.
12b.
  • Identifying root words and affixes provide clues to the meaning of unknown words and phrases.
12c.
  • Writers and speakers should carefully select words to convey specific meanings, ideas, and relationships.
English Language Arts
ELA2021 (2021)
Grade: 1
30. Write legibly, using proper pencil grip.

a. Print upper and lowercase letters fluently, using proper approach strokes, letter formation, and line placement.

b. Print first and last names using proper letter formation, capitalization, and punctuation.

Examples: De'Andre McGill, Kim Mi-Sun, Juan de Jesus, Janie Parker

c. Use lower case letters in the majority of written work, using capitals only when appropriate.

d. Write letters of the English alphabet in alphabetical order from memory.
Unpacked Content
Teacher Vocabulary:
30.
  • Legibly
  • Proper pencil grip
30a.
  • Uppercase letters
  • Lowercase letters
  • Fluently
  • Proper approach strokes
  • Proper letter formation
  • Proper line placement
30b.
  • Print
  • First names
  • Last names
  • Proper letter formation
  • Capitalization
  • Punctuation
30c.
  • Lowercase letters
  • Majority
  • Written work
  • Capitals
  • Appropriate
30d.
  • Letters
  • English alphabet
  • Alphabetical order
  • Memory
Knowledge:
30. Students know:
  • Proper pencil grip.
  • Legible letter formation.
30a.
  • Approach strokes for upper- and lowercase letters.
  • Proper upper- and lowercase letter formation.
  • Line placement for upper- and lowercase letters.
30b.
  • First and last names are capitalized.
  • Some first and last names have punctuation marks.
30c.
  • Capitalization rules.
30d.
    Letters of the Alphabet.
  • How to write each letter of the English alphabet.
  • Alphabetical order.
Skills:
30. Students are able to:
  • Write legibly.
  • Use proper pencil grip.
30a.
  • Print upper- and lowercase letters fluently.
  • Use correct approach strokes to form upper- and lowercase letters.
  • Place upper- and lowercase letters correctly on a line.
30b.
  • Identify first and last names.
  • Write first and last names using proper letter formation.
  • Capitalize appropriate letters in first and last names, such as Juan de Jesus or Janie Parker.
  • Punctuate first and last names when appropriate, such as De'Andre McGill or Kim Mi-Sun.
30c.
  • Use capital and lowercase letters correctly when writing.
30d.
  • Write letters of the alphabet in alphabetical order from memory.
Understanding:
30. Students understand that:
  • Proper pencil grip aids in writing legibly.
  • Writing legibly is required for clear written communication.
30a.
  • Legible handwriting requires an approach stroke on the correct line and proper letter formation.
30b.
  • Each person has a first and last name.
  • All names are proper nouns and should begin with a capital letter.
  • Some names use punctuation marks.
30c.
  • Lowercase letters are used the majority of the time in written work, and there are specific capitalization rules to follow.
30d.
  • The English alphabet has a particular order.
English Language Arts
ELA2021 (2021)
Grade: 1
32. Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

a. Identify the required features of a sentence, including capitalization of the first word and end punctuation.

b. Transcribe spoken words to demonstrate that print represents oral language.

c. Compose a simple sentence, including a subject and a predicate, that expresses a complete thought.

d. With prompting and support, identify the role or purpose of a noun, verb, and adjective within a sentence and describe the type of the information it conveys.

e. Write the correct number of words, with proper spacing, for a spoken phrase or sentence.

f. Begin each sentence with a capital letter.

g. Capitalize the pronoun I and names of individuals.

h. Use commas in dates and words in a series.

i. With prompting and support, recognize, name, and correctly use end punctuation, utilizing appropriate academic vocabulary.

