Top 100 Primary 1 Verbs Vocabulary List | Grade 1 Action Words with Meanings, Examples and Practice

Top 100 Primary 1 Verbs Vocabulary List is a world-facing Grade 1 verbs and action words resource for children learning how verbs make sentences move. It is designed for families and teachers searching for verbs for Grade 1, 1st grade action words, common verbs for first grade, verbs with meanings and examples, action verbs in sentences, verb worksheets, doing words, simple present verbs and verb practice for kids. The list begins with visible actions such as walk, run, jump, eat, write and build, then expands into speaking, thinking, learning and state verbs such as know, remember, explain, be, have, can and belong.

A useful first grade verbs list should do more than tell children that a verb is an “action word.” That child-friendly definition is an excellent starting point because many early verbs can be acted out: run, jump, read, write, push, pull, throw. But English also uses verbs for thinking, feeling, having and being. A child can know an answer, want a book, feel nervous, have a pencil or be ready. Grade 1 verb teaching becomes stronger when learners see both the obvious actions and the less visible jobs verbs perform in sentences.

Every word in this Primary 1 verb vocabulary guide comes with a child-friendly meaning, an original example using eduKateSG residents Alicia, Tricia and Kai Kai, a useful phrase, a meaning or grammar boundary and a transfer task. Children identify verbs in sentences, act out action words, compare nearby verbs, use verbs with nouns, notice simple present forms, meet basic past-tense changes in context and learn that one English word can sometimes have more than one grammatical job. The goal is not to memorise a grammar label; it is to build a bank of verbs that children can retrieve when they speak, read and write.

There is no single worldwide official list of exactly 100 verbs that every Grade 1 learner must memorise. This article therefore owns a clear general intent: a world-facing Top 100 Grade 1 verbs and action-words resource. The existing Primary 1–2 Action and Movement Verbs page stays the narrow specialist for movement vocabulary and fine action-word distinctions. The Primary 1 Academic Vocabulary page keeps classroom command language. This page is the broad verb-system owner.

The 50-Second Route

A verb tells what someone or something does, experiences, has or is. Begin with actions children can perform. Then widen the system to speaking, thinking, feeling and state verbs.

• Find who or what. Identify the person, animal or thing in the sentence.
• Ask what happens. Which word tells the action, state or experience?
• Act it out when possible. Run, jump, fold, whisper, smile and carry are easy to embody.
• Compare nearby verbs. Walk/run, look/watch, search/find, say/tell, hold/carry, start/finish.
• Put the verb in a sentence. Verbs become useful when connected to a subject and meaning.
• Notice form changes. I walk / she walks; today I play / yesterday I played; I am / she is / they are.
• Retrieve later. Close the list and ask for action words by category.

For the wider vocabulary system, use the Vocabulary apex and Vocabulary Learning Hub. For the general Primary 1 word list, use the Top 100 Primary 1 / Grade 1 Vocabulary List.

What is a verb in Grade 1?

A verb is the part of a sentence that expresses an action, happening or state. In “Alicia runs,” runs tells the action. In “Tricia knows the answer,” knows describes a mental state. In “Kai Kai is ready,” is connects the subject to a state. All three sentences depend on verbs, even though only one verb is easy to act out.

For young learners, “doing word” is a useful first label, but it should not become a trap. If children believe every verb must be an obvious physical action, they may miss common verbs such as know, want, need, feel, have and be. The broader question is: What is happening, being, having, thinking or feeling in this sentence?

Action verbs: the easiest starting point

Action verbs name things people, animals or objects do: walk, run, jump, eat, read, write, push, pull, sing. They are easy to teach because children can perform them and connect the word to movement. Picture matching, charades and sentence completion work well because meaning is visible.

However, action-verb practice should not stay at isolated flashcards. Move quickly into sentences: “The rabbit hops.” “Alicia folds the paper.” “Tricia carries the bag.” The sentence shows who performs the action and helps the learner understand how verbs work with subjects.

Verbs that are not visible actions

Mental and state verbs matter early because they appear constantly in real English. Children think, know, remember, forget, wonder, hope, like and want. They have books, need help and feel tired. They are ready. These verbs are less easy to draw, so stories and contrasts are useful.

A child can understand know by comparing “I know the answer” with “I am guessing.” A child can understand remember by retrieving a word after the list is hidden. The grammar becomes concrete through experience.

Verb forms: I walk, she walks

In simple present English, the verb often changes with he, she or it: “I walk” but “Alicia walks”; “they read” but “Kai Kai reads.” Grade 1 learners do not need every agreement rule at once, but they benefit from hearing and reading accurate patterns.

Teach the form through paired sentences rather than a dense table. “I read. She reads.” “They jump. He jumps.” Ask what changed and keep the focus on natural sentence use.

Verb time: today and yesterday

Many regular verbs form the past by adding -ed: play/played, jump/jumped, help/helped. English also has irregular verbs: run/ran, eat/ate, write/wrote, give/gave, take/took. A full tense system is beyond this article’s main job, but children should notice that verbs can change to show time.

Use real timelines: “Today I walk to school. Yesterday I walked.” “Today I eat an apple. Yesterday I ate an apple.” Meaning should drive the form.

The verb be: am, is and are

Be is one of the most important English verbs and one of the least action-like. In the present tense it appears as am, is and are: “I am ready.” “Alicia is calm.” “They are early.” These words help connect a subject to identity, condition or description.

Because the forms look different from be, teach them through familiar sentence frames. Children do not need to explain conjugation; they need to hear and produce the patterns accurately.

Top 100 Primary 1 / Grade 1 verbs — quick reference

Use the table as a map. Teach a small cluster deeply, then retrieve the verbs in fresh sentences. A verb is mastered-for-now when the child can understand it, produce it and choose it appropriately without relying on the printed example.

Learning Lab 1: Movement verbs — verbs 1–10

These verbs name visible body movement. They are easy to act out, compare and place in short sentences, making them a strong starting point for verb learning.

Teach this cluster through use. For visible actions, act the verb out. For mental or state verbs, create a short situation. Then change the subject: I walk, Alicia walks, the children walk. The child begins to see that vocabulary meaning and sentence grammar work together.

1. walk

Meaning: to move on foot at an ordinary pace Example: Alicia walked to the library with her book. Useful phrase: walk slowly.

Precision: Walk names an action done on foot; it is slower and steadier than run. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use walk in a sentence with a place noun. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

2. run

Meaning: to move quickly on foot Example: Tricia ran across the field during the game. Useful phrase: run fast.

Precision: Run shows faster movement than walk. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Act out walk and run, then say one sentence for each. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

3. jump

Meaning: to push yourself off the ground into the air Example: Kai Kai jumped over the small puddle. Useful phrase: jump high.

Precision: Jump usually involves leaving the ground with both feet or the whole body. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use jump with one place or object noun. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

4. hop

Meaning: to make a small jump, often on one foot Example: Alicia hopped over the line on one foot. Useful phrase: hop forward.

Precision: Hop is usually smaller or more repeated than jump. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Compare hop and jump through actions. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

5. crawl

Meaning: to move close to the ground on hands and knees or body Example: Tricia crawled under the table to pick up a pencil. Useful phrase: crawl under.

Precision: Crawl is low movement close to the ground. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use crawl in a sentence with under. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

6. climb

Meaning: to move upward using your hands, feet or both Example: Kai Kai climbed the steps carefully. Useful phrase: climb up.

Precision: Climb involves moving upward or over something. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Name one safe thing a child can climb. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

7. sit

Meaning: to rest with your body supported on a seat or the ground Example: Alicia sat on the chair beside the window. Useful phrase: sit down.

Precision: Sit describes a body position, not movement across a place. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use sit in a sentence with chair. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

8. stand

Meaning: to be upright on your feet Example: Tricia stood beside her desk. Useful phrase: stand still.

Precision: Stand is the opposite of sit in many classroom situations. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Make one sentence with stand and one with sit. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

9. turn

Meaning: to move so that you face or point in a different direction Example: Kai Kai turned toward the door when he heard a sound. Useful phrase: turn around.

Precision: Turn changes direction or position. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Give a two-step instruction using turn. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

10. stop

Meaning: to end an action or movement Example: Alicia stopped running when she reached the line. Useful phrase: stop moving.

Precision: Stop means the action ends; slow means it continues at less speed. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use stop and start in one sentence. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

Mini reading: Movement verbs

Alicia walked toward the playground while Tricia ran to catch up. Kai Kai jumped over a painted line, hopped twice on one foot and crawled under a low bar. Later, the children climbed the steps, sat on a bench and stood when the teacher called. At the corner they turned left and stopped at the gate. Movement verbs made the sequence easy to picture.

Verb hunt: Find at least five verbs in the paragraph. Ask who performs each action or experiences each state. Choose one verb and replace it with a nearby verb. Does the new sentence still mean the same thing? Why or why not?

• Retrieve five verbs from the category without looking.
• Act out or explain each verb’s meaning.
• Change one sentence from I to she or he and listen for the verb change.
• Use one verb in today’s meaning and, where appropriate, yesterday’s meaning.
• Return after two days and ask for a fresh subject and object for each verb.

