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Commands Continued

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Material

The teacher’s writing tray.
Box of grammar symbols.
Three sets of prepared labels, color-coded red: 

  1. Double command with two intransitive verbs where sequence is important, such as “stand and walk.” These are in a container marked with verb symbol and a #3. 
  2. Double commands with one transitive and one intransitive verb, such as “smile and wave your hand.” These are in a container marked with verb symbol and a #4. 
  3. Double commands with two transitive verbs, such as “dust a shelf and straighten the materials.” These are in a container with the verb symbol and a #5. 

Presentation

Two Intransitive Actions, Verb Box #3 
  1. Invite the child to the lesson. 
  2. Ask the child to bring the grammar symbols box. 
  3. Bring the writing tray. 
  4. Write a command that has two intransitive verbs that are interchangeable, such as “wave and bow.” 
  5. Ask the child to carry out the command.  
  6. Ask the child to perform the command.  
  7. Ask the child to symbolize only the action words. 
  8. “We are only going to symbolize the action words.” 
  9. Cut the label into separate words. 
  10. Transpose the action words. 
  11. Ask the child to perform the command. 
  12. Write another command that has two intransitive verbs that are not interchangeable, such as “stand and walk.” 
  13. Ask the child to perform the command. 
  14. Ask the child to symbolize the action words. 
  15. Cut the label into separate words. 
  16. Ask the child to transpose the action words.  
  17. “Does this make sense? It didn’t sound right to me either.” 
  18. Put the words back in the original order that makes sense. 
  19. “Sometimes we can move action words and it makes sense, it just works, but sometimes it doesn’t work, it sounds funny, and doesn’t make sense.” 
  20. Introduce Verb Box #3 which can be used for independent work. 
One Intransitive and one Transitive Action and One Object, Verb Box #4 
  1. Invite the child to the lesson. 
  2. Ask the child to bring the grammar symbol box.  
  3. Bring the writing tray. 
  4. Write a command with one intransitive verb, one transitive verb, and one object such as “stoop and touch your toes.” 
  5. Ask the child to perform the command. 
  6. Ask the child to symbolize the label. 
  7. “What were the actions that you did? Can you cut those actions out?” 
  8. Transpose the action words to see if they can make sense when switched. 
  9. “Does it make sense when we move those words around? It didn’t make sense to me either, it’s important what order we put words isn’t it?” 
  10. Write another command for the child such as “stand and stretch your arms.” 
  11. Ask the child to perform the command.  
  12. Ask the child to symbolize the label.  
  13. “Can you cut the action words out?” 
  14. Ask the child to transpose the words.  
  15. “Do you think it makes sense? I think it does too!” 
  16. Introduce Verb Box #4 which can be used for independent work. 
Two Transitive Actions and Two Objects, Verb Box #5 
  1. Invite two children to the lesson. 
  2. Ask the child to bring the grammar symbol box.  
  3. Ask another child to bring the writing tray. 
  4. Write a command with two transitive verbs and two objects, such as “walk across the room and move a chair.” 
  5. Ask the child to perform the command.  
  6. Ask the child to symbolize the action words.  
  7. Ask the child to cut out the action words and transpose them. 
  8. “Does that make sense to me? It does to me too!” 
  9. Repeat this process for the second child. 
  10. Repeat this process a total of two times for each child. 
  11. Introduce Verb Box #5 which can be used for independent work. 

Purpose

Indirect preparation for sentence analysis and syntax. 

Age

5

Notes

The command cards were traditionally on red paper, but black letters on white paper which is mounted on red cardstock would suffice.  

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