Adverbs

Teacher Guidelines ▶ pages 1 – 2

Instructional Pages ▶ pages 3 – 4
Activity Page ▶ pages 5
Practice Page ▶ page 6
Grade Level: 1-3

Homework Page
Answer Key
▶
▶
page 7
page 8 – 9
 Classroom Procedure:
1. Since this lesson covers a range from 1st to 3rd grade,
you may need to introduce, briefly review, or extensively
review other parts of speech before introducing adverbs.
2. After review of nouns, verbs, etc., bring your class to the
carpet and have them complete some silly instructions
such as “Stand up sleepily. Sit down loudly. Shake
hands quickly.” Call on individuals to volunteer to act out
sentences such as “He proudly showed off his report. She
sneakily left the circle.” You may add others or change to
fit your class environment/students. However, make sure
you emphasize all the adverbs words.
3. Ask students if they know what an adverb is. Take volunteer
responses, but clarify if needed, that adverbs are words,
that tell how an action is completed, or answers the
questions of when, how, how many, and where. Divide a
piece of chart paper into four sections and hang it in front
of the class. Divide it into sections marked How, When,
How Many/Much, Where.
4. Teach this tip, “To check if a word is being used as a
adverb, ask yourself “Does it answer the question of
how something happened, when it happened, or how it
happened?” Introduce Anna Adverb (example illustration
below) as the subject for sentences. Now say, “For example,
Anna Adverb yawned tiredly. How did she yawn? Tiredly.
Tiredly is the adverb. Anna Adverb ate a few cookies.
How many cookies did she eat? A few. Few is the adverb.
Anna Adverb finally returned the library book. When did
she return it? Finally. So finally is the adverb.” Write the
adverb examples the correct section on your chart.
Approximate Grade Level: 1-3
Objectives:
The students will accurately identify
adverbs in text. Students will correctly
and independently use adverbs in
writing.
Common Core State Standards:
CCSS.ELA-LITERACY.L.2.1.E
CCSS.ELA-LITERACY.L.2.6
CCSS.ELA-LITERACY.L.3.1.A
Class Sessions (30 minutes):
2-3 class sessions, depending on
ability level of students and amount of
time allowed for student discussion,
explanation, clarification, review, etc.
Teaching Materials/Worksheets:
Adverb passages, copies of
worksheets, classroom books for adverb
hunt, chart paper or poster board,
tape, art supplies, access to materials
for recording if desired, markers,
whiteboard, dry erase markers, included
content, Activity pages (2), Practice
page, Homework page
Student Supplies:
Handouts, paper, writing utensils,
access to reading materials online or
in hardcopy.
Prepare Ahead of Time:
Make copies of handouts and prepare
visual aids, make sure there are
numerous texts available for adverb
hunt.
Options for Lesson:
Day one: Students will review verbs
and nouns, and any other parts of
speech you have already introduced
earlier in the school year, then move into
adverbs. Introduce, define, and practice
with Anna Adverb. Day two: Students
independently practice locating adverbs
in a sample passage, and text. Day
three: Students review adverbs and
include them in their own writing.
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5. Ask students to help make up more adverb sentences with Anna Adverb as the star. Each time they identify
an adverb, ask them which section it should go in. Here is a reference for you, which you can also hand
out to students before the begin independent work. Remember, students in grades 1-2 will be using the
less complex adverbs most of the time. This is not a complete list, and categories are simplified.
How How many/How much
badly, happily, sadly, slowly, quickly, almost, much, nearly, quite, really,so, too,
sleepily, lazily, eagerly, softly, silently, loudly, very, again, almost, always, ever,frequently,
noisily, tiredly, surprisingly, shockingly, generally, hardly ever, nearly, nearly always,
horribly, kindly, sweetly never,occasionally, often, rarely, seldom,
sometimes, twice, usually, weekly
Where When
here, outside, over there, there, under, afterwards, already, always, immediately,
upstairs, downstairs, above, below last month, now, soon, then, finally, never,
yesterday, specific hours of the day (2:00
PM)
6. Provide every student with a copy of the common adverbs table to place in their grammar notebooks or
English folders. For now, they can keep it out, and ask students to listen to the sample passage you are
about to read. They are going to use this table double check as they listen for adverbs.
7. Have students work with a partner to compare lists of adverbs they heard, then read the example passage
again, line by line, and stop after each to hear what students found. Create a written list on the board to
verify. You can check off items in the passage as you go.
8. Students will complete the independent activity page where they locate the adverb in each sentence.
9. Assign a word hunt. Have students choose a book from the classroom library and read a few pages.
Using a sticky note, index card, or sheet of paper, have them identify the adverbs they find, double
checking that the word is used as a adverb by asking the “How did it happen? Where, when, how many/
much?” questions. Make sure the book they are reading is on an independent level so that students are
successful.
10. Students will have a quick check in with you as you walk around during the word hunt time to make
sure they are experiencing a high degree of success. Four of every five examples they select should be
correct uses of a adverb.
11. Assign the second activity page, where students will work independently to create sentences using
adverbs from a word bank provided.
12. Assign the practice page which combines identifying and independently creating sentences without the
word bank. You can use this as a formative assessment before moving onto the next grammar topic.
13. Homework page can be assigned before or after the practice page.