Learning Lab 2: Home and self-care verbs — verbs 11–20

Everyday routines give children repeated opportunities to hear and use verbs naturally. These words also introduce useful contrasts such as open/close and put/take.

Teach this cluster through use. For visible actions, act the verb out. For mental or state verbs, create a short situation. Then change the subject: I walk, Alicia walks, the children walk. The child begins to see that vocabulary meaning and sentence grammar work together.

11. eat

Meaning: to put food in your mouth, chew and swallow it Example: Tricia ate an apple at snack time. Useful phrase: eat lunch.

Precision: Eat is an action done with food. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use eat with two different food nouns. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

12. drink

Meaning: to take liquid into your mouth and swallow it Example: Kai Kai drank water after running. Useful phrase: drink water.

Precision: Drink is used with liquids. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use drink and cup in one sentence. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

13. wash

Meaning: to clean something with water and often soap Example: Alicia washed her hands before lunch. Useful phrase: wash hands.

Precision: Wash usually uses water; wipe may not. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Name two things people wash. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

14. brush

Meaning: to clean or arrange something with a brush Example: Tricia brushed her teeth after breakfast. Useful phrase: brush teeth.

Precision: Brush often appears with teeth or hair; it names the action, not the object. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use brush with teeth and with hair in two sentences. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

15. dress

Meaning: to put clothes on yourself or someone Example: Kai Kai dressed for school quickly. Useful phrase: get dressed.

Precision: Dress as a verb means put on clothes; dress can also be a noun for clothing. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use dress as a verb in a new sentence. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

16. carry

Meaning: to hold something while moving it from one place to another Example: Alicia carried the books to the table. Useful phrase: carry a bag.

Precision: Carry includes holding and moving an object. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use carry with one heavy and one light object. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

17. open

Meaning: to move something so it is no longer closed Example: Tricia opened the window for fresh air. Useful phrase: open the book.

Precision: Open can be a verb or adjective; here it names the action. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use open as a verb with two nouns. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

18. close

Meaning: to shut something so it is no longer open Example: Kai Kai closed the door quietly. Useful phrase: close the door.

Precision: Close as a verb is the opposite of open. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use open and close in a two-step instruction. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

19. put

Meaning: to move something to a particular place or position Example: Alicia put the pencil in the box. Useful phrase: put in.

Precision: Put usually needs information about what and where. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use put with on, in or under. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

20. take

Meaning: to move or carry something from one place, person or position Example: Tricia took a book from the shelf. Useful phrase: take a book.

Precision: Take often moves something away from its current place; bring often moves it toward a place or person. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use take in a school sentence. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

Mini reading: Home and self-care verbs

Before lunch, Alicia ate fruit and drank water. Tricia washed her hands and brushed her teeth after the meal. Kai Kai dressed for the afternoon activity, carried a box, opened a cupboard and closed it again. He put the box on a shelf and took one sheet of paper from inside. Everyday routines gave the verbs real meaning.

Verb hunt: Find at least five verbs in the paragraph. Ask who performs each action or experiences each state. Choose one verb and replace it with a nearby verb. Does the new sentence still mean the same thing? Why or why not?

• Retrieve five verbs from the category without looking.
• Act out or explain each verb’s meaning.
• Change one sentence from I to she or he and listen for the verb change.
• Use one verb in today’s meaning and, where appropriate, yesterday’s meaning.
• Return after two days and ask for a fresh subject and object for each verb.

Learning Lab 3: School and learning verbs — verbs 21–30

These verbs appear constantly in classroom directions. Knowing them as actions reduces confusion and strengthens reading, writing and task independence.

Teach this cluster through use. For visible actions, act the verb out. For mental or state verbs, create a short situation. Then change the subject: I walk, Alicia walks, the children walk. The child begins to see that vocabulary meaning and sentence grammar work together.

21. read

Meaning: to look at written words and understand them Example: Kai Kai read a short story aloud. Useful phrase: read a book.

Precision: Reading is more than saying letters; it connects print to meaning. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use read with a book or sign. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

22. write

Meaning: to make letters, words or sentences on a surface Example: Alicia wrote her name at the top of the page. Useful phrase: write a sentence.

Precision: Write creates written language; draw creates pictures or marks. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use write with sentence and name. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

23. draw

Meaning: to make a picture or shape using lines Example: Tricia drew a tree beside the house. Useful phrase: draw a picture.

Precision: Draw is for making images or shapes, not writing words. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use draw with two different objects. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

24. count

Meaning: to say numbers in order to find how many items there are Example: Kai Kai counted twelve blocks. Useful phrase: count carefully.

Precision: Counting connects one number word to each item and ends with a total. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Count a small group and use count in a sentence. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

25. listen

Meaning: to pay careful attention to sounds or spoken words Example: Alicia listened to the instructions before starting. Useful phrase: listen carefully.

Precision: Hearing can happen without trying; listening needs attention. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Give one sentence about listening at school. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

26. speak

Meaning: to use your voice to say words Example: Tricia spoke clearly to the group. Useful phrase: speak clearly.

Precision: Speak is more formal and general than talk in many contexts. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use speak with teacher or class. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

27. ask

Meaning: to use words to request information, help or action Example: Kai Kai asked a question about the picture. Useful phrase: ask a question.

Precision: Ask seeks information or action; tell gives information. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use ask and answer in one exchange. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

28. answer

Meaning: to respond to a question or problem Example: Alicia answered the first question correctly. Useful phrase: answer a question.

Precision: Answer as a verb names the response action; answer can also be a noun. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use answer once as a verb and once as a noun. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

29. choose

Meaning: to pick one thing from two or more possibilities Example: Tricia chose the blue marker. Useful phrase: choose one.

Precision: Choose means select among options. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Offer two objects and use choose in a sentence. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

30. check

Meaning: to look again to make sure something is correct or complete Example: Kai Kai checked his work before handing it in. Useful phrase: check your work.

Precision: Checking is a deliberate second look. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Name one thing to check in a sentence. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

Mini reading: School and learning verbs

During the lesson, Kai Kai read a short paragraph and wrote one sentence. Alicia drew a diagram and counted the labels. Tricia listened to the instruction, spoke to her partner, asked a question and answered another. The group chose one solution and checked the final page. These verbs appear again and again in school.

Verb hunt: Find at least five verbs in the paragraph. Ask who performs each action or experiences each state. Choose one verb and replace it with a nearby verb. Does the new sentence still mean the same thing? Why or why not?

• Retrieve five verbs from the category without looking.
• Act out or explain each verb’s meaning.
• Change one sentence from I to she or he and listen for the verb change.
• Use one verb in today’s meaning and, where appropriate, yesterday’s meaning.
• Return after two days and ask for a fresh subject and object for each verb.

Learning Lab 4: Making, handling and play verbs — verbs 31–40

These action words describe how people change, move or control objects. They also support safety language, crafts, games and simple procedural writing.

Teach this cluster through use. For visible actions, act the verb out. For mental or state verbs, create a short situation. Then change the subject: I walk, Alicia walks, the children walk. The child begins to see that vocabulary meaning and sentence grammar work together.

31. build

Meaning: to make something by putting parts together Example: Alicia built a tower from blocks. Useful phrase: build a tower.

Precision: Build creates a whole from parts. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use build with a structure other than tower. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

32. cut

Meaning: to divide something with scissors, a knife or another sharp tool Example: Tricia cut the paper along the line. Useful phrase: cut paper.

Precision: Cut changes an object by separating it. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Give one safety rule for cutting. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

33. fold

Meaning: to bend one part of something over another Example: Kai Kai folded the paper in half. Useful phrase: fold paper.

Precision: Fold bends material without separating it. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Act out fold and describe the result. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

34. glue

Meaning: to join things using glue Example: Alicia glued the paper shapes onto the card. Useful phrase: glue together.

Precision: Glue can be a noun naming the material or a verb naming the action. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use glue once as a verb and once as a noun. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

35. push

Meaning: to use force to move something away from you or in a direction Example: Tricia pushed the chair under the table. Useful phrase: push gently.

Precision: Push usually moves something away from the source of force. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Compare push and pull. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

36. pull

Meaning: to use force to move something toward you or along Example: Kai Kai pulled the drawer open. Useful phrase: pull the door.

Precision: Pull often moves something toward the person or source of force. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use pull in a sentence with a common object. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

37. throw

Meaning: to send something through the air with your hand or arm Example: Alicia threw the soft ball to Tricia. Useful phrase: throw a ball.

Precision: Throw releases an object into motion through the air. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use throw with a safe object. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

38. catch

Meaning: to stop and hold something that is moving through the air or space Example: Tricia caught the ball with both hands. Useful phrase: catch a ball.

Precision: Catch receives or stops a moving object. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use throw and catch in one sentence. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

39. kick

Meaning: to strike something with your foot Example: Kai Kai kicked the ball toward the goal. Useful phrase: kick a ball.

Precision: Kick uses the foot; hit is more general. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Name one sport or game where people kick. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

40. hold

Meaning: to keep something in your hand, arms or a position Example: Alicia held the glass jar carefully. Useful phrase: hold carefully.