Example: period for declarative sentences, question mark for interrogative sentences, exclamation mark for exclamatory sentences
Unpacked Content
Teacher Vocabulary:
32.
  • Rules of standard English grammar
  • Punctuation rules
  • Capitalization rules
  • Spelling rules
32a.
  • Identify
  • Required features of a sentence
  • Capitalization
  • End punctuation
32b.
  • Transcribe
  • Spoken words
  • Demonstrate
  • Print
  • Oral language
32c.
  • Simple sentence
  • Subject
  • Predicate
  • Complete thought
32d.
  • Identify
  • Role
  • Purpose
  • Noun
  • Verb
  • Adjective
  • Sentence
  • Describe
  • Information
32e.
  • Correct number of words
  • Proper spacing
  • Spoken phrase
  • Sentence
32f.
  • Begin
  • Sentence
  • Capital letter
32g.
  • Capitalize
  • Pronoun I
  • Names of individuals
32h.
  • Commas
  • Dates
  • Words in a series
32i.
  • Recognize
  • Name
  • End punctuation
  • Appropriate academic vocabulary
  • Prompting
  • Support
Knowledge:
32. Students know:
  • The rules of standard English grammar, punctuation, capitalization, and spelling appropriate to the first grade level.
32a.
  • The required features of a sentence.
32b.
  • Words that are spoken orally can be written using printed letters.
32c.
  • The features of a simple sentence.
  • The purpose of a subject and a predicate in a complete sentence.
32d.
  • Role or purpose of a noun, verb, and adjective within a sentence.
  • The type of information nouns, verbs, and adjectives convey.
32e.
  • Spoken phrases or sentences are composed of words that must be spaced properly when writing.
32f.
  • Sentences begin with a capital letter.
32g.
  • The pronoun I and names of individuals are capitalized.
32h.
  • Commas should be used in dates and in a series of words.
32i.
  • Types of end punctuation.
  • When to use end punctuation.
  • Academic vocabulary to describe the correct use of end punctuation.
Skills:
32. Students are able to:
  • Use proper grammar, punctuation, capitalization, and spelling by following the rules of standard English.
32a.
  • Identify the features of a sentence including, capitalization of the first word and end punctuation.
32b.
  • Write spoken words.
32c.
  • Combine a subject and predicate to compose a simple sentence that expresses a complete thought.
32d.
  • Identify the role or purpose of a noun, verb, and adjective in a sentence.
  • Describe the type of information a noun, verb, and adjective provide in a sentence.
32e.
  • Count the number of spoken words in a spoken phrase or sentence.
  • Write the correct number of words for a spoken phrase or sentence with proper spacing between each word.
32f.
  • Use a capital letter to begin each sentence.
32g.
  • Capitalize the pronoun I and names of individuals when writing.
32h.
  • Identify a list of three or more items.
  • Identify dates.
  • Correctly use commas in dates and in a series (list) of three or more words.
32i. With prompting and support,
  • Recognize, name, and correctly use end punctuation.
  • Utilize appropriate academic vocabulary when using end punctuation, such as period for declarative sentences, question mark for interrogative sentences, exclamation mark for exclamatory sentences.
Understanding:
32. Students understand that:
  • Using standard English grammar, punctuation, capitalization, and spelling in their writing will help them clearly communicate with a variety of audiences.
32a.
  • A sentence begins with a capital letter and ends with punctuation while expressing a complete thought.
32b.
  • Print represents oral language.
32c.
  • To express a complete thought, a simple sentence must contain a subject and a predicate.
32d.
  • Nouns, verbs, and adjectives are parts of speech.
  • Nouns identify people, places, things, or ideas in a sentence.
  • Verbs are action words that tell what a noun does in the sentence.
  • Adjectives are words that describe attributes of a noun in the sentence.
32e.
  • A spoken phrase or sentence is composed of individual words, and they should show where one word ends and the next begins by including proper spacing in their writing.
32f.
  • All sentences should begin with a capital letter.
32g.
  • Names of individuals and the pronoun I should be capitalized in their writing.
32h.
  • Commas are used to separate words in a series.
  • Commas are used to separate numbers in dates.
32i.
  • There are three types of ending punctuation.
  • Question marks are used for questions.
  • Periods are used for statements.
  • Exclamation marks are used for exclamatory statements.
  • Sentences have different end punctuation based on the meaning of the sentence.
English Language Arts
ELA2021 (2021)
Grade: 2
R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
Unpacked Content
Teacher Vocabulary:
R1.
  • Active Listening
  • Discussion
  • Conversation
  • Rules
  • Participation
Knowledge:
R1. Students know:
  • Active listening skills.
  • Agreed-upon rules for participation for discussions and conversations in a variety of settings.
Skills:
R1. Students are able to:
  • Demonstrate active listening skills during discussion and conversation in pairs, small groups, or whole-class settings.
  • Converse in pairs, small groups, and large groups.
  • Practice the agreed-upon rules for participation.
Understanding:
R1. Students understand that:
  • Conversations and discussions follow agreed-upon rules to help us actively listen and gain understanding.
English Language Arts
ELA2021 (2021)
Grade: 2
R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
Unpacked Content
Teacher Vocabulary:
R5.
  • Writing process
  • Plan
  • Draft
  • Revise
  • Edit
  • Publish
  • Genres
Knowledge:
R5. Students know:
  • The writing process steps are to plan, draft, revise, edit, and publish.
  • Various genres of writing.
Skills:
R5. Students are able to:
  • Plan writings in various genres.
  • Draft writings in various genres.
  • Revise writings in various genres.
  • Edit writings in various genres.
  • Publish writings in various genres.
Understanding:
R5. Students understand that:
  • The writing process is a set of steps that make writing easier.
  • There are different categories, or genres, of writing that can be used for different purposes.
English Language Arts
ELA2021 (2021)
Grade: 2
7. Demonstrate standard English usage when speaking.

