CCSS.ELA-Literacy.L.K.5d

ELAKindergartenVocabulary Acquisition and Use

The Standard

Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

Common Core State Standards for English Language Arts

Teacher's field guide

What Students Need to Do: Students compare action words that name similar movements. They act out each word and describe how the movements differ in speed, force, manner, or feeling.
What Mastery Looks Like: Given three related action words, students act out each one with clear differences. They can explain a difference using words such as quietly, heavily, quickly, or proudly.
Common Misconceptions: Students may think similar action words mean exactly the same thing. They may change only their speed instead of also changing body position, force, or attitude.
How to Assess It: Say, “Show me how you tiptoe, stomp, and march.” Ask each student to name one movement detail that makes each action different.

Lesson moves

Set out action word cards, then have students pick one and use their whole body to show its exact meaning.
Ask, “How are nibble and gobble different?” Have partners act, discuss, and complete the sentence, “Gobble means to eat...”
Play action word charades with sets such as peek, stare, and glance, then let classmates identify the exact word.
Observe movement during recess or physical education, then name precise verbs such as dash, wander, crawl, or leap.

Free download

A ready-to-print activity worksheet aligned to CCSS.ELA-Literacy.L.K.5d, with an answer key for the teacher on its own page. No account needed.

PDF, US Letter, prints cleanly in black and white.

Learning progression

Mastery here sets students up for these next.

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