Learn to Read 29

Ages 4–6 · 10 minutes · English

Identify verbs and explore action words in reading

In this lesson, students will build confidence in reading by practicing the following skills:

- Identify verbs as action words
- Sort verbs in a matching game
- Read a short story with verbs

Some prior reading experience may be helpful.

Part of

Learn to Read

Standards alignment

Common Core State Standards

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.1.3.b — Decode regularly spelled one-syllable words.
L.1.5.a — Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Alabama

ELA21.K.36c — With prompting and support, identify the role or purpose of a noun and a verb within a sentence and the type of information it conveys.
ELA21.K.15 — Orally read and reread grade-appropriate decodable texts smoothly, accurately, and expressively, at an appropriate rate to support comprehension.
ELA21.K.16 — Recognize and read grade-appropriate high-frequency words with accuracy and automaticity.
ELA21.K.21a — Use previously-taught vocabulary words, including nouns, verbs, and adjectives, in speaking and writing.

Arizona

K.RF.4 — Read emergent-reader texts with purpose and understanding.
K.RF.3 — Know and apply phonics and word analysis skills in decoding words.
K.RF.3.b — Decode regularly spelled closed-syllable words.
K.RF.3.c — Read 50 common high-frequency words by sight from a research-based word list.

Arkansas

K.L.5.S — Use regular action verbs.
K.FR.12.PD — Read high-frequency words.
K.FR.22.F — Orally read texts consisting of previously taught grapheme-phoneme correspondences, self-correcting as necessary.

California

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Colorado

RWC20-GR.K-S.2-GLE.3-EO.b.vi — Read text consisting of short sentences comprised of learned sight words and consonant-vowel-consonant (CVC) words.
RWC20-GR.K-S.2-GLE.3-EO.d — Read emergent-reader texts with purpose and understanding.
RWC20-GR.K-S.1-GLE.2-EO.h — Use new vocabulary that is directly taught through reading, speaking, and listening.

Delaware

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
L.K.5 — With guidance and support from adults, explore word relationships and nuances in word meanings.

Florida

ELA.K.F.1.3 — Use knowledge of grade-appropriate phonics and word-analysis skills to decode words accurately. • Demonstrate knowledge of the most frequent sound for each consonant. • Demonstrate knowledge of the short and long sounds for the five major vowels. • Decode consonant-vowel-consonant (CVC) words. • Encode consonant-vowel-consonant (CVC) words.
ELA.K.V.1.3 — Identify and sort common words into basic categories, relating vocabulary to background knowledge.
ELA.K.F.1.4 — Recognize and read with automaticity grade-level high frequency words.

Georgia

ELAGSEKL1.b — Use frequently occurring nouns and verbs.
ELAGSEKRF4 — Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does); read emergent-reader texts with purpose and understanding.
ELAGSEKRL10 — Actively engage in group reading activities with purpose and understanding.
ELAGSEKRL7 — With prompting and support, describe the relationship between illustrations and the story (how illustrations support the text).

Hawaii

K.RF.4 — Read emergent-reader texts with purpose and understanding.
K.RF.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
K.RF.3c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Idaho

1.FR.PH.3b — Decode regularly spelled one-syllable words.
1.VD.WB.2a — Sort words into categories (e.g., tools, pets) and define those words by one or more key attributes (e.g., *a saw is a tool that cuts; a goldfish is a pet that lives in water*).

Illinois

RF.K.4 — Read emergent-reader texts with purpose and understanding.
L.K.6 — Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
L.K.5.c — Identify real-life connections between words and their use (e.g., note places at school that are colorful).
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Indiana

K.RF.9 — Orally read decodable texts with appropriate accuracy and automaticity.
K.W.7 — Demonstrate command of English grammar and usage when writing or speaking, focusing on: a. Nouns/Pronouns – Using sentences that include singular and/or plural nouns (e.g., dog/dogs, cat/cats). b. Verbs – Using sentences that include verbs. c. Usage – Recognizing that there are different kinds of sentences (e.g., sentences that tell something, sentences that ask something).
K.RF.8 — Use letter-sound knowledge to decode words, including open and closed syllables, consonant digraphs, and blends. (E)

Iowa

RF.K.4 — Orally read grade-appropriate text with purpose and understanding.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.
RF.K.3.c — Read common high-frequency words with accuracy and automaticity (e.g., the, of, to, you, she, my, is, are, do, does).

