Present Continuous Verbs

Overview

This 60-minute lesson introduces 2nd graders to present continuous verbs, helping them understand how to describe actions happening right now. The activities are interactive, multi-sensory, and designed to meet the Common Core State Standards (CCSS) for English Language Arts. The lesson includes "I can" statements and success criteria, differentiation strategies for diverse learners (including dyslexia-friendly options), and extension activities to challenge advanced learners.

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Standards Alignment

CCSS.ELA-LITERACY.L.2.1.B
Form and use frequently occurring irregular plural nouns.

CCSS.ELA-LITERACY.L.2.1.C
Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I am walking home; Tomorrow I will walk home).

CCSS.ELA-LITERACY.L.2.1.E
Use adjectives and adverbs appropriately to describe actions and states.

CCSS.ELA-LITERACY.SL.2.1
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

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Learning Objectives / "I Can" Statements

• I can recognize present continuous verbs that show actions happening right now.
• I can use "am," "is," and "are" with verbs ending in "-ing" to tell what people and animals are doing.
• I can say and write sentences using present continuous verbs.

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Success Criteria

• Identify present continuous verbs in spoken and written sentences.
• Correctly add "-ing" to base verbs and use the correct helping verb ("am," "is," "are").
• Participate actively in class activities and discussions using present continuous verbs.
• Write complete sentences using present continuous verbs with minimal support.

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Materials

• Large picture cards illustrating various actions (e.g., a girl running, a boy reading, a dog barking)
• Whiteboard and markers
• Sentence strip cards with example sentences (both print and dyslexia-friendly font versions)
• Chart paper with verbs and helping verbs
• Mini whiteboards and markers for students
• "Present Continuous Verbs" worksheet with clear fonts and dyslexia-friendly formatting
• Timer or stopwatch
• Sticky notes

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Lesson Plan Timeline

1. Warm-up (10 minutes)

Objective: Activate prior knowledge and introduce the concept of actions happening now.

• Greet students and ask them, "What are you doing right now?" Model answering: "I am teaching."
• Show picture cards one by one; students describe what the person or animal is doing using their own words.
• Introduce the term present continuous verb and explain it means "what is happening now."
• Write examples on the board: "She is running," "They are playing."

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2. Mini-Lesson: Present Continuous Form (15 minutes)

Objective: Teach how to form present continuous verbs using "am," "is," "are" + verb + "-ing."

• Display chart paper with a simple sentence frame:
  • I am [verb]-ing
  • He/She/It is [verb]-ing
  • We/You/They are [verb]-ing
• Model adding "-ing" to base verbs; point out spelling rules briefly (e.g., run → running, sit → sitting).
• Have students practice with partner turns: hold up sentence strip cards, read aloud, and identify helper verbs and "-ing" verbs.
• Use interactive whiteboards to type or write new sentences collectively.

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3. Guided Practice: Action Charades (15 minutes)

Objective: Reinforce present continuous verbs through kinesthetic learning.

• Students take turns acting out verbs from the picture cards without speaking.
• Class guesses the action: "He is jumping," "She is reading."
• Write some student sentences on the board with encouragement and correction if needed.
• Encourage full sentences using present continuous verbs.

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4. Independent Practice: Writing Sentences (15 minutes)

Objective: Apply knowledge by writing sentences using present continuous verbs.

• Distribute worksheet with pictures and sentence starters.
• Students complete sentences using "am," "is," or "are" + verb + "-ing."
• Provide dyslexia-friendly fonts and colored overlays for students who need, plus word banks with verbs.
• Teacher circulates and supports students as needed.

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5. Closure and Review (5 minutes)

Objective: Review and assess understanding.

• Volunteers share some sentences aloud.
• Recap key points: helper verbs + verb + "-ing" show actions happening now.
• Show thumbs up/down signal: thumbs up if confident in using present continuous verbs.
• End with a quick oral quiz: teacher says a base verb, students say a sentence in the present continuous form.

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Differentiation Strategies

• For students with Dyslexia:
  Use dyslexia-friendly fonts (e.g., OpenDyslexic) on worksheets and sentence strips. Provide colored overlays to reduce visual stress. Use audio recordings of example sentences to support reading. Break instructions into smaller, clear steps.

• For English Language Learners (ELLs):
  Use visuals and gestures consistently when introducing vocabulary. Pair with a fluent English speaker for peer support. Provide sentence frames and word banks.

• For Students Needing Extra Support:
  Work in small groups during guided practice with more teacher interaction and modeling. Use manipulatives like verb cards to build sentences physically.

• For Advanced Learners:
  Challenge students to create compound sentences using present continuous verbs (e.g., "I am drawing and my friend is coloring."). Encourage writing short paragraphs describing what their family members are doing now.

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Extension Activities

• Present Continuous Verb Story Creation:
  In pairs or small groups, students create a short illustrated story describing a scene using multiple present continuous verbs.

• Interactive Present Continuous Verb Hunt:
  Around the classroom, place cards with verbs. Students find cards and write sentences describing what objects or people "are doing" in real-time.

• Record a Video Diary:
  Students record a short video saying what they or someone in their family is doing right now, practicing using correct present continuous sentences.

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This lesson plan focuses on active engagement, uses multiple modes of learning, and ensures all students have access to the content with supportive scaffolds and enrichment opportunities. It directly addresses CCSS ELA-Literacy Language standards for grade 2 and enhances speaking, listening, reading, and writing skills.