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 Teacher Notes
Adverbs are commonly used words, yet many students cannot not identify them in context, or define them..
By introducing this knowledge early and providing repetition, it will make them writers with more command of
the language and better grammar. This will provide a useful foundation as writing demands and grammatical
expectations increase in the upper grades. An ability to comfortably use adverbs makes writing more coomplex
and sophisticated, as well as entertaining, all goals of a growing writer.
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Additional Resources:
CONTENT:
http://www.chompchomp.com/terms/adverb.htm
http://grammar.yourdictionary.com/for-teachers/adverb-lesson-for-elementary.html
http://grammar.yourdictionary.com/parts-of-speech/adverbs/adverb-worksheet.html
http://www.ereadingworksheets.com/languageartsworksheets/parts-of-speech-worksheets/adverb-and-adjective-worksheets/
http://www.instructorweb.com/lesson/adverbs.asp

VIDEOS:
https://www.youtube.com/watch?v=14fXm4FOMPM
http://www.watchknowlearn.org/Category.aspx?CategoryID=1252
https://www.flocabulary.com/unit/adverbs/video/
https://www.youtube.com/watch?v=yo8pzuE97EA

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Remy’s Olympic Dreams
By Mary Culler
Remy walked swiftly across the bustling
auditorium. Her feet made a quiet slapping sound
on the thick blue mats. She stopped and gave a
solemn bow in front of the judges. Turning, she
waved eagerly around the gymnasium, smiling
sweetly at all the people who had come to cheer
for her. Finally, her coach nodded and she hurried
to stand proudly beside him.
“Are you nervous?”
“I have a team of butterflies in my stomach
and sawdust in my mouth,” Remy hissed nervously.
Her coach placed his arm around her
shoulders. “I know you can do this!” he said
seriously. “When you are out on the floor, all
eyes will be on you. When you take the vault, you
are instantly a star that shines above the earth
for a split second. There are thousands of kids
who wish they could fly through the air like you,
but you actually get to do it! Don’t forget, you can
sink under the pressure, or you bounce above it
all. What is your choice?”
“I’m going to fly, Coach. Above the mat,
beyond my fears, and into my dreams.”
“That’s my Remy. Our country will be
proud to have you standing under our flag at the
medaling ceremony. But first, get out there and
show the judges why you deserve the gold.”
Remy nodded and felt the butterflies in
her stomach slowly turn into wings on her feet.
“I’m ready,” she smiled confidently, and headed
off to finally make her dreams come true.
Remy’s Olympic Dreams
By Mary Culler
(adverbs in bold)
Remy walked swiftly across the bustling
auditorium. Her feet made a quiet slapping sound
on the thick blue mats. She stopped and gave a
solemn bow in front of the judges. Turning, she
waved eagerly around the gymnasium, smiling
sweetly at all the people who had come to cheer
for her. Finally, her coach nodded and she hurried
to stand proudly beside him.
“Are you nervous?”
“I have a team of butterflies in my stomach
and sawdust in my mouth,” Remy hissed
nervously.
Her coach placed his arm around her
shoulders. “I know you can do this!” he said
seriously. “When you are out on the floor, all
eyes will be on you. When you take the vault,
you are instantly a star that shines above the
earth for a split second. There are thousands of
kids who wish they could fly through the air like
you, but you actually get to do it! Don’t forget,
you can sink under the pressure, or you bounce
above it all. What is your choice?”
“I’m going to fly, Coach. Above the mat,
beyond my fears, and into my dreams.”
“That’s my Remy. Our country will be
proud to have you standing under our flag at the
medaling ceremony. But first, get out there and
show the judges why you deserve the gold.”
Remy nodded and felt the butterflies in
her stomach slowly turn into wings on her feet.
“I’m ready,” she smiled confidently, and headed
off to finally make her dreams come true.
5
 Activity Name __________________________ Date _________

