CCSS.ELA-Literacy.L.K.5d
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
What This Standard Means
Students need to tell how action words can be alike but not exactly the same. They should hear words like walk, stomp, tiptoe, march, and prance, then show the difference with their bodies and explain what changed.
Mastery looks like choosing a word that matches an action and acting it out clearly. Students can say, “March is strong and steady,” or “Tiptoe is quiet.” They often get stuck when words feel close, or when they copy a movement without naming what makes it different.
Ways to Teach It
- Hands-on activity: Put verb cards in a basket, have students pick one, act it out, and let classmates guess the word.
- Discussion prompt: Ask, “How is stomp different from walk?” after two students act out each word for the class.
- Quick assessment: Say three verbs, such as hop, jump, leap, and have students act out the one you point to.
- Real-world connection: During a line-up, call out “tiptoe,” “march,” or “shuffle,” then ask students which movement fit the word best.
Plan a Lesson for CCSS.ELA-Literacy.L.K.5d
Generate a complete lesson plan aligned to this standard, with objectives, activities, and materials. Free, no account needed.
What This Unlocks
Mastery here sets students up for these next.
Related Standards
- CCSS.ELA-Literacy.L.3.5a
Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
- CCSS.ELA-Literacy.L.1.1e
Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
- CCSS.ELA-Literacy.L.2.5b
Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).