Precision: Hold keeps an object in place; carry adds movement from place to place. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Compare hold and carry in two sentences. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

Mini reading: Making, handling and play verbs

Alicia built a model and cut a strip of paper. Tricia folded a card and glued two pieces together. Kai Kai pushed the box closer, pulled the drawer open, threw a soft ball and caught it. Later he kicked the ball toward the wall and held the model carefully. Each verb described a different way of handling or moving something.

Verb hunt: Find at least five verbs in the paragraph. Ask who performs each action or experiences each state. Choose one verb and replace it with a nearby verb. Does the new sentence still mean the same thing? Why or why not?

• Retrieve five verbs from the category without looking.
• Act out or explain each verb’s meaning.
• Change one sentence from I to she or he and listen for the verb change.
• Use one verb in today’s meaning and, where appropriate, yesterday’s meaning.
• Return after two days and ask for a fresh subject and object for each verb.

Learning Lab 5: Helping and social verbs — verbs 41–50

Social verbs make relationships visible through actions: help, share, give, greet, thank and invite. They are useful in stories, classroom routines and real interaction.

Teach this cluster through use. For visible actions, act the verb out. For mental or state verbs, create a short situation. Then change the subject: I walk, Alicia walks, the children walk. The child begins to see that vocabulary meaning and sentence grammar work together.

41. help

Meaning: to make something easier or do something useful for another person Example: Tricia helped Kai Kai find his pencil. Useful phrase: help a friend.

Precision: Help supports a person or task; doing everything for someone is not always helpful. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Give one useful way to help a classmate. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

42. share

Meaning: to let another person use, have or know part of something Example: Alicia shared her crayons with Tricia. Useful phrase: share with.

Precision: Share can involve objects, time, space or information. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use share with a classroom object. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

43. give

Meaning: to pass something to another person Example: Kai Kai gave the note to his teacher. Useful phrase: give to.

Precision: Give moves possession or information to someone else. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use give and take in one contrast. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

44. show

Meaning: to let someone see or understand something Example: Alicia showed Tricia where the answer was. Useful phrase: show how.

Precision: Show can mean display an object or demonstrate a method. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use show in a sentence about learning. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

45. tell

Meaning: to give information or a story in words Example: Tricia told the group what she noticed. Useful phrase: tell someone.

Precision: Tell gives information; ask seeks it. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use tell and ask in two connected sentences. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

46. call

Meaning: to speak loudly to get attention, use a name for someone, or contact someone Example: Kai Kai called to Alicia from the gate. Useful phrase: call out.

Precision: Call can have several meanings; context tells which one. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use call in a sentence meaning speak to get attention. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

47. greet

Meaning: to say or do something friendly when meeting someone Example: Alicia greeted the new student with a smile. Useful phrase: greet someone.

Precision: Greet happens at meeting or arrival. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Write one sentence showing a polite greeting. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

48. thank

Meaning: to express that you are grateful Example: Tricia thanked Kai Kai for helping her. Useful phrase: thank someone.

Precision: Thank names the action of expressing gratitude. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use thank after a helpful action. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

49. invite

Meaning: to ask someone to come, join or take part Example: Kai Kai invited Alicia to join the game. Useful phrase: invite someone.

Precision: Invite gives another person a choice to participate. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Make one polite invitation. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

50. join

Meaning: to become part of a group, activity or event Example: Tricia joined the reading circle. Useful phrase: join a group.

Precision: Join means become part of something already happening or formed. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use join with a game or group. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

Mini reading: Helping and social verbs

Tricia helped a new student and shared her markers. Alicia gave Kai Kai a ruler and showed him where to place it. Kai Kai told the group what he had noticed, called to a classmate, greeted a visitor, thanked the helper, invited a friend to join and finally joined the game himself. Social relationships became visible through verbs.

Verb hunt: Find at least five verbs in the paragraph. Ask who performs each action or experiences each state. Choose one verb and replace it with a nearby verb. Does the new sentence still mean the same thing? Why or why not?

• Retrieve five verbs from the category without looking.
• Act out or explain each verb’s meaning.
• Change one sentence from I to she or he and listen for the verb change.
• Use one verb in today’s meaning and, where appropriate, yesterday’s meaning.
• Return after two days and ask for a fresh subject and object for each verb.

Learning Lab 6: Thinking and wanting verbs — verbs 51–60

Not every verb is a visible action. Mental verbs such as think, know, remember and decide show that verbs can also name processes and states inside the mind.

Teach this cluster through use. For visible actions, act the verb out. For mental or state verbs, create a short situation. Then change the subject: I walk, Alicia walks, the children walk. The child begins to see that vocabulary meaning and sentence grammar work together.

51. think

Meaning: to use your mind to consider ideas or solve something Example: Alicia thought about the best way to solve the puzzle. Useful phrase: think about.

Precision: Think is a mental verb; the action happens in the mind. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use think with a reason or plan. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

52. know

Meaning: to have information or understanding in your mind Example: Tricia knew the answer after reading the passage. Useful phrase: know the answer.

Precision: Know describes a state of understanding, not an outward action. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use know in a school sentence. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

53. remember

Meaning: to bring information back into your mind Example: Kai Kai remembered the new word without looking. Useful phrase: remember a word.

Precision: Remember retrieves stored information. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use remember and forget in one contrast. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

54. forget

Meaning: to fail to remember something Example: Alicia forgot where she had placed the ruler. Useful phrase: forget something.

Precision: Forget is the opposite of remember in many contexts. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Name one strategy that helps you not forget. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

55. notice

Meaning: to become aware of something through attention Example: Tricia noticed a small change in the picture. Useful phrase: notice a detail.

Precision: Notice is more specific than simply see; it implies attention. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use notice with one visual detail. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

56. wonder

Meaning: to think curiously about something you do not know Example: Kai Kai wondered why the shadow moved. Useful phrase: wonder why.

Precision: Wonder often begins a question or curiosity. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Finish the sentence “I wonder why…”. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

57. decide

Meaning: to make a choice after thinking about options Example: Alicia decided to read the shorter book first. Useful phrase: decide to.

Precision: Decide ends a choice process; think may happen before the decision. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use decide with two options. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

58. hope

Meaning: to want something good to happen Example: Tricia hoped the rain would stop before recess. Useful phrase: hope that.

Precision: Hope concerns a desired future possibility. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use hope in a sentence about tomorrow. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

59. like

Meaning: to enjoy or feel positive about someone or something Example: Kai Kai liked the story about the rabbit. Useful phrase: like a story.

Precision: Like describes preference or enjoyment. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use like with one activity and one object. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

60. want

Meaning: to wish to have or do something Example: Alicia wanted to finish the picture before lunch. Useful phrase: want to.

Precision: Want expresses desire; need expresses necessity. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Compare want and need in two sentences. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

Mini reading: Thinking and wanting verbs

Alicia thought about the puzzle and knew one clue was important. Tricia remembered a word that Kai Kai had forgotten. Kai Kai noticed a pattern and wondered what would happen next. The group decided to test one idea. They hoped it would work, liked the result and wanted to try again. These verbs described actions of the mind rather than the body.

Verb hunt: Find at least five verbs in the paragraph. Ask who performs each action or experiences each state. Choose one verb and replace it with a nearby verb. Does the new sentence still mean the same thing? Why or why not?

• Retrieve five verbs from the category without looking.
• Act out or explain each verb’s meaning.
• Change one sentence from I to she or he and listen for the verb change.
• Use one verb in today’s meaning and, where appropriate, yesterday’s meaning.
• Return after two days and ask for a fresh subject and object for each verb.

Learning Lab 7: Looking, finding and movement through places — verbs 61–70

This group connects visual attention, searching and movement through environments. It helps children distinguish process/result pairs such as search/find.

Teach this cluster through use. For visible actions, act the verb out. For mental or state verbs, create a short situation. Then change the subject: I walk, Alicia walks, the children walk. The child begins to see that vocabulary meaning and sentence grammar work together.

61. look

Meaning: to direct your eyes toward something Example: Tricia looked at the map on the wall. Useful phrase: look at.

Precision: Look is a deliberate visual action. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use look at in a complete instruction. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

62. watch

Meaning: to look at something for a period of time, especially as it moves or changes Example: Kai Kai watched the ants cross the path. Useful phrase: watch closely.

Precision: Watch usually lasts longer than one quick look. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Compare look and watch in two examples. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

63. find

Meaning: to discover something after looking or by chance Example: Alicia found her missing eraser under the desk. Useful phrase: find something.

Precision: Find is the successful result of searching or noticing. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use search and find in one sentence. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

64. lose

Meaning: to no longer have or know the location of something Example: Tricia lost one glove during the walk. Useful phrase: lose something.

Precision: Lose is the opposite of find only in some situations; it means something is no longer in your possession or location. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use lose and find in a short story sentence. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

65. hide

Meaning: to put yourself or something where it cannot easily be seen Example: Kai Kai hid the clue behind the book. Useful phrase: hide behind.

Precision: Hide makes something less visible. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use hide with a safe object. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

66. search

Meaning: to look carefully for something Example: Alicia searched her bag for the note. Useful phrase: search for.

Precision: Search is the looking process; find is the successful result. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use search for in a sentence. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

67. wait

Meaning: to stay until something happens or someone is ready Example: Tricia waited for her turn to speak. Useful phrase: wait for.