Kansas

RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.3.g — Recognize and read grade-appropriate words.
RF.1.4.a — Read on-level text with purpose and understanding.
RI.1.12.a — Sort words into categories to gain a sense of the concepts the categories represent.

Kentucky

L.K.1.a — common nouns and verbs.
RF.K.4.a — Read emergent-reader texts with purpose and understanding.
RF.K.3.c — Read common high-frequency words by sight.

Louisiana

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
L.1.5.a — Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

Maine

L.1.K.a — Use frequently occurring nouns and verbs.
R.12.K.a — Read emergent-reader texts with purpose and understanding.
R.3.K.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Maryland

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
L.K.5 — With guidance and support from adults, explore word relationships and nuances in word meanings.

Massachusetts

RF.K.4 — Read early-emergent-reader texts with purpose and understanding.
L.K.1.a — Demonstrate the ability to produce and expand complete sentences using frequently occurring nouns, pronouns, adjectives, verbs, question words, and prepositions; name and use in context numbers 0–100 (see kindergarten mathematics standards for Counting and Cardinality).
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Michigan

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
L.1.5.a — Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

Minnesota

0.1.1.3 — Read decodable texts accurately, with guidance and support. (Decodable texts are those that include words taught in phonics lesson.)
0.1.1.2.a — Know and apply grade-level phonics and word analysis skills in decoding words: decode words using one-to-one letter sound correspondences in three-phoneme CVC words and knowledge of word families, demonstrating both accuracy and automaticity.
0.1.1.2.b — Know and apply grade-level phonics and word analysis skills in decoding words: read high-frequency words, in and out of context, demonstrating both accuracy and automaticity.

Mississippi

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
L.K.5.a — Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

Missouri

K.L.1.A.a — identify naming words (nouns) and action words (verbs)
K.RF.3.A.b — reading high-frequency words
K.RF.4.A — Read, with support, appropriate texts with purpose and understanding

Montana

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Nebraska

LA.K.W.1.c — Identify nouns (e.g., singular and plural) and simple verbs (e.g., action).
LA.K.F.4 — Develop accuracy, phrasing, and expression/prosody while reading a variety of grade-level texts to support comprehension.
LA.K.F.4.c — Read grade level high-frequency words with automaticity and accuracy (e.g. Fry or Dolch words or those included in instructional materials).
LA.K.V.2.a — With prompting and support, sort common words and phrases into conceptual categories to develop an understanding of word relationships.

Nevada

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

New Hampshire

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.1.3.b — Decode regularly spelled one-syllable words.
L.1.5.a — Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

New Jersey

RF.K.4.a — Read emergent-readers with purpose and understanding.
RF.K.4 — Read emergent texts with one-to-one correspondence to develop fluency and comprehension skills
L.1.5.a — Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
RF.K.3.c — Read high-frequency and sight words with automaticity.

New Mexico

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.1.3.b — Decode regularly spelled one-syllable words.

New York

KRF3c — Decode some regularly spelled one-syllable words.
KL5c — Use words to identify and describe the world, making connections between words and their use (e.g., places at home that are colorful).
KRF3d — Read common high-frequency words by sight.
KL5d — Explore variations among verbs that describe the same general action (e.g., walk, march, gallop) by acting out the meanings.

North Carolina

RF.K.5 — Read emergent-reader texts with purpose and understanding.
L.K.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the K-1 grammar continuum.
RF.K.4 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.4.c — Read common high-frequency words by sight.

North Dakota

K.L.2 — Identify parts of speech in sentences orally, with illustrations, or in writing:
1.L.2 — Recognize and use parts of speech in sentences:
1.F.12b — Read accurately and automatically at the sentence level

Ohio

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.1.3.b — Decode regularly spelled one-syllable words.

Oklahoma

K.5.R.2 — Students will recognize parts of speech in sentences with prompting: • concrete objects as persons, places, or things (i.e., nouns) • words as actions (i.e., verbs) • color and size adjectives • the pronoun I • spatial and time relationships such as up, down, before, and after
K.2.F.3 — Students will begin to develop a sight word vocabulary by decoding and reading regularly- and irregularly-spelled words in isolation and context with increasing automaticity.
PK.5.R.2 — Students will hear different parts of speech through conversations, read-alouds, and interactive reading: • concrete objects as persons, places, or things (i.e., nouns) • words as actions (i.e., verbs) • color adjectives • spatial and time relationships such as up, down, before, and after
K.8.R — Students will listen and respond to read-alouds, participate in shared reading, and interact independently with texts.

