Name: Year 3 Vivid Verbs Unit | Worksheets, Activities & Assessment
Brand: Sukindi Learning
Price: 4.99 AUD
Availability: InStock

Year 3 Vivid Verbs Unit | Worksheets, Activities & Assessment

$4.99

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Curriculum

Explore the curriculum links for this resource. Choose a curriculum to view its codes.

Australian Curriculum v9.0

AC9E3LA07 understand how verbs represent different processes for doing, feeling, thinking, saying and relating

AC9E3LA08 understand that verbs are anchored in time through tense

AC9E3LA09 identify how images extend the meaning of a text

Australian Curriculum v8.4

ACELA1482 Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense

ACELA1483 Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments

Victorian Curriculum 2.0

VC2E3LA07 understand how verbs represent different processes for doing, feeling, thinking, saying and relating

VC2E3LA08 understand that verbs are anchored in time through tense

VC2E3LA10 identify how images and sound extend the meaning of a text

New South Wales

EN2-RECOM-01 reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension

EN2-OLC-01 communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting

EN2-VOCAB-01 builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words

Western Australia

WA3ELALA2 Understand how verbs represent different processes for doing, feeling, thinking, saying and relating

WA3ELALA3 Understand that verbs are anchored in time through tense

WA3ELALA4 Identify the effect on audiences of techniques, such as shot size, vertical camera angle and layout in picture books, advertisements and film segments

New Zealand

NZ-Y3-ENG-OL-VG-V-1 use precise nouns, verbs, and adjectives relating to content-area learning (e.g., reproduce, aggressive, nocturnal) adapt vocabulary for the audience and purpose

NZ-Y3-ENG-OL-VG-SSM-1 communicate in complete sentences, correctly using subject-verb agreement, conditional conjunctions (e.g., unless, whether), and a range of connectives to organise and sequence ideas

NZ-Y4-ENG-OL-VG-V-1 Possible descriptor 1: consider the words and phrasing they use to express their ideas and how this supports the purpose of their talk (e.g., to persuade or entertain) Possible descriptor 2: communicate in complete sentences, incorporating a range of conjunctions and connectives, and varying sentence structure and length to create effect and support meaning

NZ-Y3-ENG-R-WR-D-1 decode words with less-common spellings, using their phonics knowledge

United Kingdom

UK-LKS2-ENG-W-V Pupils should be taught to: develop their understanding of the concepts set out in English appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including: when, if, because, although using the present perfect form of verbs in contrast to the past tense choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition using conjunctions, adverbs and prepositions to express time and cause using fronted adverbials learning the grammar for years 3 and 4 in [English appendix 2]/government/uploads/system/uploads/attachment_data/file/335190/English_Appendix_2_-_Vocabulary_grammar_and_punctuation.pdf) indicate grammatical and other features by: using commas after fronted adverbials indicating possession by using the possessive apostrophe with plural nouns using and punctuating direct speech use and understand the grammatical terminology in English appendix 2 accurately and appropriately when discussing their writing and reading

UK-LKS2-ENG-R-C Pupils should be taught to: develop positive attitudes to reading, and an understanding of what they read, by: listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks reading books that are structured in different ways and reading for a range of purposes using dictionaries to check the meaning of words that they have read increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally identifying themes and conventions in a wide range of books preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action discussing words and phrases that capture the reader’s interest and imagination recognising some different forms of poetry [for example, free verse, narrative poetry] understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding, and explaining the meaning of words in context asking questions to improve their understanding of a text drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied identifying main ideas drawn from more than 1 paragraph and summarising these identifying how language, structure, and presentation contribute to meaning retrieve and record information from non-fiction participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say

US Common Core (CCSS)

CCSS.ELA-LITERACY.L.3.1.a CCSS.ELA-LITERACY.L.3.1.d CCSS.ELA-LITERACY.L.3.1.e CCSS.ELA-LITERACY.RI.3.3 CCSS.ELA-LITERACY.RL.3.3 CCSS.ELA-LITERACY.L.3.1 CCSS.ELA-LITERACY.L.3.1.b CCSS.ELA-LITERACY.L.3.1.c CCSS.ELA-LITERACY.L.3.3.a CCSS.ELA-LITERACY.RI.3.5 CCSS.ELA-LITERACY.RI.3.7 CCSS.ELA-LITERACY.RL.3.5 CCSS.ELA-LITERACY.RL.3.7 CCSS.ELA-LITERACY.W.3.2.a

Texas (TEKS)

TEKS-ELAR-G3-11D edit drafts using standard English conventions, including:

TEKS-ELAR-G3-10D describe how the author's use of imagery, literal and figurative language such as simile, and sound devices such as onomatopoeia achieves specific purposes;

TEKS-ELAR-G3-1C speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively;

TEKS-ELAR-G3-10C explain the author's use of print and graphic features to achieve specific purposes;

TEKS-ELAR-G3-9D recognize characteristics and structures of informational text, including:

TEKS-ELAR-G3-7E interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

Ontario

CAN-G3-LANG-B3.1 identify and construct various sentence types and forms, including simple sentences, compound sentences, and complex sentences containing adverbial clauses

CAN-G3-LANG-B3.2 demonstrate an understanding of the functions of parts of speech in sentences, including possessive nouns, linking verbs and the progressive tense, interrogative adjectives and adverbs, and prepositions and interjections, and use this knowledge to support comprehension and communicate meaning clearly

CAN-G3-LANG-B1.5 use appropriate word choice, including new vocabulary, grammar, and cohesive sentences when speaking and communicating ideas in various contexts, to support audience comprehension

CAN-G3-LANG-C1.3 identify some text patterns, such as order of importance and cause and effect, and text features, such as headings and an index, associated with various text forms, and explain how they help readers, listeners, and viewers understand the meaning

CAN-G3-LANG-C1.4 describe ways in which images, graphics, and visual design are used in a given text, and demonstrate an understanding of their purpose and connection to the content of the text

CAN-G3-LANG-C3.4 identify some cultural elements represented in various texts, including symbols, language, and values, and pose questions and share ideas about how these elements contribute to the meaning

Modifications

Something Easier

Explore a related unit from the year below.

Year 2 Verbs Unit

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Something Harder

Explore a related unit from the year above.

Verb Tense — Year 4 Unit of Work

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Build stronger grammar and writing skills with this comprehensive Year 3 Vivid Verbs unit. The ready-to-teach sequence helps students understand how precise verb choices create clearer, more engaging sentences.

Students explore doing, saying, thinking and relating verbs, then apply their knowledge through sentence improvement, dialogue, classification and tense activities. The unit progresses from recognising verbs to using them creatively and accurately in context.

What’s Included

Complete Vivid Verbs unit plan
Vivid Verbs teaching presentation
Verbs classroom display
Fifteen worksheets covering verb identification, sentence improvement, speech and thought verbs, relating verbs, past, present and future tense, sorting and verb-type challenges
Interactive Verb Time Splash game
Verb Checkup assessment
Verbs assessment rubric

Learning Focus

Identify verbs and explain their role in sentences
Use vivid and precise verbs to improve writing
Recognise doing, saying, thinking and relating verbs
Apply past, present and future tense accurately
Classify verb types and select effective verbs in context
Strengthen vocabulary, grammar and sentence writing

Classroom Use

Suitable for Year 3 whole-class English lessons, literacy rotations, small groups, independent practice, intervention, revision and assessment.

Answer information: An assessment rubric is included; a separate answer key is not supplied.

Format: Digital download supplied in PDF and Microsoft PowerPoint formats. The complete resource contains 71 pages/slides across the included files. No physical item will be shipped.