Precision: Wait means remain until a later event. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use wait with turn. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

68. follow

Meaning: to move behind someone or do what instructions say Example: Kai Kai followed the arrows to the library. Useful phrase: follow directions.

Precision: Follow can describe movement or carrying out instructions. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use follow in both meanings. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

69. enter

Meaning: to go into a place Example: Alicia entered the classroom quietly. Useful phrase: enter the room.

Precision: Enter means go in; leave means go out or depart. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use enter and leave in one sentence. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

70. leave

Meaning: to go away from a place or person Example: Tricia left the library before lunch. Useful phrase: leave a place.

Precision: Leave can mean depart or allow something to remain, but departure is the Grade 1 focus here. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use leave with a place noun. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

Mini reading: Looking, finding and movement through places

Tricia looked at the map while Kai Kai watched a bird moving across the sky. Alicia found the missing card after she had lost it earlier. She hid a clue, and the others searched for it. Everyone waited for a turn, followed the arrows, entered the library and left before lunch. The verbs helped the reader track attention, search and movement through places.

Verb hunt: Find at least five verbs in the paragraph. Ask who performs each action or experiences each state. Choose one verb and replace it with a nearby verb. Does the new sentence still mean the same thing? Why or why not?

• Retrieve five verbs from the category without looking.
• Act out or explain each verb’s meaning.
• Change one sentence from I to she or he and listen for the verb change.
• Use one verb in today’s meaning and, where appropriate, yesterday’s meaning.
• Return after two days and ask for a fresh subject and object for each verb.

Learning Lab 8: Speaking and expression verbs — verbs 71–80

Speech verbs add precision. Say, talk, whisper, shout, sing, laugh, cry, smile, explain and describe perform different communicative jobs.

Teach this cluster through use. For visible actions, act the verb out. For mental or state verbs, create a short situation. Then change the subject: I walk, Alicia walks, the children walk. The child begins to see that vocabulary meaning and sentence grammar work together.

71. say

Meaning: to speak words Example: Kai Kai said hello to the visitor. Useful phrase: say hello.

Precision: Say focuses on the words spoken; tell often includes a listener or information. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Compare say and tell in two sentences. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

72. talk

Meaning: to speak with someone in conversation Example: Alicia talked with Tricia about the story. Useful phrase: talk with.

Precision: Talk usually involves conversation. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use talk in a sentence with a partner. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

73. whisper

Meaning: to speak very softly Example: Tricia whispered so she would not disturb the readers. Useful phrase: whisper quietly.

Precision: Whisper is much softer than ordinary speaking. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use whisper in a library sentence. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

74. shout

Meaning: to speak very loudly Example: Kai Kai shouted for help when he saw the ball roll toward the road. Useful phrase: shout loudly.

Precision: Shout is louder than speak or call and should fit the situation. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Name one situation where shouting for help is appropriate. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

75. sing

Meaning: to make musical sounds with your voice Example: Alicia sang a short song with the class. Useful phrase: sing a song.

Precision: Sing uses the voice musically. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use sing with a song or tune noun. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

76. laugh

Meaning: to make sounds that show amusement or joy Example: Tricia laughed at the funny ending. Useful phrase: laugh together.

Precision: Laugh is an action often connected with amusement. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Write a sentence explaining why someone laughed. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

77. cry

Meaning: to produce tears, often because of strong feeling Example: Kai Kai cried when he hurt his knee. Useful phrase: cry softly.

Precision: Cry can happen from sadness, pain, frustration or even joy. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use cry in a sentence that gives the reason. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

78. smile

Meaning: to form a happy or friendly expression with your mouth Example: Alicia smiled at the new student. Useful phrase: smile warmly.

Precision: Smile names a facial action and can also be a noun. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use smile once as a verb and once as a noun. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

79. explain

Meaning: to make an idea clear by telling how or why Example: Tricia explained why the ice melted. Useful phrase: explain why.

Precision: Explain gives reasons, steps or connections; naming is not enough. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Explain one simple classroom process. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

80. describe

Meaning: to tell what someone or something is like Example: Kai Kai described the shell as small and smooth. Useful phrase: describe clearly.

Precision: Describe tells what something is like; explain tells how or why. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Describe one object with two details. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

Mini reading: Speaking and expression verbs

Kai Kai said hello and talked with a visitor. Alicia whispered in the library but shouted for help when a ball rolled toward the road. Tricia sang a short song, laughed at a funny line and later cried when she hurt her knee. She soon smiled again. The teacher explained the next activity, and Kai Kai described what he saw.

Verb hunt: Find at least five verbs in the paragraph. Ask who performs each action or experiences each state. Choose one verb and replace it with a nearby verb. Does the new sentence still mean the same thing? Why or why not?

• Retrieve five verbs from the category without looking.
• Act out or explain each verb’s meaning.
• Change one sentence from I to she or he and listen for the verb change.
• Use one verb in today’s meaning and, where appropriate, yesterday’s meaning.
• Return after two days and ask for a fresh subject and object for each verb.

Learning Lab 9: Making, changing and learning verbs — verbs 81–90

These verbs describe creation, repair, change, beginning, completion, effort and practice. They are high-transfer words for school and daily life.

Teach this cluster through use. For visible actions, act the verb out. For mental or state verbs, create a short situation. Then change the subject: I walk, Alicia walks, the children walk. The child begins to see that vocabulary meaning and sentence grammar work together.

81. make

Meaning: to create or produce something Example: Alicia made a paper boat. Useful phrase: make something.

Precision: Make is a very broad verb; a more precise verb may sometimes be better. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use make with a craft or food noun. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

82. fix

Meaning: to repair something so it works or is correct again Example: Tricia fixed the loose wheel on the model. Useful phrase: fix a problem.

Precision: Fix can repair an object or correct a problem. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use fix in one object sentence and one problem sentence. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

83. clean

Meaning: to remove dirt or unwanted marks Example: Kai Kai cleaned the table after art. Useful phrase: clean the table.

Precision: Clean can be a verb or adjective; here it names the action. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use clean once as a verb and once as an adjective. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

84. move

Meaning: to change position or place Example: Alicia moved the chair closer to the desk. Useful phrase: move closer.

Precision: Move is broad; walk, carry, push and pull are more specific types of movement. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Replace move with a more specific verb in one sentence. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

85. grow

Meaning: to become bigger, older or more developed Example: Tricia watched the bean plant grow. Useful phrase: grow taller.

Precision: Grow describes change over time and can apply to living things, skills or ideas. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use grow with a plant and with a skill. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

86. change

Meaning: to become different or make something different Example: Kai Kai changed the ending of his story. Useful phrase: change the ending.

Precision: Change is broad; revise, move, grow and turn can describe particular kinds of change. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use change in a sentence about weather or writing. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

87. start

Meaning: to begin doing something Example: Alicia started her reading after the bell. Useful phrase: start reading.

Precision: Start marks the beginning of an action. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use start and finish in one sentence. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

88. finish

Meaning: to complete an action or task Example: Tricia finished her drawing before lunch. Useful phrase: finish the task.

Precision: Finish marks completion, not simply stopping early. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Compare finish and stop in two situations. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

89. try

Meaning: to make an effort to do something Example: Kai Kai tried the difficult puzzle again. Useful phrase: try again.

Precision: Try means attempt; success may come later. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use try in a sentence about learning. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

90. practise

Meaning: to repeat and improve a skill over time Example: Alicia practised reading the new words each day. Useful phrase: practise reading.

Precision: Good practice includes feedback and repeated use, not mindless repetition. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Name one skill you can practise. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

Mini reading: Making, changing and learning verbs

Alicia made a paper boat and fixed one folded corner. Tricia cleaned the table and moved the chairs. Kai Kai watched a plant grow and changed the label on his drawing. The group started a new task, finished it, tried a harder version and practised the new skill. These verbs described making, changing and learning over time.

Verb hunt: Find at least five verbs in the paragraph. Ask who performs each action or experiences each state. Choose one verb and replace it with a nearby verb. Does the new sentence still mean the same thing? Why or why not?

• Retrieve five verbs from the category without looking.
• Act out or explain each verb’s meaning.
• Change one sentence from I to she or he and listen for the verb change.
• Use one verb in today’s meaning and, where appropriate, yesterday’s meaning.
• Return after two days and ask for a fresh subject and object for each verb.

Learning Lab 10: Being, having and state verbs — verbs 91–100

The final group widens the Grade 1 idea of verbs beyond obvious action words. Be, have, can, need, feel, seem, become, stay and belong help build basic English sentences.

Teach this cluster through use. For visible actions, act the verb out. For mental or state verbs, create a short situation. Then change the subject: I walk, Alicia walks, the children walk. The child begins to see that vocabulary meaning and sentence grammar work together.

91. be

Meaning: to exist or have a state, identity or quality Example: Tricia wanted to be calm before presenting. Useful phrase: be ready.

Precision: Be changes form to am, is and are in the present tense. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use am, is and are in three short sentences. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

92. have

Meaning: to possess, hold or experience something Example: Kai Kai had a new book in his bag. Useful phrase: have a book.

Precision: Have changes to has with he, she or it in the simple present. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use have and has in two sentences. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

93. do

Meaning: to perform an action, task or activity Example: Alicia did her homework before dinner. Useful phrase: do the work.