Oregon

K.RF.4a — Read emergent texts with one-to-one correspondence with purpose and understanding.
K.L.6 — Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
K.RF.3c — Read common grade-appropriate high-frequency words by sight.
K.RF.4 — Read emergent texts to develop fluency and comprehension skills.

Pennsylvania

CC.1.1.K.E — Read emergent-reader text with purpose and understanding.
CC.1.3.K.G — Make connections between the illustrations and the text in a story (read or read aloud).
CC.1.1.K.D — Know and apply grade-level phonics and word analysis skills in decoding words. • Demonstrate basic knowledge of one-to-one letter-sound correspondence. • Associate the long and short sounds with common spellings for the five major vowels. • Read grade-level high-frequency sight words with automaticity. • Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Rhode Island

RF.K.4 — Read early-emergent-reader texts with purpose and understanding.
RF.1.3.b — Decode regularly spelled one-syllable words.
L.K.1.a — Demonstrate the ability to produce and expand complete sentences using frequently occurring nouns, pronouns, adjectives, verbs, question words, and prepositions; name and use in context numbers 0–100 (see kindergarten mathematics standards for Counting and Cardinality).

South Carolina

ELA.K.C.4.1 — Form and use complete simple sentences. When writing: a. capitalize the first word in a sentence and the pronoun I; b. identify and name end punctuation marks (e.g., periods, exclamation points, and question marks); c. identify and use periods to punctuate sentences; d. identify and use common singular and plural nouns; e. identify and use action verbs; and f. identify and use simple and declarative sentences.
ELA.K.F.4.3 — Read texts by: a. using letter-sound knowledge to segment and blend sounds together; b. decoding the word by analogy; and c. using visuals from the text to support decoding and confirm recognition.
ELA.K.F.2.5 — Identify letters and words within sentences.

South Dakota

K.RF.4 — Read emergent-reader texts with sufficient accuracy and fluency to support comprehension
1.L.5.a — Sort words into categories to gain a sense of the concepts the categories represent.
K.RF.3.c — Read grade-level appropriate high-frequency words by sight.
K.RF.4.a — Read grade-level text with purpose and understanding.

Tennessee

K.FL.F.5.a — Read emergent-reader texts with purpose and understanding.
K.FL.SC.6.c — Use frequently occurring nouns and verbs when speaking and in shared language activities.
K.FL.PWR.3.c — Read common high-frequency words by sight.
K.RL.RRTC.10 — With prompting and support, read stories and poems of appropriate complexity for Kindergarten.
K.FL.PWR.3.d — Decode regularly spelled CVC words.

Texas

K.3C — identify and use words that name actions; directions; positions; sequences; categories such as colors, shapes, and textures; and locations.
K.2B.ii — using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words;
K.3B — use illustrations and texts the student is able to read or hear to learn or clarify word meanings; and
1.3D — identify and use words that name actions, directions, positions, sequences, categories, and locations.

Utah

K.R.3 — Demonstrate mastery of age-appropriate phonics skills.
K.R.3.d — Demonstrate mastery of segmenting and blending sounds in VC and CVC words when reading.

Vermont

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
L.1.5.a — Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
RF.1.3.b — Decode regularly spelled one-syllable words.

Virginia

K.DSR.1.A — Use knowledge of letter-sound correspondences to read and reread controlled decodable sentences and texts that include phonic elements and irregular words (Reading Fluency, K-12).
K.LU.1.E — Use verbs to locate specific actions.
K.FFR.3.H — Use letter-sound correspondences to read grade-level high frequency words, including decodable and irregular words, with automaticity and accuracy.

Washington

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Washington, D.C.

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
L.K.6 — Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

West Virginia

ELA.K.I — Read emergent-reader texts with purpose and understanding.
ELA.1.II.b — Decode regularly spelled one-syllable words.
ELA.K.II.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, or does).

Wisconsin

ELA.K.RF.4 — Read emergent-reader texts with purpose and understanding.
ELA.K.RF.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
ELA.K.RF.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Wyoming

RF.K.4 — Read emergent-reader texts with purpose and understanding.
RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).