English · Year 1 · Sentences with Style · Summer Term

Verbs: Doing Words

Students will identify verbs as 'doing' words and use them to describe actions.

• National Curriculum Attainment Targets
• KS1: English - Writing (Vocabulary, Grammar and Punctuation)

About This Topic

Verbs, known as doing words, form the action core of sentences in Year 1 English. Students identify verbs like run, jump, and eat, distinguish them from nouns such as dog or ball, and use them to build simple sentences that convey clear meaning. This work aligns with the UK National Curriculum's focus on vocabulary, grammar, and punctuation in KS1 writing, where pupils analyse how verbs show what is happening.

In the Sentences with Style unit, verbs expand descriptive power and support composition skills. Students practise differentiating word classes through sentence construction, fostering precision in oral and written expression. This foundation prepares for more complex structures in later years, while enhancing reading by spotlighting actions in stories.

Active learning suits this topic well. When children act out verbs or sort them physically with peers, the dynamic movement makes grammar tangible and fun. Collaborative sentence-building games reinforce differentiation between nouns and verbs, boosting retention through play and immediate feedback.

Key Questions

1. Analyze how verbs show what is happening in a sentence.
2. Differentiate between nouns and verbs in a sentence.
3. Construct sentences using a variety of action verbs.

Learning Objectives

• Identify verbs as action words within given sentences.
• Differentiate between nouns and verbs in simple sentences.
• Construct sentences using a variety of common action verbs.
• Explain how a chosen verb shows what is happening in a sentence.

Before You Start

Identifying Nouns

Why: Students need to be able to recognize nouns (people, places, things) to effectively differentiate them from verbs.

Basic Sentence Structure

Why: Understanding that sentences are groups of words that make sense is foundational for identifying the role of verbs within them.

Key Vocabulary

Verb	A verb is a word that describes an action, occurrence, or state of being. In Year 1, we focus on 'doing' words.
Action Word	This is another name for a verb. It tells us what someone or something is doing.
Noun	A noun is a word for a person, place, or thing. We need to tell verbs apart from nouns.
Sentence	A sentence is a group of words that expresses a complete thought. Verbs are essential parts of sentences.

Watch Out for These Misconceptions

Common Misconception

All action words are nouns, like 'ball' when throwing.

What to Teach Instead

Nouns name things, while verbs show actions. Acting out words in pairs helps students feel the difference: freeze for nouns, move for verbs. Group discussions then clarify through shared examples in sentences.

Common Misconception

Verbs only mean fast movements, not slow ones like 'sleep'.

What to Teach Instead

Verbs cover all doings, including states. Mime activities reveal this range, as students perform subtle actions and build sentences. Peer feedback during rotations corrects narrow views effectively.

Common Misconception

Adjectives like 'happy' are doing words.

What to Teach Instead

Adjectives describe, not act. Sorting games with physical cues, such as waving for verbs, help distinguish. Collaborative sentence tests confirm usage, building accurate grammar instincts.

Active Learning Ideas

Action Charades: Verb Guessing Game

Pairs take turns acting out a verb from a card, such as 'kick' or 'clap', while the other guesses and says a sentence using it. Switch roles after each turn. Record three sentences on mini-whiteboards for sharing.

20 min·Pairs

Verb Hunt Scavenger: Classroom Sentences

Provide printed sentences around the room. In small groups, students circle verbs and underline nouns, then discuss findings. Groups create one new sentence with a found verb to share with the class.

30 min·Small Groups

Sentence Relay: Building with Verbs

Whole class lines up. First student picks a noun card and says it, next adds a verb card to start a sentence, continuing down the line until complete. Repeat with variations for fun.

25 min·Whole Class

Movement Sort: Noun or Verb?

Individually, students receive word cards. They jump for verbs and sit for nouns, then pair up to justify choices and make sentences. Collect as a class vote on tricky words.

15 min·Individual

Real-World Connections

• When actors perform in a play, they use their bodies to show actions like 'jump', 'sing', and 'dance'. These are all verbs that tell the audience what is happening.
• Sports commentators describe games using action words. They might say a player 'kicks' the ball, 'runs' fast, or 'scores' a goal, helping listeners visualize the action.

Assessment Ideas

Quick Check

Present students with a list of words, including nouns and verbs. Ask them to circle only the 'doing words' (verbs). For example: 'cat, run, ball, jump, house, eat'.

Exit Ticket

Give each student a sentence strip with a simple sentence like 'The dog barks.' Ask them to underline the verb and write one new sentence using a different action word to describe what the dog is doing.

Discussion Prompt

Show a picture of children playing. Ask: 'What are the children doing?' Encourage students to use action words (verbs) to describe the scene. Prompt further by asking: 'Can you think of other doing words for this picture?'

Frequently Asked Questions

How do I introduce verbs as doing words in Year 1?

Start with familiar actions: model jumping and say 'Jump is a doing word.' Use picture cards for students to label verbs versus nouns. Follow with oral sentences, then written ones, scaffolding from simple to varied verbs for curriculum alignment.

What activities differentiate nouns from verbs?

Incorporate movement: students hop for verbs, point for nouns. Card sorts in small groups, followed by sentence creation, solidify distinctions. Track progress with class charts showing correct uses in shared writing.

How does active learning help students master verbs?

Active methods like charades and relays engage kinesthetic learners, making abstract grammar concrete through body movement. Peer interaction in groups provides instant feedback, while games build confidence in using verbs creatively. This approach boosts retention by 30-50% over passive teaching, per KS1 studies.

How to assess verb use in sentences?

Observe during oral relays or written sorts, noting accurate action words. Use success criteria: one verb per sentence, varied choices. Provide stickers for peer-reviewed examples, encouraging self-reflection on improvements.