Precision: Do is a broad verb often used with tasks and activities. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use do in a sentence about school. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

94. can

Meaning: to be able to do something Example: Tricia can read the sign by herself. Useful phrase: can read.

Precision: Can is a helping/modal verb that shows ability or possibility. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use can with three action verbs. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

95. need

Meaning: to require something because it is necessary or important Example: Kai Kai needed water after running. Useful phrase: need help.

Precision: Need is stronger than want when something is necessary. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Compare need and want in two simple sentences. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

96. feel

Meaning: to experience an emotion or physical sensation Example: Alicia felt nervous before speaking. Useful phrase: feel nervous.

Precision: Feel can connect a subject to an adjective or describe sensing through touch. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use feel once for an emotion and once for touch. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

97. seem

Meaning: to appear to be a certain way Example: Tricia seemed tired after the long walk. Useful phrase: seem tired.

Precision: Seem describes an appearance or impression, not a proven fact. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use seem in a sentence and explain why it is not certainty. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

98. become

Meaning: to begin to be something different Example: Kai Kai became more confident after practising. Useful phrase: become stronger.

Precision: Become describes a change of state. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use become with an adjective. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

99. stay

Meaning: to remain in the same place or condition Example: Alicia stayed calm during the noisy activity. Useful phrase: stay calm.

Precision: Stay can mean remain in a place or continue in a state. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use stay in both meanings. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

100. belong

Meaning: to be owned by, connected with or properly part of something Example: The red pencil belongs to Tricia. Useful phrase: belong to.

Precision: Belong usually appears with to when showing ownership or membership. This distinction matters because first graders often choose a very general action word when a more specific verb would make the sentence clearer.

Practice: Use belong to in a sentence. Then change the subject and tense where it is natural. Ask the learner to produce a new sentence without copying the example. If the core meaning survives the change, the verb is becoming flexible rather than memorised.

Mini reading: Being, having and state verbs

Tricia wanted to be ready before the presentation. Kai Kai had a book and could read the first page alone. Alicia did the warm-up task, needed one clue and felt more confident afterward. The next question seemed easier. Tricia became calmer, stayed focused and remembered that the red notebook belonged to Kai Kai. Verbs can describe states and relationships as well as actions.

Verb hunt: Find at least five verbs in the paragraph. Ask who performs each action or experiences each state. Choose one verb and replace it with a nearby verb. Does the new sentence still mean the same thing? Why or why not?

• Retrieve five verbs from the category without looking.
• Act out or explain each verb’s meaning.
• Change one sentence from I to she or he and listen for the verb change.
• Use one verb in today’s meaning and, where appropriate, yesterday’s meaning.
• Return after two days and ask for a fresh subject and object for each verb.

How verbs build stronger reading

Verbs tell readers what happens. When a character walks, runs, whispers, shouts, searches, finds or decides, the verb carries part of the plot. Strong readers notice not only who and what, but what action or state connects the nouns.

During shared reading, ask selective questions: “What did the character do?” “Which verb tells us how the person spoke?” “Did the character look or watch?” These questions make grammar serve comprehension.

How verbs build stronger writing

Young writing often relies on a few broad verbs such as went, got, did and made. These verbs are not wrong, but a more specific action verb can sometimes sharpen the scene. “The boy went across the field” might become “The boy ran across the field” if speed matters.

The goal is not to replace every simple verb with a dramatic word. It is to choose the verb that actually matches the action. Precise verbs reduce the need for extra explanation.

Action words and sentence structure

A simple Grade 1 sentence often follows a pattern such as subject + verb or subject + verb + object: “Birds fly.” “Alicia reads books.” “Kai Kai kicks the ball.” These frames help children see how verbs connect who is acting to what happens.

Sentence expansion can then add place, time or manner: “Alicia reads books in the library.” “Kai Kai kicks the ball gently.” Grammar grows around the verb rather than through disconnected rules.

Strong verbs without forcing difficult vocabulary

Better writing does not require rare verbs. Grade 1 learners benefit most from exact everyday distinctions: walk/run, look/watch, say/whisper/shout, hold/carry, push/pull, search/find, start/finish. These are common verbs with meaningful contrasts.

Teach one distinction at a time. If the child writes “She looked the birds for ten minutes,” model “She watched the birds for ten minutes.” The correction teaches meaning, collocation and natural usage together.

Irregular verbs: notice, do not overload

Some very common verbs have irregular past forms: go/went, run/ran, eat/ate, write/wrote, take/took, give/gave, find/found, say/said. Grade 1 learners will meet these forms naturally in stories and conversation.

Treat them as high-frequency word families rather than as a giant exception list. Build short paired sentences with time markers and revisit them through reading.

Helping verbs and can

Can combines with another verb: “Alicia can read.” “Kai Kai can swim.” It helps express ability or possibility. Children can learn the useful pattern long before they need the term modal auxiliary.

Other helping-verb systems can come later. At Grade 1, accurate high-frequency frames are more valuable than terminology overload.

Words that can be both nouns and verbs

English reuses words flexibly. Answer is a verb in “Answer the question” and a noun in “Write the answer.” Smile is a verb in “Alicia smiled” and a noun in “Alicia had a smile.” Glue can name a material or the action of attaching with glue.

This is useful, not confusing, when the child learns to ask what the word is doing in the sentence. Grammar belongs to context.

A 10-week Grade 1 verb plan

Week 1: Movement verbs

Use verbs 1–10. Day 1: introduce five through action, demonstration or a short scene. Day 2: retrieve those five and add the remaining five. Day 3: build subject+verb sentences and compare nearby meanings. Day 4: read the mini passage and hunt for verbs. Day 5: use fresh subjects, objects and simple time changes, then test delayed recall. Carry two or three older verbs into the next week’s work.

Week 2: Home and self-care verbs

Use verbs 11–20. Day 1: introduce five through action, demonstration or a short scene. Day 2: retrieve those five and add the remaining five. Day 3: build subject+verb sentences and compare nearby meanings. Day 4: read the mini passage and hunt for verbs. Day 5: use fresh subjects, objects and simple time changes, then test delayed recall. Carry two or three older verbs into the next week’s work.

Week 3: School and learning verbs

Use verbs 21–30. Day 1: introduce five through action, demonstration or a short scene. Day 2: retrieve those five and add the remaining five. Day 3: build subject+verb sentences and compare nearby meanings. Day 4: read the mini passage and hunt for verbs. Day 5: use fresh subjects, objects and simple time changes, then test delayed recall. Carry two or three older verbs into the next week’s work.

Week 4: Making, handling and play verbs

Use verbs 31–40. Day 1: introduce five through action, demonstration or a short scene. Day 2: retrieve those five and add the remaining five. Day 3: build subject+verb sentences and compare nearby meanings. Day 4: read the mini passage and hunt for verbs. Day 5: use fresh subjects, objects and simple time changes, then test delayed recall. Carry two or three older verbs into the next week’s work.

Week 5: Helping and social verbs

Use verbs 41–50. Day 1: introduce five through action, demonstration or a short scene. Day 2: retrieve those five and add the remaining five. Day 3: build subject+verb sentences and compare nearby meanings. Day 4: read the mini passage and hunt for verbs. Day 5: use fresh subjects, objects and simple time changes, then test delayed recall. Carry two or three older verbs into the next week’s work.

Week 6: Thinking and wanting verbs

Use verbs 51–60. Day 1: introduce five through action, demonstration or a short scene. Day 2: retrieve those five and add the remaining five. Day 3: build subject+verb sentences and compare nearby meanings. Day 4: read the mini passage and hunt for verbs. Day 5: use fresh subjects, objects and simple time changes, then test delayed recall. Carry two or three older verbs into the next week’s work.

Week 7: Looking, finding and movement through places

Use verbs 61–70. Day 1: introduce five through action, demonstration or a short scene. Day 2: retrieve those five and add the remaining five. Day 3: build subject+verb sentences and compare nearby meanings. Day 4: read the mini passage and hunt for verbs. Day 5: use fresh subjects, objects and simple time changes, then test delayed recall. Carry two or three older verbs into the next week’s work.

Week 8: Speaking and expression verbs

Use verbs 71–80. Day 1: introduce five through action, demonstration or a short scene. Day 2: retrieve those five and add the remaining five. Day 3: build subject+verb sentences and compare nearby meanings. Day 4: read the mini passage and hunt for verbs. Day 5: use fresh subjects, objects and simple time changes, then test delayed recall. Carry two or three older verbs into the next week’s work.

Week 9: Making, changing and learning verbs

Use verbs 81–90. Day 1: introduce five through action, demonstration or a short scene. Day 2: retrieve those five and add the remaining five. Day 3: build subject+verb sentences and compare nearby meanings. Day 4: read the mini passage and hunt for verbs. Day 5: use fresh subjects, objects and simple time changes, then test delayed recall. Carry two or three older verbs into the next week’s work.

Week 10: Being, having and state verbs

Use verbs 91–100. Day 1: introduce five through action, demonstration or a short scene. Day 2: retrieve those five and add the remaining five. Day 3: build subject+verb sentences and compare nearby meanings. Day 4: read the mini passage and hunt for verbs. Day 5: use fresh subjects, objects and simple time changes, then test delayed recall. Carry two or three older verbs into the next week’s work.

