Year 3 English · AC9E3LA07

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

Students learn to understand how verbs represent different processes for doing, feeling, thinking, saying and relating. They identify the relevant language or text…

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Learning goalsSay it simply

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

Key conceptTeach from the board

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.

Clean visual examplesOne-page board

Clean one-page examples

AC9E3LA07 - Understand how verbs represent different processes for doing, feeling, thinking, saying and relating
Example 1

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.

Example 2

Strength of judgement Compare “might help”, “should help” and “will help”. The modal choice changes how certain or forceful the claim sounds.

Example 3

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.

Example 4

Transfer Students underline one evaluative word in a fresh sentence, replace it with a weaker or stronger choice and explain the changed effect.

Curriculum examplesCopied content

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
Questions and answersWith answers

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.

Practice and reviewReady for practice

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

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.

Curriculum alignmentStart here

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

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