a. Use collective nouns.

b. Form and use frequently-occurring irregular plural nouns.

c. Use reflexive pronouns.

d. Form and use past tense forms of frequently-occurring irregular verbs.

e. Use adjectives and adverbs.

f. Produce and expand complete simple and compound sentences when speaking.
Unpacked Content
Teacher Vocabulary:
7.
  • Standard English
  • Usage
7a.
  • Collective nouns
7b.
  • Form
  • Frequently-occurring irregular plural nouns
7c.
  • Reflexive pronouns
7d.
  • Form
  • Past tense
  • Frequently-occurring irregular verbs
7e.
  • Adjectives
  • Adverbs
7f.
  • Produce
  • Expand
  • Complete sentences
  • Simple sentences
  • Compound sentences
Knowledge:
7. Students know:
  • That standard English means the formal use of the English language.
7a.
  • Collective nouns are words that identify a group of individuals (family, assembly, congregation, etc.).
7b.
  • Irregular plural nouns are nouns that do not become plural by adding -s or -es.
7c.
  • Reflexive pronouns are pronouns that end in "self" or "selves."
7d.
  • Irregular verbs are verbs that are not made past tense by adding -d or -ed.
7e.
  • An adjective describes a noun, and an adverb describes an adjective, verb, or other adverb.
7f.
  • A complete simple sentence includes a subject and a predicate and expresses a complete thought.
  • A complete compound sentence includes two subjects and two predicates and expresses two complete thoughts.
  • A complete compound sentence must include a coordinating conjunction to link the two complete thoughts.
Skills:
7. Students are able to:
  • Use the standard English language when speaking.
7a.
  • Accurately use collective in spoken language.
7b.
  • Accurately form and use frequently-occurring irregular plural nouns in spoken language.
7c.
  • Accurately use reflexive pronouns in spoken language.
7d.
  • Accurately form and use past tense forms of frequently-occurring irregular verbs in spoken language.
7e.
  • Correctly use adjectives and adverbs in spoken language.
7f.
  • Produce complete simple and compound sentences in spoken language.
  • Expand complete simple and compound sentences in spoken language.
Understanding:
7. Students understand that:
  • They should use the standard form of English when speaking.
7a.
  • A collective noun is one word that stands for a group of people.
  • Collective nouns should be used correctly to clearly communicate with others.
7b.
  • An irregular plural noun is a noun that is made plural in a way other than adding -s or -es, such as children, teeth, and feet.
  • Irregular plural nouns should be used correctly to clearly communicate with others.
7c.
  • Reflexive pronouns are those pronouns that usually end in "self" or "selves," such as myself or themselves.
  • Reflexive pronouns should be used correctly to clearly communicate with others.
7d.
  • An irregular verb is a verb that is made past tense in a way other than adding -d or -ed, such as kept or knew.
  • Past tense verbs should be used correctly to clearly communicate with others.
7e.
  • An adjective is a word that describes the attributes of a noun.
  • An adverb is a word that describes an adjective, a verb, or even another adverb.
  • Using adjectives and adverbs can add specific details in speech.
7f.
  • A speaker should use complete sentences to clearly express complete thoughts.
  • A simple sentence expresses one complete thought and has at least one subject and one predicate.
  • A compound sentence expresses two complete thoughts that are linked with one of the coordinating conjunctions (and, but, for, or, nor, yet, so).
Tags: Alphabet book, verbs, vocabulary, writing
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Author: Cassie Raulston
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