A five-level verb mastery check

Twenty verb games that still teach language

1. Verb charades: act an action and identify the verb.
2. Picture verb hunt: match a picture to the best action word.
3. Subject swap: change I to she or they and adjust the verb naturally.
4. Today/yesterday: compare present and simple past forms.
5. Walk or run?: choose the more precise verb for a scene.
6. Look or watch?: decide which visual verb fits the duration and action.
7. Search or find?: identify the process and the result.
8. Say, tell or talk?: choose the best communication verb.
9. Whisper or shout?: match voice level to the situation.
10. Hold or carry?: decide whether the object stays in place or moves.
11. Push or pull?: act the direction of force.
12. Start or finish?: place actions at the beginning and end of a process.
13. Want or need?: decide whether the situation shows desire or necessity.
14. Know or think?: distinguish knowledge from consideration.
15. Remember or forget?: tell a short memory example.
16. Verb+noun match: build natural pairs such as read a book and kick a ball.
17. Noun or verb?: sort answer, smile, glue and similar words by sentence job.
18. Can challenge: make five “can + verb” ability sentences.
19. Story verb upgrade: replace one vague action with a more precise verb.
20. Delayed verb recall: retrieve ten verbs by category without seeing the list.

100 verb retrieval-and-transfer cards

1. walk — verb card

Ask the learner to explain or demonstrate walk before showing the meaning. Then use the phrase walk slowly in a complete sentence. Remind the learner: Walk names an action done on foot; it is slower and steadier than run. Use walk in a sentence with a place noun. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

2. run — verb card

Ask the learner to explain or demonstrate run before showing the meaning. Then use the phrase run fast in a complete sentence. Remind the learner: Run shows faster movement than walk. Act out walk and run, then say one sentence for each. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

3. jump — verb card

Ask the learner to explain or demonstrate jump before showing the meaning. Then use the phrase jump high in a complete sentence. Remind the learner: Jump usually involves leaving the ground with both feet or the whole body. Use jump with one place or object noun. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

4. hop — verb card

Ask the learner to explain or demonstrate hop before showing the meaning. Then use the phrase hop forward in a complete sentence. Remind the learner: Hop is usually smaller or more repeated than jump. Compare hop and jump through actions. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

5. crawl — verb card

Ask the learner to explain or demonstrate crawl before showing the meaning. Then use the phrase crawl under in a complete sentence. Remind the learner: Crawl is low movement close to the ground. Use crawl in a sentence with under. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

6. climb — verb card

Ask the learner to explain or demonstrate climb before showing the meaning. Then use the phrase climb up in a complete sentence. Remind the learner: Climb involves moving upward or over something. Name one safe thing a child can climb. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

7. sit — verb card

Ask the learner to explain or demonstrate sit before showing the meaning. Then use the phrase sit down in a complete sentence. Remind the learner: Sit describes a body position, not movement across a place. Use sit in a sentence with chair. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

8. stand — verb card

Ask the learner to explain or demonstrate stand before showing the meaning. Then use the phrase stand still in a complete sentence. Remind the learner: Stand is the opposite of sit in many classroom situations. Make one sentence with stand and one with sit. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

9. turn — verb card

Ask the learner to explain or demonstrate turn before showing the meaning. Then use the phrase turn around in a complete sentence. Remind the learner: Turn changes direction or position. Give a two-step instruction using turn. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

10. stop — verb card

Ask the learner to explain or demonstrate stop before showing the meaning. Then use the phrase stop moving in a complete sentence. Remind the learner: Stop means the action ends; slow means it continues at less speed. Use stop and start in one sentence. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

11. eat — verb card

Ask the learner to explain or demonstrate eat before showing the meaning. Then use the phrase eat lunch in a complete sentence. Remind the learner: Eat is an action done with food. Use eat with two different food nouns. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

12. drink — verb card

Ask the learner to explain or demonstrate drink before showing the meaning. Then use the phrase drink water in a complete sentence. Remind the learner: Drink is used with liquids. Use drink and cup in one sentence. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

13. wash — verb card

Ask the learner to explain or demonstrate wash before showing the meaning. Then use the phrase wash hands in a complete sentence. Remind the learner: Wash usually uses water; wipe may not. Name two things people wash. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

14. brush — verb card

Ask the learner to explain or demonstrate brush before showing the meaning. Then use the phrase brush teeth in a complete sentence. Remind the learner: Brush often appears with teeth or hair; it names the action, not the object. Use brush with teeth and with hair in two sentences. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

15. dress — verb card

Ask the learner to explain or demonstrate dress before showing the meaning. Then use the phrase get dressed in a complete sentence. Remind the learner: Dress as a verb means put on clothes; dress can also be a noun for clothing. Use dress as a verb in a new sentence. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

16. carry — verb card

Ask the learner to explain or demonstrate carry before showing the meaning. Then use the phrase carry a bag in a complete sentence. Remind the learner: Carry includes holding and moving an object. Use carry with one heavy and one light object. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

17. open — verb card

Ask the learner to explain or demonstrate open before showing the meaning. Then use the phrase open the book in a complete sentence. Remind the learner: Open can be a verb or adjective; here it names the action. Use open as a verb with two nouns. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

18. close — verb card

Ask the learner to explain or demonstrate close before showing the meaning. Then use the phrase close the door in a complete sentence. Remind the learner: Close as a verb is the opposite of open. Use open and close in a two-step instruction. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

19. put — verb card

Ask the learner to explain or demonstrate put before showing the meaning. Then use the phrase put in in a complete sentence. Remind the learner: Put usually needs information about what and where. Use put with on, in or under. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

20. take — verb card

Ask the learner to explain or demonstrate take before showing the meaning. Then use the phrase take a book in a complete sentence. Remind the learner: Take often moves something away from its current place; bring often moves it toward a place or person. Use take in a school sentence. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

21. read — verb card

Ask the learner to explain or demonstrate read before showing the meaning. Then use the phrase read a book in a complete sentence. Remind the learner: Reading is more than saying letters; it connects print to meaning. Use read with a book or sign. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

22. write — verb card

Ask the learner to explain or demonstrate write before showing the meaning. Then use the phrase write a sentence in a complete sentence. Remind the learner: Write creates written language; draw creates pictures or marks. Use write with sentence and name. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

23. draw — verb card

Ask the learner to explain or demonstrate draw before showing the meaning. Then use the phrase draw a picture in a complete sentence. Remind the learner: Draw is for making images or shapes, not writing words. Use draw with two different objects. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

24. count — verb card

Ask the learner to explain or demonstrate count before showing the meaning. Then use the phrase count carefully in a complete sentence. Remind the learner: Counting connects one number word to each item and ends with a total. Count a small group and use count in a sentence. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

25. listen — verb card

Ask the learner to explain or demonstrate listen before showing the meaning. Then use the phrase listen carefully in a complete sentence. Remind the learner: Hearing can happen without trying; listening needs attention. Give one sentence about listening at school. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

26. speak — verb card

Ask the learner to explain or demonstrate speak before showing the meaning. Then use the phrase speak clearly in a complete sentence. Remind the learner: Speak is more formal and general than talk in many contexts. Use speak with teacher or class. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

27. ask — verb card

Ask the learner to explain or demonstrate ask before showing the meaning. Then use the phrase ask a question in a complete sentence. Remind the learner: Ask seeks information or action; tell gives information. Use ask and answer in one exchange. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

28. answer — verb card

Ask the learner to explain or demonstrate answer before showing the meaning. Then use the phrase answer a question in a complete sentence. Remind the learner: Answer as a verb names the response action; answer can also be a noun. Use answer once as a verb and once as a noun. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

29. choose — verb card

Ask the learner to explain or demonstrate choose before showing the meaning. Then use the phrase choose one in a complete sentence. Remind the learner: Choose means select among options. Offer two objects and use choose in a sentence. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

30. check — verb card

Ask the learner to explain or demonstrate check before showing the meaning. Then use the phrase check your work in a complete sentence. Remind the learner: Checking is a deliberate second look. Name one thing to check in a sentence. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

31. build — verb card

Ask the learner to explain or demonstrate build before showing the meaning. Then use the phrase build a tower in a complete sentence. Remind the learner: Build creates a whole from parts. Use build with a structure other than tower. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

32. cut — verb card

Ask the learner to explain or demonstrate cut before showing the meaning. Then use the phrase cut paper in a complete sentence. Remind the learner: Cut changes an object by separating it. Give one safety rule for cutting. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

33. fold — verb card

Ask the learner to explain or demonstrate fold before showing the meaning. Then use the phrase fold paper in a complete sentence. Remind the learner: Fold bends material without separating it. Act out fold and describe the result. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

34. glue — verb card

Ask the learner to explain or demonstrate glue before showing the meaning. Then use the phrase glue together in a complete sentence. Remind the learner: Glue can be a noun naming the material or a verb naming the action. Use glue once as a verb and once as a noun. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

35. push — verb card

Ask the learner to explain or demonstrate push before showing the meaning. Then use the phrase push gently in a complete sentence. Remind the learner: Push usually moves something away from the source of force. Compare push and pull. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