Directions: Read the story about Emily and her brother Joey. In each sentence, circle the adverbs. There
may be more than one per sentence.
1. Emily headed slowly through the flooded tunnel.
2. She soon realized that she was under the old bus station.
3. Strange noises were all around her, and she felt her heart pound swiftly in her chest.
4. Emily looked hopefully across the tunnel and saw a tiny light.
5. She climbed painfully over rocks and around floating logs until she reached the opening.
6. “Wait for me!” Joey, Emily’s brother was following anxiously behind her.
7. Emily put her arm back and hastily pulled him beside her.
8. “I thought we were going to be stuck down here forever,” Joey said nervously.
9. “We have to get past the barrels in the front of the tunnel, then we’re finally free.”
10. Emily and Joey steadily pushed the obstacles before them away, finally safe.

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 Activity Answer Key (may vary) Date _________
Name __________________________

Directions: Read the story about Emily and her brother Joey. In each sentence, circle the adverbs. There
may be more than one per sentence.
1. Emily headed slowly through the flooded tunnel.
2. She soon realized that she was under the old bus station.
3. Strange noises were all around her, and she felt her heart pound swiftly in her chest.
4. Emily looked hopefully across the tunnel and saw a tiny light.
5. She climbed painfully over rocks and around floating logs until she reached the opening.
6. “Wait for me!” Joey, Emily’s brother was following anxiously behind her.
7. Emily put her arm back and hastily pulled him beside her.
8. “I thought we were going to be stuck down here forever,” Joey said nervously.
9. “We have to get past the barrels in the front of the tunnel, then we’re finally free.”
10. Emily and Joey steadily pushed the obstacles before them away, finally safe.

7
 Activity Name __________________________ Date _________

Directions: Using the word bank of adverbs provided, create ten complete sentences, using at least one
per sentence.
Word Bank:

Early Shortly Sadly Slowly Few

Outside There Happily Kindly Rapidly
1. _______________________________________________________________________
2. _______________________________________________________________________
3. _______________________________________________________________________
4. _______________________________________________________________________
5. _______________________________________________________________________
6. _______________________________________________________________________
7. _______________________________________________________________________
8. _______________________________________________________________________
9. _______________________________________________________________________
10. _______________________________________________________________________

8
 Activity Answer Key (may vary) Date _________
Name __________________________

Directions: Using the word bank of adverbs provided, create ten complete sentences, using at least one
per sentence.
Word Bank:

Early Shortly Sadly Slowly Few

Outside There Happily Kindly Rapidly
Answers will vary. Make sure one of the adverbs included is used in every sentence.
1. _______________________________________________________________________
2. _______________________________________________________________________
3. _______________________________________________________________________
4. _______________________________________________________________________
5. _______________________________________________________________________
6. _______________________________________________________________________
7. _______________________________________________________________________
8. _______________________________________________________________________
9. _______________________________________________________________________
10. _______________________________________________________________________

9
 Practice Name __________________________ Date _________

Anna Adverb loves new adventures. In the first half of this page, we’ll hear about her favorite things, and in
the second half, create an adventure for Anna.
Directions: In the first five sentences, circle the adverb. There may be more than one per sentence. In the
second half, write five sentences about Anna having a great adventure, and use at least one adverb per
sentence.
Anna Adverbs’s Favorite Things:
1. Anna loves running swiftly.
2. Anna’s favorite food is soup that has been slowly simmered.
3. Anna hates to be late, so she always arrives early.
4. Anna likes sitting quietly in her chair with her favorite books.
5. Late at night, Anna likes to snuggle up tightly in her fluffy quilt.
Create an adventure for Anna! Now that you know what Anna enjoys, help her have a fun day out. Write five
sentences, each one using at least one adverb.
1. _______________________________________________________________________
2. _______________________________________________________________________
3._______________________________________________________________________
4. _______________________________________________________________________
5. _______________________________________________________________________

