Main and Helping Verbs

Objective

I can identify and use main verbs and helping verbs in sentences.
Aligned with Common Core State Standards:

• CCSS.ELA-LITERACY.L.4.1.B: Form and use the progressive verb tenses.
• CCSS.ELA-LITERACY.L.4.1.C: Use modal auxiliaries to convey various conditions.
• CCSS.ELA-LITERACY.L.4.1.D: Recognize and correct inappropriate shifts in verb tense.

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Success Criteria

• I can explain what a main verb and a helping verb are.
• I can find main and helping verbs in sentences.
• I can create sentences using main and helping verbs correctly.

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Materials

• Whiteboard and markers
• Small verb cards (main verbs and helping verbs)
• Worksheet with short sentences for practice
• Chart paper with example sentences

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Lesson Timeline (15 minutes)

1. Introduction and Explanation (4 minutes)

• Begin by asking students, “What is a verb? What actions can verbs show?” (Brief discussion)
• Define main verbs as the main action or state of being in a sentence (e.g., run, jump).
• Define helping verbs (also called auxiliary verbs) as verbs that help the main verb show tense or possibility (e.g., is, have, can).
• Use examples on the whiteboard:
  • She runs every day. (main verb: runs)
  • She is running every day. (helping verb: is, main verb: running)
• Read aloud and underline main verbs and circle helping verbs in sample sentences.

2. Guided Practice (5 minutes)

• Hand out small cards with verbs, some are main verbs and some are helping verbs.
• In pairs, students hold up cards and then work together to create a sentence on the spot combining a helping verb and a main verb.
• Call on 3-4 pairs to share entire sentences with the class.
• Teacher models correction if necessary and briefly explains why their helping and main verbs work together.

3. Independent Practice (4 minutes)

• Provide students with a worksheet containing short sentences missing the helping verb or needing identification of verbs.
• Example tasks:
  • Identify helping and main verbs in each sentence by underlining the main verb and circling the helping verb.
  • Fill in the blank with the correct helping verb.
• Circulate the room to support students that need help.

4. Wrap-Up and Reflection (2 minutes)

• Ask students to share one thing they learned about verbs today.
• Reiterate the importance of helping verbs to change the meaning and timing of actions.

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Differentiation Strategies

• For students needing extra support: Provide a verb chart listing common helping verbs and main verbs. Use visuals or act out verbs. Pair them with a peer buddy for the card activity.
• For ELL students: Use gestures and visuals to explain action verbs and helping verbs. Allow extra time for sentence creation and provide sentence starters.
• For advanced learners: Challenge them to rewrite simple sentences from the worksheet into progressive tenses using helping verbs (e.g., She runs → She is running). Encourage use of modal helping verbs (can, should, might).

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Extension Activities

• Create a short story as a group where each student adds one sentence using at least one helping verb and one main verb.
• Students illustrate their sentence and present to the class emphasizing the verbs.
• Use a verb tense sorting game where students categorize sentences as simple present, progressive, or modal with helping verbs.

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This lesson encourages active participation, peer collaboration, and hands-on learning, keeping 4th graders engaged while meeting Common Core language standards efficiently within 15 minutes.