36. pull — verb card

Ask the learner to explain or demonstrate pull before showing the meaning. Then use the phrase pull the door in a complete sentence. Remind the learner: Pull often moves something toward the person or source of force. Use pull in a sentence with a common object. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

37. throw — verb card

Ask the learner to explain or demonstrate throw before showing the meaning. Then use the phrase throw a ball in a complete sentence. Remind the learner: Throw releases an object into motion through the air. Use throw with a safe object. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

38. catch — verb card

Ask the learner to explain or demonstrate catch before showing the meaning. Then use the phrase catch a ball in a complete sentence. Remind the learner: Catch receives or stops a moving object. Use throw and catch in one sentence. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

39. kick — verb card

Ask the learner to explain or demonstrate kick before showing the meaning. Then use the phrase kick a ball in a complete sentence. Remind the learner: Kick uses the foot; hit is more general. Name one sport or game where people kick. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

40. hold — verb card

Ask the learner to explain or demonstrate hold before showing the meaning. Then use the phrase hold carefully in a complete sentence. Remind the learner: Hold keeps an object in place; carry adds movement from place to place. Compare hold and carry in two sentences. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

41. help — verb card

Ask the learner to explain or demonstrate help before showing the meaning. Then use the phrase help a friend in a complete sentence. Remind the learner: Help supports a person or task; doing everything for someone is not always helpful. Give one useful way to help a classmate. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

42. share — verb card

Ask the learner to explain or demonstrate share before showing the meaning. Then use the phrase share with in a complete sentence. Remind the learner: Share can involve objects, time, space or information. Use share with a classroom object. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

43. give — verb card

Ask the learner to explain or demonstrate give before showing the meaning. Then use the phrase give to in a complete sentence. Remind the learner: Give moves possession or information to someone else. Use give and take in one contrast. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

44. show — verb card

Ask the learner to explain or demonstrate show before showing the meaning. Then use the phrase show how in a complete sentence. Remind the learner: Show can mean display an object or demonstrate a method. Use show in a sentence about learning. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

45. tell — verb card

Ask the learner to explain or demonstrate tell before showing the meaning. Then use the phrase tell someone in a complete sentence. Remind the learner: Tell gives information; ask seeks it. Use tell and ask in two connected sentences. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

46. call — verb card

Ask the learner to explain or demonstrate call before showing the meaning. Then use the phrase call out in a complete sentence. Remind the learner: Call can have several meanings; context tells which one. Use call in a sentence meaning speak to get attention. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

47. greet — verb card

Ask the learner to explain or demonstrate greet before showing the meaning. Then use the phrase greet someone in a complete sentence. Remind the learner: Greet happens at meeting or arrival. Write one sentence showing a polite greeting. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

48. thank — verb card

Ask the learner to explain or demonstrate thank before showing the meaning. Then use the phrase thank someone in a complete sentence. Remind the learner: Thank names the action of expressing gratitude. Use thank after a helpful action. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

49. invite — verb card

Ask the learner to explain or demonstrate invite before showing the meaning. Then use the phrase invite someone in a complete sentence. Remind the learner: Invite gives another person a choice to participate. Make one polite invitation. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

50. join — verb card

Ask the learner to explain or demonstrate join before showing the meaning. Then use the phrase join a group in a complete sentence. Remind the learner: Join means become part of something already happening or formed. Use join with a game or group. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

51. think — verb card

Ask the learner to explain or demonstrate think before showing the meaning. Then use the phrase think about in a complete sentence. Remind the learner: Think is a mental verb; the action happens in the mind. Use think with a reason or plan. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

52. know — verb card

Ask the learner to explain or demonstrate know before showing the meaning. Then use the phrase know the answer in a complete sentence. Remind the learner: Know describes a state of understanding, not an outward action. Use know in a school sentence. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

53. remember — verb card

Ask the learner to explain or demonstrate remember before showing the meaning. Then use the phrase remember a word in a complete sentence. Remind the learner: Remember retrieves stored information. Use remember and forget in one contrast. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

54. forget — verb card

Ask the learner to explain or demonstrate forget before showing the meaning. Then use the phrase forget something in a complete sentence. Remind the learner: Forget is the opposite of remember in many contexts. Name one strategy that helps you not forget. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

55. notice — verb card

Ask the learner to explain or demonstrate notice before showing the meaning. Then use the phrase notice a detail in a complete sentence. Remind the learner: Notice is more specific than simply see; it implies attention. Use notice with one visual detail. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

56. wonder — verb card

Ask the learner to explain or demonstrate wonder before showing the meaning. Then use the phrase wonder why in a complete sentence. Remind the learner: Wonder often begins a question or curiosity. Finish the sentence “I wonder why…”. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

57. decide — verb card

Ask the learner to explain or demonstrate decide before showing the meaning. Then use the phrase decide to in a complete sentence. Remind the learner: Decide ends a choice process; think may happen before the decision. Use decide with two options. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

58. hope — verb card

Ask the learner to explain or demonstrate hope before showing the meaning. Then use the phrase hope that in a complete sentence. Remind the learner: Hope concerns a desired future possibility. Use hope in a sentence about tomorrow. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

59. like — verb card

Ask the learner to explain or demonstrate like before showing the meaning. Then use the phrase like a story in a complete sentence. Remind the learner: Like describes preference or enjoyment. Use like with one activity and one object. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

60. want — verb card

Ask the learner to explain or demonstrate want before showing the meaning. Then use the phrase want to in a complete sentence. Remind the learner: Want expresses desire; need expresses necessity. Compare want and need in two sentences. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

61. look — verb card

Ask the learner to explain or demonstrate look before showing the meaning. Then use the phrase look at in a complete sentence. Remind the learner: Look is a deliberate visual action. Use look at in a complete instruction. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

62. watch — verb card

Ask the learner to explain or demonstrate watch before showing the meaning. Then use the phrase watch closely in a complete sentence. Remind the learner: Watch usually lasts longer than one quick look. Compare look and watch in two examples. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

63. find — verb card

Ask the learner to explain or demonstrate find before showing the meaning. Then use the phrase find something in a complete sentence. Remind the learner: Find is the successful result of searching or noticing. Use search and find in one sentence. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

64. lose — verb card

Ask the learner to explain or demonstrate lose before showing the meaning. Then use the phrase lose something in a complete sentence. Remind the learner: Lose is the opposite of find only in some situations; it means something is no longer in your possession or location. Use lose and find in a short story sentence. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

65. hide — verb card

Ask the learner to explain or demonstrate hide before showing the meaning. Then use the phrase hide behind in a complete sentence. Remind the learner: Hide makes something less visible. Use hide with a safe object. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

66. search — verb card

Ask the learner to explain or demonstrate search before showing the meaning. Then use the phrase search for in a complete sentence. Remind the learner: Search is the looking process; find is the successful result. Use search for in a sentence. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

67. wait — verb card

Ask the learner to explain or demonstrate wait before showing the meaning. Then use the phrase wait for in a complete sentence. Remind the learner: Wait means remain until a later event. Use wait with turn. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

68. follow — verb card

Ask the learner to explain or demonstrate follow before showing the meaning. Then use the phrase follow directions in a complete sentence. Remind the learner: Follow can describe movement or carrying out instructions. Use follow in both meanings. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

69. enter — verb card

Ask the learner to explain or demonstrate enter before showing the meaning. Then use the phrase enter the room in a complete sentence. Remind the learner: Enter means go in; leave means go out or depart. Use enter and leave in one sentence. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

70. leave — verb card

Ask the learner to explain or demonstrate leave before showing the meaning. Then use the phrase leave a place in a complete sentence. Remind the learner: Leave can mean depart or allow something to remain, but departure is the Grade 1 focus here. Use leave with a place noun. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

71. say — verb card

Ask the learner to explain or demonstrate say before showing the meaning. Then use the phrase say hello in a complete sentence. Remind the learner: Say focuses on the words spoken; tell often includes a listener or information. Compare say and tell in two sentences. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

72. talk — verb card

Ask the learner to explain or demonstrate talk before showing the meaning. Then use the phrase talk with in a complete sentence. Remind the learner: Talk usually involves conversation. Use talk in a sentence with a partner. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

73. whisper — verb card

Ask the learner to explain or demonstrate whisper before showing the meaning. Then use the phrase whisper quietly in a complete sentence. Remind the learner: Whisper is much softer than ordinary speaking. Use whisper in a library sentence. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

74. shout — verb card

Ask the learner to explain or demonstrate shout before showing the meaning. Then use the phrase shout loudly in a complete sentence. Remind the learner: Shout is louder than speak or call and should fit the situation. Name one situation where shouting for help is appropriate. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

75. sing — verb card

Ask the learner to explain or demonstrate sing before showing the meaning. Then use the phrase sing a song in a complete sentence. Remind the learner: Sing uses the voice musically. Use sing with a song or tune noun. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

76. laugh — verb card

Ask the learner to explain or demonstrate laugh before showing the meaning. Then use the phrase laugh together in a complete sentence. Remind the learner: Laugh is an action often connected with amusement. Write a sentence explaining why someone laughed. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

