Most children meet verbs quite early.
They might be told that a verb is a “doing word”. They might act out words like jump, run, clap or dance. They might spot simple verbs in sentences such as:
The dog barked.
The child laughed.
The bird flew.
That is a useful start.
But it is not the whole story.
A child might know that jump is a verb, but still struggle when the verb is less obvious.
The cat is sleepy.
She has a pencil.
They were excited.
In those sentences, the verbs are not big actions you can easily act out. That tells us something.
Children need more than a quick definition. They need to understand what verbs do in sentences.
Not because a grammar term magically improves writing on its own. It doesn’t.
But when children understand verbs properly, they begin to see how sentences work. They can talk about action, tense, meaning and clarity. They can also make better choices when they speak, read and write.
That is the practical value.
Quick answer
A verb is a word that tells us what is happening in a sentence. It can show an action, such as run, jump or shout. It can also show being or having, such as is, was or has. Children usually understand verbs best when they begin with spoken examples, real actions and simple sentences before moving into writing. The adult’s role is to help children see that verbs are not just “doing words”. They are words that help a sentence make sense.
1. What is a verb?
A verb tells us what is happening in a sentence.
For young children, the easiest verbs to understand are action verbs.
These are words we can often act out.
For example:
-
run
-
jump
-
clap
-
sing
-
read
-
draw
-
shout
-
whisper
You can put these into simple sentences:
The dog runs.
The baby cries.
The children sing.
The teacher reads.
In each sentence, the verb tells us what someone or something is doing.
That is why many children first learn that a verb is a “doing word”. It is simple, memorable and often useful.
But it can also become a problem if children think all verbs must be big, visible actions.
The word is can be a verb.
The word was can be a verb.
The word has can be a verb.
So a better child-friendly explanation is this:
A verb tells us what is happening, what someone or something does, or what someone or something is.
That keeps the idea simple, but it is more accurate.
The key is sentence meaning. A verb helps the sentence work.
2. Start with action verbs
Action verbs are the easiest place to begin because children can see them, say them and do them.
This works well in the classroom and at home.
You can say a verb and ask children to act it out:
-
hop
-
crawl
-
stretch
-
wave
-
stomp
-
smile
-
march
-
tiptoe
Then turn each verb into a sentence.
I hop.
You wave.
The cat stretches.
The children march.
This helps children connect the word to the action. It also shows them that a verb does a job inside a sentence.
For younger children, this can be very physical and playful.
A teacher might ask the class to freeze, then choose one child and say:
“What is Sam doing?”
The child might answer:
Sam is jumping.
Sam is waving.
Sam is laughing.
That simple spoken practice matters. Children are not just memorising a grammar label. They are hearing how verbs sit inside real sentences.
At home, parents can do the same thing during normal routines.
You might say:
“You are stirring.”
“The dog is sleeping.”
“We are walking.”
“He is brushing his teeth.”
This gives children real examples without turning home life into a lesson.
3. Teach that verbs are not always obvious actions
Children need to know that some verbs are harder to spot because they do not look like actions.
This is where “doing word” can become too limited.
Look at these sentences:
The cake is cold.
She was tired.
I have a book.
They are happy.
There is no running, jumping or shouting. But each sentence still has a verb.
In these examples, the verbs are:
-
is
-
was
-
have
-
are
These words help the sentence make sense.
You do not need to overload young children with technical grammar too soon. But it is useful to show them that verbs can do different jobs.
Some verbs show action:
The dog barked.
Some verbs show being:
The dog is noisy.
Some verbs show having:
The dog has a bone.
That is enough for many children.
The practical point is simple. If a child only looks for dramatic action words, they may miss common verbs like is, are, was and were.
A useful teacher phrase is:
“Ask yourself what is happening in the sentence.”
That is often more helpful than only asking:
“Can you act it out?”
4. Show verbs inside simple sentences
Verbs make more sense when children see them working inside sentences.
A list of verbs can be useful, but it is not enough.
Children need to see the verb with the noun or pronoun it belongs to.
For example:
The rabbit hops.
