Nouns and Verbs Daily Practice
Lesson 4 of 8
Objective: SWBAT differentiate between nouns and verbs through regular practice.
Why This Lesson?
In Kindergarten, it is imperative for students to know that good sentences should have both a noun and a verb. In order to give students a good foundation of verbs and nouns to draw from, we have to expose them to as many words as possible. This is something simple that you can do in your classroom to build all types of skills and to ensure retention of nouns and verbs with minimal student or teacher effort!
Introduction to Students
After I have introduced nouns and verbs, I talk to students about how good sentences should have at least one of each! This is a hard concept for kindergarteners to think about when they are writing, so I came up with a game that not only builds their word banks, but also allows them to practice connecting nouns and verbs every day!
To introduce this fun practice, I begin with an equally fun book! I love reading Nouns and Verbs Take a Field Day! This book is full of exciting ideas and images; and, of course, nouns and verbs! In this book, the students search their classroom for nouns and verbs- this is the part of the book that I chose to build upon!
At the end of this story, I tell my students, "We are going to be just like the class in the book! We are going to look through our classroom, each day, to find nouns and verbs! Before we can start, for the first time, I want to make sure we all remember the difference between nouns and verbs!"
We go through the modeling of the definitions.
I tell them, "A noun is a person, a place or a thing."
They say it with me, "A noun is a person, a place or a thing."
They share with a partner, "A noun is a person, a place or a thing."
Then, I tell them, "A verb is a word that is an action."
They say it with me, "A verb is a word that is an action."
They share with a partner, "A verb is a word that is an action."
"Perfect practice, everyone! Now you're ready to see how this will work!"
"Each day, around the room, I will place cards that are either nouns or verbs. I would like for you, as soon as you come in each day, to go and find a card. Once you have your card, take your seat and try your best to figure out what it says; if you need help, I will come around! Once you figure out what your word is, I would like for you to decide if your word is a noun or a verb; then, share with a friend! Talk to your friend about your word and use it in a sentence. Don't forget; let them know if your word is a noun or a verb and then share a sentence with them! When you've done that successfully, please put your card on your nametag and get to work! You will keep your card on your nametag all day because we might use it for certain things throughout the day! Right now, I am going to show you how I would use the card that I would be keeping on my nametag! Pay close attention to how I use this fun tool!"
At this point, I make sure to provide my students with some good examples through modeling. I choose a few nouns and a few verbs, I identify them and then I use them in sentences. It is imperative that I model this process for my students, as it will really show them my expectations. Also, it is crucial that I show students how to really create sentences around their nouns and verbs, as this is a higher-order task they don't typically have to do! The standard doesn't just say to identify nouns and verbs, it says to USE them. Therefore, students can't just identify their word as either a noun or a verb; they have to use them- this is why the practice of creating sentences is such great, needed practice!
How this Works Each Day
Each week, I print out or write out cards with nouns and verbs that are connected to our weekly main selection story. I do this because: 1- words will be familiar, and 2- students will make a self connection to these words they will be learning more about!
(When students connect to a word like this, they own it- owning these words really helps students solidify how to use nouns or verbs in the correct way, all on their own... and, when they teach themselves, they really learn!)
I take these cards and use them throughout the week. Each day, I place the cards in different places for students to find and claim them. This may take me 30 second each morning, but this process really gets the kids excited to come into the room and get to work!
(FYI: Most of the time, if the students get a card they've already had, they trade for another one without any direction from me. This is something I addressed once or twice; then they caught on!)
Students really love finding their card, finding a friend and sharing!
Here is an example of a simple exchange between two students:
"I got the card that says bamboo. Bamboo is a noun. Pandas eat bamboo."
"I have giant and that's an adjective. Pandas are giant animals."
(See how little time this takes! This process, for the example listed above, may have taken those students 45 seconds; however, this was 45 seconds well spent on owning verbs and nouns by USING them in correct ways! I tend to walk around and make sure students are identifying and using their words properly, and I also have students help each other. In the end, this process, for the entire class, may take 5 minutes... but it is really specific and helpful!)
paper with printed words and/or pictures.
When reading a book about pandas, I chose the following words:
nouns- panda, bamboo, jungle, bear, China, carnivore, leaves
verbs- giant, enormous, black and white, endangered, round, wild, solitary
When reading The Lion and the Mouse, I chose the following words:
nouns- lion, mouse, fable, moral, king, snarl, gnaw, nibble
verbs- kind, angry, friendly, scared, giant, meek, mighty
The words listed above would just be printed on construction paper. They last all week and I put them in a file at the end of the week for next year!
Some days, this activity is random (it is very flexible and that's good for busy days)!
*Towards the middle of the year, I love to have students actually call each other (at their tables, of course) by their card name. So, instead of my table-mates calling me Kelli, they would call me panda or bamboo... it's just something fun for them that can help extend vocabulary!
Here are some ways I like to differentiate this activity:
I will place the cards on the tables, giving specific tables either only verbs or nouns; the following day, that table will get the other types of cards.
I will place particular cards on certain students' nametags if I know they need practice with using a specific word.
I will put students together for a week or so as sharing partners. I usually place a beyond student with an approaching student so they beyond student can be a helped and the approaching student can be pushed when they are talking to each other.
This activity is basically whatever I want it to be... and for the kids, it's always fun!
Here are some fun activities that I found on TeachersPayTeachers to extend this lesson. These activities are easy for extra centers and snacktime practice in my classroom!