77. cry — verb card

Ask the learner to explain or demonstrate cry before showing the meaning. Then use the phrase cry softly in a complete sentence. Remind the learner: Cry can happen from sadness, pain, frustration or even joy. Use cry in a sentence that gives the reason. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

78. smile — verb card

Ask the learner to explain or demonstrate smile before showing the meaning. Then use the phrase smile warmly in a complete sentence. Remind the learner: Smile names a facial action and can also be a noun. Use smile once as a verb and once as a noun. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

79. explain — verb card

Ask the learner to explain or demonstrate explain before showing the meaning. Then use the phrase explain why in a complete sentence. Remind the learner: Explain gives reasons, steps or connections; naming is not enough. Explain one simple classroom process. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

80. describe — verb card

Ask the learner to explain or demonstrate describe before showing the meaning. Then use the phrase describe clearly in a complete sentence. Remind the learner: Describe tells what something is like; explain tells how or why. Describe one object with two details. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

81. make — verb card

Ask the learner to explain or demonstrate make before showing the meaning. Then use the phrase make something in a complete sentence. Remind the learner: Make is a very broad verb; a more precise verb may sometimes be better. Use make with a craft or food noun. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

82. fix — verb card

Ask the learner to explain or demonstrate fix before showing the meaning. Then use the phrase fix a problem in a complete sentence. Remind the learner: Fix can repair an object or correct a problem. Use fix in one object sentence and one problem sentence. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

83. clean — verb card

Ask the learner to explain or demonstrate clean before showing the meaning. Then use the phrase clean the table in a complete sentence. Remind the learner: Clean can be a verb or adjective; here it names the action. Use clean once as a verb and once as an adjective. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

84. move — verb card

Ask the learner to explain or demonstrate move before showing the meaning. Then use the phrase move closer in a complete sentence. Remind the learner: Move is broad; walk, carry, push and pull are more specific types of movement. Replace move with a more specific verb in one sentence. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

85. grow — verb card

Ask the learner to explain or demonstrate grow before showing the meaning. Then use the phrase grow taller in a complete sentence. Remind the learner: Grow describes change over time and can apply to living things, skills or ideas. Use grow with a plant and with a skill. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

86. change — verb card

Ask the learner to explain or demonstrate change before showing the meaning. Then use the phrase change the ending in a complete sentence. Remind the learner: Change is broad; revise, move, grow and turn can describe particular kinds of change. Use change in a sentence about weather or writing. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

87. start — verb card

Ask the learner to explain or demonstrate start before showing the meaning. Then use the phrase start reading in a complete sentence. Remind the learner: Start marks the beginning of an action. Use start and finish in one sentence. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

88. finish — verb card

Ask the learner to explain or demonstrate finish before showing the meaning. Then use the phrase finish the task in a complete sentence. Remind the learner: Finish marks completion, not simply stopping early. Compare finish and stop in two situations. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

89. try — verb card

Ask the learner to explain or demonstrate try before showing the meaning. Then use the phrase try again in a complete sentence. Remind the learner: Try means attempt; success may come later. Use try in a sentence about learning. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

90. practise — verb card

Ask the learner to explain or demonstrate practise before showing the meaning. Then use the phrase practise reading in a complete sentence. Remind the learner: Good practice includes feedback and repeated use, not mindless repetition. Name one skill you can practise. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

91. be — verb card

Ask the learner to explain or demonstrate be before showing the meaning. Then use the phrase be ready in a complete sentence. Remind the learner: Be changes form to am, is and are in the present tense. Use am, is and are in three short sentences. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

92. have — verb card

Ask the learner to explain or demonstrate have before showing the meaning. Then use the phrase have a book in a complete sentence. Remind the learner: Have changes to has with he, she or it in the simple present. Use have and has in two sentences. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

93. do — verb card

Ask the learner to explain or demonstrate do before showing the meaning. Then use the phrase do the work in a complete sentence. Remind the learner: Do is a broad verb often used with tasks and activities. Use do in a sentence about school. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

94. can — verb card

Ask the learner to explain or demonstrate can before showing the meaning. Then use the phrase can read in a complete sentence. Remind the learner: Can is a helping/modal verb that shows ability or possibility. Use can with three action verbs. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

95. need — verb card

Ask the learner to explain or demonstrate need before showing the meaning. Then use the phrase need help in a complete sentence. Remind the learner: Need is stronger than want when something is necessary. Compare need and want in two simple sentences. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

96. feel — verb card

Ask the learner to explain or demonstrate feel before showing the meaning. Then use the phrase feel nervous in a complete sentence. Remind the learner: Feel can connect a subject to an adjective or describe sensing through touch. Use feel once for an emotion and once for touch. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

97. seem — verb card

Ask the learner to explain or demonstrate seem before showing the meaning. Then use the phrase seem tired in a complete sentence. Remind the learner: Seem describes an appearance or impression, not a proven fact. Use seem in a sentence and explain why it is not certainty. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

98. become — verb card

Ask the learner to explain or demonstrate become before showing the meaning. Then use the phrase become stronger in a complete sentence. Remind the learner: Become describes a change of state. Use become with an adjective. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

99. stay — verb card

Ask the learner to explain or demonstrate stay before showing the meaning. Then use the phrase stay calm in a complete sentence. Remind the learner: Stay can mean remain in a place or continue in a state. Use stay in both meanings. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

100. belong — verb card

Ask the learner to explain or demonstrate belong before showing the meaning. Then use the phrase belong to in a complete sentence. Remind the learner: Belong usually appears with to when showing ownership or membership. Use belong to in a sentence. After that, change the subject, object or time of the sentence where natural. A strong response keeps the core action or state accurate even when the sentence changes.

Frequently asked questions

What is a verb for Grade 1?

A verb is a word that tells an action, happening or state. Many Grade 1 verbs are action words such as run, jump, read and write, but verbs can also include know, want, have and be.

Are verbs the same as action words?

Action words are an excellent starting point, but not every verb is a visible physical action. Thinking, feeling, having and being can also be expressed with verbs.

What are common Grade 1 action verbs?

Common examples include walk, run, jump, eat, drink, read, write, draw, play, help, give, take, push, pull, sing and smile.

How do children identify verbs in sentences?

Find who or what the sentence is about, then ask what that person, animal or thing does, experiences, has or is.

Why teach verbs in sentences instead of lists only?

The sentence shows how the verb connects to a subject and sometimes an object. That is how vocabulary becomes usable grammar.

Should Grade 1 children learn tenses?

They should meet simple present and past patterns in meaningful sentences. Formal tense terminology can stay light while accurate forms grow through use.

Why does walk become walks?

In simple present English, verbs often add -s with he, she or it. Pairing sentences such as “I walk” and “Alicia walks” helps children hear the pattern.

Do all past verbs add -ed?

No. Many regular verbs do, but common irregular verbs include run/ran, eat/ate, write/wrote, take/took and give/gave.

What is the verb be?

Be is a very common verb of state or identity. In the present it appears as am, is and are.

Is can a verb?

Can is a helping or modal verb that combines with another verb to show ability or possibility, as in “I can read.”

Can a word be both a noun and a verb?

Yes. Answer, smile and glue can perform different grammatical jobs depending on the sentence.

What is the difference between look and watch?

Look directs the eyes toward something. Watch usually means looking for a period of time, often while something moves or changes.

What is the difference between search and find?

Search is the process of looking carefully. Find is the successful result of locating something.

What is the difference between hold and carry?

Hold keeps something in your hand or arms. Carry adds movement from one place to another.

How do verbs help reading?

Verbs tell what happens, how characters act and how events change. They are central to understanding a story’s action.

How do verbs help writing?

Specific verbs make actions clearer. “Ran” may give a different picture from “walked,” while “whispered” is more precise than “said quietly” in some scenes.

Should children replace every simple verb with a stronger one?

No. The best verb is the one that fits the meaning. Simple verbs are often exactly right.

How many verbs should a first grader learn at once?

Use a small cluster, often five to ten, and revisit it in sentences and reading. Reliable recall matters more than speed.

How can multilingual learners practise verbs?

Use actions, pictures and familiar routines, then connect the English verb to concepts and patterns the child already knows.

What should we learn after these 100 verbs?

Keep using the verbs in real reading and writing, deepen simple present and past forms, and connect verbs with nouns, adverbs and sentence patterns.

Continue through the eduKateSG Primary 1 vocabulary lane

• Top 100 Primary 1 Vocabulary List — the general world-facing owner.
• Top 100 Primary 1 Academic Vocabulary Words — classroom and cross-curricular words.
• Top 100 Primary 1 Nouns Vocabulary List — naming words and noun grammar.
• Top 100 Primary 1 Adjectives Vocabulary List — describing words and adjective practice.
• Primary 1–2 Action and Movement Verbs — specialist movement distinctions.
• Vocabulary Learning Hub — the Primary 1 to Junior College progression.

Final principle: verbs make meaning happen

Nouns tell us who and what. Verbs tell us what happens, what changes, what someone says, thinks, feels, has or is. That makes verbs one of the engines of a sentence.

Begin with actions children can see. Expand into actions of speech and thought. Add high-frequency state verbs. Use the words in real sentences, compare nearby meanings, notice simple form changes and retrieve the verbs after a delay. That is how action words become a usable grammar-and-vocabulary system.