The girl smiled.
Dad cooked.
The rain fell.
The class listened.
Once children can spot the verb, ask them what the verb tells us.
In The rabbit hops, the verb tells us what the rabbit does.
In The rain fell, the verb tells us what happened to the rain.
In The class listened, the verb tells us what the class did.
This helps children understand that grammar is not just labelling. It is about meaning.
You can also compare sentences with and without verbs.
The dog.
The dog barked.
The first one names something, but it does not tell us what happened.
The second one makes a complete idea.
That tells us something important. A verb often helps turn a group of words into a sentence.
Children do not need a long explanation. They need to see the difference.
The verb gives the sentence movement, meaning or state.
5. Use tense to show how verbs change
Verbs often change to show when something happens.
This is one of the most useful reasons for teaching verbs clearly.
Children need to understand that verbs can show past, present and future.
For example:
I walk.
I walked.
I will walk.
Or:
She jumps.
She jumped.
She will jump.
The action is similar, but the time has changed.
You can keep this very simple at first:
-
yesterday: I played
-
today: I play
-
tomorrow: I will play
This helps children with both grammar and writing.
A child might write:
Yesterday I walk to the park.
You can gently ask:
“Did it already happen?”
Then help them change it:
Yesterday I walked to the park.
That is much more practical than simply saying the sentence is wrong.
It also shows children that verbs carry important information. They help the reader know when something happened.
Be careful, though. English has lots of irregular verbs.
Children may say:
I goed.
I eated.
I runned.
That is not laziness. It often shows that they are trying to apply a pattern.
They need plenty of modelling, reading, talk and correction over time.
6. Help children choose stronger verbs in writing
A well-chosen verb can make a sentence clearer and more interesting without adding extra words.
This is where verbs become powerful for writing.
A child might write:
The boy went across the playground.
That sentence is fine, but went is quite general.
Depending on the meaning, the child could choose:
The boy ran across the playground.
The boy crept across the playground.
The boy wandered across the playground.
The boy stormed across the playground.
The boy skipped across the playground.
Each verb changes the picture.
That is the point.
Children do not always need more adjectives or longer sentences. Sometimes they need a better verb.
A strong verb can show action, mood and meaning in one word.
For example:
The dragon moved through the cave.
Now compare:
The dragon slithered through the cave.
The dragon stomped through the cave.
The dragon crept through the cave.
Each sentence feels different.
This is useful because it moves children away from just “adding more” and towards choosing words with purpose.
The question is not:
“How can I make this sentence longer?”
The better question is:
“Which verb helps the reader most?”
That is the balance.
What teachers and parents should avoid
A few common habits can make verbs more confusing than they need to be.
Try to avoid:
-
only teaching verbs as “doing words”
-
using long verb lists without sentences
-
asking children to spot verbs before they understand the sentence
-
moving too quickly into technical grammar labels
-
correcting every mistake before children have had time to talk
-
treating grammar as separate from reading and writing
-
encouraging children to use unusual verbs just because they sound impressive
It is also worth being careful with “powerful verbs”.
The idea is useful, but children can misunderstand it.
They may think the longest or strangest word is always best.
For example:
The man perambulated to the shop.
That might be funny, but it probably is not the clearest choice.
For most children, it is better to talk about precise verbs.
A precise verb fits the sentence.
The man hurried to the shop.
The man limped to the shop.
The man strolled to the shop.
Those choices are clear. They help the reader.
That is more useful than chasing fancy words.
A simple way to teach verbs
The simplest verb activity is to start with action, then move into sentences.
Try this in class or at home.
-
Choose an action
Pick a simple verb such as jump, clap, crawl, whisper or draw.
-
Act it out
Ask the child to do the action, or watch someone else doing it.
-
Say the sentence aloud
Use a full sentence.
“I am jumping.”
“She is clapping.”
“The dog is running.”
-
Find the verb
Ask, “Which word tells us what is happening?”
-
Change the sentence
Try changing the person or the time.
“I jump.”
“She jumped.”
“We will jump.”
-
Use it in writing
Ask the child to write one simple sentence with the verb.
