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Angie Burgin Kratzer, NBCT

A Word about Standards


CCSS.ELA-LITERACY.L.1.1.E
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.2.1.D
Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
CCSS.ELA-LITERACY.L.3.1.D
Form and use regular and irregular verbs.
CCSS.ELA-LITERACY.L.4.1.B
Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
CCSS.ELA-LITERACY.L.5.1.B
Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
CCSS.ELA-LITERACY.L.5.1.C
Use verb tense to convey various times, sequences, states, and conditions.
CCSS.ELA-LITERACY.L.5.1.D
Recognize and correct inappropriate shifts in verb tense.*

In the Common Core Standards, verb tense is introduced in the first grade. There, students
learn about simple past, simple present, and simple future. In the second grade, students learn
to form the simple past with common irregular verbs. Work with irregular verbs continues in
the third grade.

The progressive tense, also known as the continuous tense, is introduced in the fourth grade
but only as it relates to simple past, present, and future. For example, students learn to form
the past progressive of a regular verb like walk (was walking), the present progressive of an
irregular verb like lie (am lying), and future progressive of a regular verb like kiss (will be
kissing).

In the fifth grade, instruction becomes more challenging because the perfect tense often gives
students trouble. Many come from homes in which the non-standard past perfect tense is
used. For example, a student might use had been done instead of had already done, had
came instead of had come. What the Common Core standards do not explicitly address is
the perfect progressive tense, but this unit does.

After the fifth grade, students are expected to be able to use all twelve tenses correctly with
both regular and irregular verbs, show an appropriate sense of time, and demonstrate
consistency.

2014 Angie Burgin Kratzer All rights reserved.


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How to Use These Resources

Resource 1: Verb Tense Chart for Regular Verbs


This grid provides an explanation and examples for the twelve American English tenses.
Distribute it as a handout as a handout or in-notebook anchor chart to be kept in a page
protector.
Resource 2: Verb Tense Scavenger Hunt
This twelve-square grid is aligned with Resource 1. After initial instruction on tenses, provide
students with access to magazines and newspapers written on several reading levels. They
could even use history textbooks or novels they are reading for pleasure. The challenge is to
find an example of each tense. The instructor might give students a specific amount of time
for an in-class scavenger hunt, place students in pairs or small groups, or assign squares to
specific students. When students are stumped, allow for movement with a one-minute Give
One, Get One with the reminder that the students are still responsible for gathering correct
sentences.
Resource 3: Verb Tense Three-Way Match
Laminate, cut, and bag a number of these matching games. Give a baggie to pairs of
students or individuals and allow time for students to match up each tense with its
description and example. When a team gets stuck, allow it to send out a One-Minute
Scout, a person who looks to see how other teams are matching.
Resource 4: Irregular Verb Challenge
Students take ownership of their knowledge of irregular verb tenses with this graphic
organizer. Using the models provided as examples, students research (using any available
resourcesgrammar books, the Internet, etc.) the six non-progressive verb tenses for the
verbs listed. A space is provided for students to construct an example sentence using one of
the tenses. A blank organizer is provided for additional verbs. There are several ways to use
this organizer; for example, the instructor could differentiate by assigning verbs to students.
Students could work in teams, compete for correct completion of one sheet, and then teach
their verbs to the class.
Resource 5: Verb Tense Gallery Walk
Post the twelve slides around the classroom or down the hall. Place one to four students at
each poster.
Provide sticky notes to each team and give instructions to write an original sentence with
the verb and tense given.
At the teachers signal (bell, clap, etc.), students move to the next station.
Once students have completed the circuit, pull correct sentences from each station to
read aloud for a lesson summary.
Possible modifications:
Allow students to use their notes and handouts.
Give students a sheet for collection of the sentences.
Allow for independent movement through the gallery walk.
To differentiate, encourage stronger students to pull incorrect sentences from the
stations.
Deliberately create the teams that cycle through.

2014 Angie Burgin Kratzer All rights reserved.


http://www.teacherspayteachers.com/Store/Angie-Kratzer
How to Use These Resources

Resource 6: Verb Tense Identification Quiz


Use this resource as an anticipation guide, pair practice, formative mini-assessment as
closure for a lesson, or summative assignment for a grade. A key is provided.
Resource 7: Verb Tense Consistency Bell Ringer
Greet students at the door with this bell ringer, a two-per-page resource cut in half to save
paper. Students settle down and work on editing each sentence for consistency of verb
tense. Students might mingle to compare answers and then discuss.
Resource 8: Verb Tense Consistency Writing Practice
This simple prompt gives students practice intentionally writing in the past tense. The
instructor might offer a short list of topic options or scenarios.
Resource 9: Verb Tense Consistency Editing Practice
This prompt asks students to write about a dramatic event. Because students often slip into
present tense when recounting emotional experiences, the intent of the exercises is to give
them practice recognizing this habit and editing to correct it. The bottom of the page gives
students a highlighting and revision exercise.
Resource 10: Verb Tense Editing Mini Practice #1, #2, and #3
These three exercises can be bell ringers, warm ups, transitions, summarizers, or homework.
There are two exercises to a page, and students are asked to edit for verb tense consistency,
appropriate sense of time, and regular/irregular verb use.

2014 Angie Burgin Kratzer All rights reserved.


http://www.teacherspayteachers.com/Store/Angie-Kratzer
Verb Tense Gallery Walk
Use the following process to practice the use of verb tenses.
Post the following twelve slides around the classroom or down the hall.
Place one to four students at each poster.
Provide sticky notes to each team and give instructions to write an original
sentence with the verb and tense given.
At the teachers signal (bell, clap, etc.), students move to the next station.
Possible modifications:
Allow students to use their notes and handouts.
Give students a sheet for collection of the sentences.
Allow for independent movement through the gallery walk.

Simple Past: go WENT


Simple Present: be IS/ARE
Simple Future: eat WILL EAT
Past Progressive: talk WAS TALKING/WERE TALKING
Present Progressive: put AM PUTTING/ARE PUTTING
Future Progressive: throw WILL BE THROWING
Past Perfect: ring HAD RUNG
Present Perfect: write HAS WRITTEN/HAVE WRITTEN
Future Perfect: fail WILL HAVE FAILED
Past Perfect Progressive: do HAD BEEN DOING
Present Perfect Progressive: bring HAS BEEN BRINGING/HAVE BEEN BRINGING
Future Perfect Progressive: study WILL HAVE BEEN STUDYING

2014 Angie Burgin Kratzer All rights reserved.


http://www.teacherspayteachers.com/Store/Angie-Kratzer
go
eat
be
talk
put
future
progressive
ring
past
perfect
write
present
perfect
future
perfect
fail
do past
perfect
progressive
present
perfect
progressive
bring
future
perfect
progressive
About the Author

Angie Burgin Kratzer is a high school English teacher in central North Carolina,
and she holds Secondary ELA and K-12 Academically Gifted certificates. In
2001 and 2011, she earned her Adolescent/Young Adult Literacy certificate
from the National Board for Professional Teaching Standards. Her experience
includes 18 years in the classroom teaching English 9, English 10, English 11,
English 12, Creative Writing, and Newspaper Journalism; and three years as a
curriculum specialist for 6th through 12th grade English Language Arts. She
also serves school districts as a consultant and trainer in writing instruction. If
you have questions about any of her products, contact her at
angie.kratzer@yahoo.com

See Angies store for more fun ideas for the ELA classroom!

Awesome denim cover graphic by Glitter Meets Glue Designs.

Fabulously realistic writing teenager cover clip art by Teachers Resource


Force.

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