Transcript 12 Powerful Verbs

12 Powerful Verbs
What are the 12 Powerful Verbs?
• The 12 powerful verbs are
those that appear most
often on standardized tests.
• “By using these terms daily
in the classroom and
including them on tests, you
give students a tool that will
vastly improve their chance
for test success.” – Larry Bell
Goals for Today:
• Become familiar with the 12 powerful verbs.
• Explore ways to incorporate the 12 powerful
verbs into classroom instruction.
In your group, brainstorm the 12
verbs you expect to see on the 12
Powerful Verbs list.
You have 5 minutes to complete this
task.
Predict
• Make an educated (smart)
guess.
• Hypothesize.
• Tell what could or may
happen.
• Look into the future.
Contrast
•List differences.
•Tell all the ways they are
different.
Compare
• List how they are the same.
• Tell all of the ways they are
alike.
Explain
• Tell all about.
• Tell what and why.
• Tell or show how.
• Teach to someone else.
Summarize
• Tell the most important part.
• Give the bottom line.
• Tell the main ideas.
• Tell the beginning, middle, and
end.
• Put it in a nutshell.
Support
• Provide reasons.
• Tell reasons.
• Give Examples.
• Back it up.
• Prove it.
Describe
• Tell about.
• Show me.
• List details.
• Paint a picture with words.
Formulate
• Come up with.
• Make a plan.
• Develop.
• Create.
• Put together.
Evaluate
• Judge.
• Find the value of.
• Examine or Solve.
• Test for the truth.
• Tell the good and the bad.
Infer
• Figure out.
• Read between the lines.
• Discover what they are trying to
say.
• Find the hidden meaning.
Analyze
• Think through.
• Break apart.
• Break into pieces.
• Tell about the different parts.
Trace
• Follow the path.
• Track.
• Outline.
• List in steps.
12 Powerful Verbs
Matching Game
• Match each task
card to its
corresponding
powerful verb
card.
• You have 10
minutes for this
activity.
Thunder and Lightning usually happen at
the same time. Why do you usually see
the lightning before you hear the
thunder?
?
Infer
figure out, read between the lines
Tell how plant and animal cells are
similar.
?
Compare
how they are the same, how they are
alike.
Some birds have tiny particles of
iron in parts of their bodies that are
connected by nerves to their brains.
What could be the function of these
particles?
?
Predict
make an educated guess, form a
hypothesis
Design an experiment to test if the
color of an ice cube affects how
quickly it will melt.
?
Formulate
come up with a plan, develop, create
Provide evidence for the Theory of
Continental Drift.
?
Support
Give examples, back it up, tell
reasons
Brian has blue eyes, but both of his
biological parents have brown eyes.
How is this possible?
?
Explain
tell how, tell what and why, teach
someone else
Give a brief description of how the
elements are arranged on the
periodic table.
?
Summarize
tell the main parts, bottom line, main
ideas
Pretend you are a drop of water.
Discuss the changes you would
undergo as you travel through each
stage of the water cycle.
?
Trace
follow, track, outline, list in steps
Tell the differences between
renewable and nonrenewable
resources.
?
Contrast
list differences, tell how they are
different
While wearing safety goggles and
gloves, use your dissecting kit to
dissect the frog at your table.
?
Analyze
think through, break apart, break
into pieces
Discuss the pros and cons of using
alternative sources of energy
including water, wind, and
geothermal energy.
?
Evaluate
Judge value of, tell about good and
bad
Look at the picture of the biome on
pg. 788 of your textbook. Tell what
you see, including all of the abiotic
and biotic factors.
?
Describe
tell about, list details
Read Aloud Activity
• Student #1 Reads Paragraph.
• Student #2 Summarizes Paragraph.
• Student #3 Formulates a question about the
paragraph using one of the 12 Powerful Verbs.
• Student #4 Answers the question.
12 Powerful Verbs that will lead to
academic success!
Trace
Analyze
Infer
Evaluate
Formulate
Describe
Support
Explain
Summarize
Compare
Contrast
Predict