Keep it short. The aim is not to make the activity complicated.
The aim is to help the child link the word, the action and the sentence.
That is enough.
How parents can use this at home
Parents do not need worksheets to help children understand verbs.
Everyday talk is often enough.
You can point out verbs during normal routines.
For example:
“We are cooking.”
“You are mixing.”
“The kettle is boiling.”
“The cat is sleeping.”
“Your shoes are drying.”
You can also turn it into a quick game.
Ask:
“What am I doing?”
Then act something out.
The child might say:
“You are dancing.”
“You are sleeping.”
“You are eating.”
For older children, you can make it more writing-focused.
Give them a plain sentence:
The dog went into the garden.
Ask:
“Can you change went to a more exact verb?”
They might suggest:
The dog raced into the garden.
The dog crept into the garden.
The dog wandered into the garden.
This is simple, but it builds a useful habit. Children begin to see that verbs are not just grammar words. They are choices writers make.
Keep it low-pressure.
A few good spoken examples are often more helpful than a long grammar session.
Helping children use verbs in their own writing
When children write, verbs should help the reader understand what is happening.
That sounds obvious, but it is easy for children to lose sight of it.
Some children use the same verbs again and again:
went
got
said
did
made
These words are useful. Children should not be banned from using them.
But it helps to show alternatives when the sentence would benefit.
For example:
She said, “Stop!”
Could become:
She shouted, “Stop!”
She whispered, “Stop!”
She gasped, “Stop!”
She snapped, “Stop!”
Each verb changes how the speech sounds.
The adult’s role is not to replace every simple verb. That can make writing feel forced.
Instead, choose one or two places where a clearer verb would genuinely help.
You might ask:
-
What exactly did the character do?
-
How did they move?
-
How did they speak?
-
Did it happen yesterday, today or tomorrow?
-
Does this verb help the reader picture it?
These questions keep the focus on meaning.
That matters.
Final thoughts
Children do not just need to memorise that a verb is a doing word.
They need to understand how verbs work in sentences.
Start with actions. Use spoken examples. Show verbs inside simple sentences. Then gradually introduce less obvious verbs such as is, are, was, were and has.
As children become more confident, help them notice how verbs show time and how stronger verb choices can improve writing.
The aim is not to make grammar complicated.
The aim is to help children see that verbs tell us what is happening.
Silly School Education has grammar songs and videos that help children remember key grammar terms, including nouns, adjectives, verbs and other word classes. They work best alongside real examples, sentence practice and plenty of chances to use the words in speech and writing.
Frequently asked questions
What is a verb in simple words?
A verb is a word that tells us what is happening in a sentence. It can show an action, such as run or jump, or a state, such as is or was.
Is a verb always a doing word?
Not always. Many verbs are doing words, such as clap, sing and write. But words like is, are, was and has can also be verbs. Some verbs show being, such as is or was. Others show having, such as has.
What are some examples of verbs?
Examples of verbs include run, jump, read, write, shout, whisper, think, sleep, is, are, was, were, have and has.
How do you teach verbs to children?
Start with action verbs children can act out. Then put those verbs into simple spoken sentences. Once children understand that, show them less obvious verbs inside sentences.
Why are verbs important in writing?
Verbs tell the reader what is happening. A strong verb can make a sentence clearer, more precise and more interesting.
What is the difference between a noun and a verb?
A noun names a person, place, thing, animal or idea. A verb tells us what is happening. In The dog barks, dog is the noun and barks is the verb.
Can one sentence have more than one verb?
Yes. A sentence can have more than one verb. For example, in She is running, both is and running help build the verb phrase.
How can parents practise verbs at home?
Use everyday talk. Say things like “You are stirring,” “The dog is sleeping,” or “We walked to school.” Then ask your child which word tells us what is happening.
Liked this teaching idea?
Try the full Silly School library free for 7 days.
Get access to 900+ songs, videos and tutorials, plus hundreds of downloadable resources for phonics, grammar, maths, geography, science and more.
Start your free 7-day trial with Silly School Education!