Step 1: Explicit Teaching & Modelling
Define the outcome-specific metalanguage (clause, character) and model how to identify the feature, select evidence and explain or use it.
Learning goals
1. Outcome Overview & Core Concepts
Students learn to understand how verbs represent different processes for doing, feeling, thinking, saying and relating. They identify the relevant language or text feature, point to evidence and explain how it contributes to meaning or purpose. Key concepts include clause, character.
Learning target: understand how verbs represent different processes for doing, feeling, thinking, saying and relating
4-Step Instructional Sequence
4. 4-Step Instructional Sequence
Step 2: Guided Analysis
Work through a second example together: What is the choice or feature? Where is the evidence? What does it do here?
Step 3: Collaborative / Independent Practice
Students annotate, compare, read, edit, speak or compose with a fresh example, then apply the concept independently.
Step 4: Formative Assessment
Use an unseen micro-text, oral task or creation task. Require precise evidence plus a justified explanation or deliberate crafting choice.
Subject-Specific Content & Key Examples
2. Subject-Specific Content & Key Examples
Opinion plus reason
Move from “I liked the story” to “I found the ending effective because the repeated warning built suspense.” The second response gives a judgement and evidence.
Strength of judgement
Compare “might help”, “should help” and “will help”. The modal choice changes how certain or forceful the claim sounds.
Subjective and objective wording
“The brilliant new playground is exciting” evaluates; “the playground opened on Monday” reports a checkable fact. Discuss why a writer may choose either.
Transfer
Students underline one evaluative word in a fresh sentence, replace it with a weaker or stronger choice and explain the changed effect.
Curriculum Coverage & Elaborations
Curriculum Coverage & Elaborations
The content description is the required target. The elaborations below are taught as examples and contexts, not as disconnected checklist wording.
- E1: exploring “doing” and “saying” verbs in narrative texts to understand how they give information about what characters do and say
- E2: exploring the use of sensing verbs and how they allow readers to understand what characters think and feel; for example, “He remembered his first day at school.”
- E3: exploring the use of relating verbs in constructing definitions and descriptions; for example, identifying the relating verb “is” or “are”, “has” or “have” in descriptions of animals
- E4: identifying different types of verbs and the way they control meaning in a clause
Common Student Misconceptions
3. Common Student Misconceptions
- Feature spotting: Explain how the exact feature shapes meaning, communication or response.
- Retelling: Select precise evidence and analyse it rather than repeating content.
- Automatic effect: Interpret choices through audience, purpose, context and surrounding text.
- Vague explanation: Replace “this makes it better” with the exact feature, evidence and likely effect.
Practice Thought & Formative Assessment
Practice Thought & Formative Assessment
Use a fresh example that has not been modelled. Ask the student to show the exact clue, feature or language choice and explain or use it independently.
🎥 Optional Video Lesson
The SkillrHub lesson remains the primary learning resource. This optional video reinforces the explanation; you can complete the lesson and practice without watching.
Before you watch:
- Pause after each worked example.
- Try the examples yourself.
- Return to the SkillrHub lesson before continuing.
Recommended: Introduction to verbs | The parts of speech | Grammar | Khan Academy
Khan Academy — Meet verbs as words that tell what happens or what something is.
As you watch: Can a verb tell us something even when nobody is moving?
Load video player Loads YouTube in this lesson. See the video notice below.
Try it: Find the verbs in I jump, I think, I feel happy, I say hello and I am ready. Explain what each verb tells us.
Video unavailable, inaccurate or unsuitable for this year? Report a video problem to SkillrHub by email. You can continue with the written lesson and practice resources.
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Curriculum equivalents: Victoria, NSW and international
Curriculum equivalents for How verbs represent different processes for doing, feeling, thinking, saying...
Mapped skill: understand how verbs represent different processes for doing, feeling, thinking, saying and relating
These references identify matching or closely related learning. Curriculum sequence, terminology and depth vary, so teachers should use the mapped skill and lesson difficulty to confirm suitability.
| Region | Curriculum framework | Closest level or code |
|---|---|---|
| Australia | Australian Curriculum v9.0 | AC9E3LA07 · Year 3 |
| Victoria | Victorian Curriculum F–10 Version 2.0 — English | VC2E3LA07 · Level 3 |
| New South Wales | NSW English K–10 Syllabus (2022) | EN2-RECOM-01 · Stage 2 |
| United States (USA) | Common Core State Standards for English Language Arts | Grade 3 |
| Canada (Ontario) | Ontario Curriculum — English | Grade 3 |
| United Kingdom (England) | National Curriculum in England — English | Year 4, Key Stage 2 |
| India | NCERT / CBSE — English | Class 3 |
Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. Victoria and NSW entries name the closest published state codes or outcomes; international entries are planning references rather than claims of identical curricula.
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Topic reference: AC9E3LA07 — AC9E3LA07: Understand how verbs represent different processes for doing, feeling, thinking, saying and relating
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