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 Practice Answer Key
Name __________________________ Date _________

Anna Adverb loves new adventures. In the first half of this page, we’ll hear about her favorite things, and in
the second half, create an adventure for Anna.
Directions: In the first five sentences, circle the adverb. There may be more than one per sentence. In the
second half, write five sentences about Anna having a great adventure, and use at least one adverb per
sentence.
Anna Adverbs’s Favorite Things:
1. Anna loves running swiftly.
2. Anna’s favorite food is soup that has been slowly simmered.
3. Anna hates to be late, so she always arrives early.
4. Anna likes sitting quietly in her chair with her favorite books.
5. Late at night, Anna likes to snuggle up tightly in her fluffy quilt.
Create an adventure for Anna! Now that you know what Anna enjoys, help her have a fun day out. Write five
sentences, each one using at least one adverb. Answers will vary, but should all include a minimum
of one adverb per sentence. If possible, sentences should reflect something of Anna’s personality,
based on the beginning exercise.
1. _______________________________________________________________________
2. _______________________________________________________________________
3._______________________________________________________________________
4. _______________________________________________________________________
5. _______________________________________________________________________

11
 Homework Name __________________________ Date _________

adverbs Identification and Purpose

Directions: Answer the following questions about adverbs.
1. Adverbs can show ______________________ an action was done.
2. Adverbs answer the question “____________________________________.”
3. What is the adverb in the sentence, “Robert’s book slid silently between two desks.”? ________________
Directions: Read the paragraph and underline the adverbs.
Eliot’s tummy grumbled loudly. He decided to go into the kitchen and make a snack. As his stomach
rumbled louder, he looked inside the cupboard. He sighed sadly. Nothing looked yummy. Eliot suddenly
grabbed a cookbook from the shelf and looked through it eagerly. At last, he saw a recipe from his grandma.
“Homemade chocolate cream pie! Mom would be upset if I tried to make it by myself,” he said quietly. “It will
have to be a secret between me and this little piece of paper.” Eliot decided sneakily.
Soon the kitchen looked like it was under attack. Many eggshells were cluttering the counter. Flour
was scattered sloppily through the kitchen. Milk splashed clumsily across the walls, and chocolate dripped
slowly down the counters.
“Eliot!” His mother gasped loudly when she slid into the kitchen. “What’s on the floor? What’s in the
oven? What have you been doing before starting your homework?”
Eliot smiled nervously. “I guess the secret’s out,” he said sheepishly. “I have a surprise for you, from
Grandma and me!”

12
 Homework Answer Key
Name __________________________ Date _________

adverbs Identification and Purpose

Directions: Answer the following questions about adverbs.
1.Adverbs can show ______________________ an action was done. Student picks at least one:
How, when, where, how many/much
2. Adverbs answer the question “____________________________________.” How, when, where,
how many/much
3. What is the adverb in the sentence, “Robert’s book slid silently between two desks.”? ________________
silently
Directions: Read the paragraph and underline the adverbs.
Eliot’s tummy grumbled loudly. He decided to go into the kitchen and make a snack. As his stomach
rumbled louder, he looked inside the cupboard. He sighed sadly. Nothing looked yummy. Eliot suddenly
grabbed a cookbook from the shelf and looked through it eagerly. At last, he saw a recipe from his grandma.
“Homemade chocolate cream pie! Mom would be upset if I tried to make it by myself,” he said quietly. “It will
have to be a secret between me and this little piece of paper.” Eliot decided sneakily.
Soon the kitchen looked like it was under attack. Many eggshells were cluttering the counter. Flour
was scattered sloppily through the kitchen. Milk splashed clumsily across the walls, and chocolate dripped
slowly down the counters.
“Eliot!” His mother gasped loudly when she slid into the kitchen. “What’s on the floor? What’s in the
oven? What have you been doing before starting your homework?”
Eliot smiled nervously. “I guess the secret’s out,” he said sheepishly. “I have a surprise for you,
from Grandma and me!”

13