I reviewed the definition of a verb with students and showed them several examples. (I’d written several verbs on a poster.) I explained that they would be identifying verbs in sentences. I’d written sentences on sentence strips and proceeded to show them how to identify verbs. I read a sentence, identified the verb, explained its use in the sentence, and underlined it. Example: Juana played outside with her brother. What did Juana do? She played. I’m going to underline the word played because it tells Juana’s action.
I displayed more sentence strips. I guided students in identifying the verb in the sentence and explaining its use. I read it aloud, students chose the verb, and I underlined it. I displayed additional sentence strips. Students identified the verb and wrote it on their whiteboards. They displayed their boards when called to do so. This allowed me to assess all students real time so that I could adjust my teaching to meet their needs. I was able to readily identify students who needed additional practice and those who were ready to move on to independent practice.
Students explained the function of verbs by identifying the action or state of being in sentences. They worked with a partner to complete the task. I walked around the room as students worked, offering assistance as needed.