Materials: strips of paper, pens
grammar symbols previously used and the symbol for adverb
an orange sphere and a red sphere


The teacher writes a simple command in black ink. The child reads and executes the command. The teacher then adds an adverb in red. The child reads and executes the command. It is observed that the two actions were different. Why? The verbs stayed the same, but something was added, i.e. walk//walk slowly. This word that changed the way you walked is called an adverb. (adverb: from Latin adverbium – ad, to, beside, and verbum, a word, a verb) The adverb is always near the verb just as the adjective is always near the noun.

Symbols……We recall the verb was symbolized by a red ball.The adverb also is symbolized by a ball, only smaller and orange. Only the verb is red, because the verb is energy, like a fire. Since the adverb stays near the verb, it gets some of the heat of the fire and it is orange. The verb is larger than the adverb because it is more important, just as the noun was larger than the adjective. For the adverb we use a small orange circle.

The child places the symbols on the slips above the corresponding words. the child then tries to change the positions of the words by tearing the strip, but finds that it usually sounds right when the adverb follows the verb.

Using the simple one word commands, the children may write their own, adding adverbs. These are then executed and written in their notebooks with symbols.


Adverb Exercises:

1) Logical Agreement Between the Action and Ways of Doing it

Materials: 10 red verb cards and 10 pink adverbsThe child lays the ten verb cards in a column, reading them as he/she/she goes along. Group lesson: the adverb cards can be passed out to the children. If a child is working alone, the adverb cards are randomly placed face up off to the side. Who has (or can find) the adverb that goes with ______ (read the first verb). The child reads the combination to see if there is logical agreement, i.e. dance gracefully.

If one adverb is left, rearrange them until all agree logically. When the columns are complete, the child reads all of the phrases. It is important that the children understand all of the words used.

If necessary the chld may refer to the dictionary (work which should begin at age 7 1/2).

On a different occasion the adverbs may be randomly placed in the column and then read. This is for the child’s amusement, as well as reinforcing the understanding of logical agreement.

The child may write the phrases in his/her/her notebook, copying the cards, or using just one list to compose the other.

2.) One Action and Many Adverbs

Materials: three red verb cards and 20+ pink adverbs

The child reads the three verbs and lays them in a row. The adverbs are distributed to the group. In turn each child reads one and matches it to one of the verbs, reading the phrase he/she/she has created. It is important to use many diverse adverbs, even some difficult ones. Again discuss the meanings to be sure the child understood.

The children may act out the phrases they have created to reinforce the concept of the adverb. The actor may choose a verb and act out the adverb with the others guessing the adverb from the action. The child may choose a verb and several accompanying adverbs to answer how, when, where.

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