You will learn
- Find the describing word in a sentence.
- Say which noun it describes.
- Add a describing word to a sentence.
- Choose the best describing word.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- A describing word tells more about a noun.
- It comes before the noun: a red hat.
- It can tell colour, size, shape or feeling.
- We can use more than one.
Words to know
a describing word
a naming word
in front of
an extra piece of information
1. Discover: The big red bus
Ama says, “I saw a bus.” The teacher asks, “What kind of bus?” Ama says, “I saw a big, red bus!” “Now we can picture it,” says the teacher. “Big and red are describing words, or adjectives.”
Think: Which noun do big and red describe?
2. Understand: Adjectives
Idea 1: What do they do?
An adjective tells more about a noun: a big bus, a happy girl.
Idea 2: Where do they go?
They usually go before the noun: a red hat, not a hat red.
Idea 3: More than one
You can use two or more: a big, red bus.
3. Worked examples
Example 1 (I show you): Find the adjective
I saw a big bus.
- Ask: what kind?
- Find the describing word.
Answer: big
Example 2 (We do it together): Which noun?
The tall girl ran. Which noun does tall describe?
- Ask: what is tall?
- Find the noun.
Answer: girl
Example 3 (You try): Add one
The cat sat. Add a describing word.
Show the steps and answer
- Ask: what kind of cat?
- Add a word.
Answer: The black cat sat.
Did you know?
Writers choose adjectives carefully to help readers see a picture in their mind.
Why this matters
Adjectives make your sentences clear and interesting.
4. Explore: Add the detail
Add adjectives.
- Write a simple sentence.
- Add one describing word.
- Add a second.
- Read it aloud.
Think about it: what did you notice?
Adjectives add detail.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- The ___ ___.
- I saw a ___ ___.
- ___ describes ___.
- The ___, ___ ___.
Guided practice
Question 1. Adjective in: I saw a big bus.
big
Question 2. Which noun does tall describe: The tall girl ran?
girl
Question 3. Add an adjective: The cat sat.
e.g. The black cat sat.
Independent practice
Level 1: Start
- Adjective in: a red hat.
- Adjective in: the small dog.
- Adjective in: a happy girl.
- An adjective tells more about a ___.
- An adjective usually goes ___ the noun.
Level 2: Grow
- Add an adjective: I have a ___ bag.
- Which noun does soft describe: The soft pillow fell?
- Add two adjectives to: a dog.
Level 3: Stretch
- Write a sentence with two adjectives.
- Why use adjectives?
- Kofi says run is an adjective. Is he right?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Describe your bag using two adjectives.
Show a sample answer
It is a big, blue bag.
Another one. Write two sentences with adjectives.
Show a sample answer
The soft cat sleeps. The red ball is round.
7. Common mistakes
Fix: Put it before the noun.
Fix: Add detail.
8. Lesson summary and revision card
- I can find an adjective.
- I can say which noun it describes.
- I can add an adjective.
- I can choose the best one.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- An adjective tells more about a noun.
- It goes before the noun.
- You can use more than one.
- Adjectives add detail.
11. Next lesson
Next lesson: Simple sentence construction. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What is an adjective? [1 mark]
- Find the adjective: a red hat. [1 mark]
- Add an adjective to: The cat sat. [1 mark]
- Write a sentence with two adjectives. [2 marks]
- Explain why we use adjectives. [3 marks]
Total: 8 marks.
Marking guide and model answers
- a describing word that tells more about a noun [1]
- red [1]
- a valid adjective [1]
- two adjectives [1]; full sentence [1]
- they tell more about nouns [1]; they add detail [1]; they help the reader picture it [1]
Score guide: 7 to 8 = secure. 5 to 6 = nearly there, revise the parts you missed. Under 5 = work through the lesson again with a grown-up.
Printable worksheet
- Adjective in: a red hat.
- Adjective in: the small dog.
- Adjective in: a happy girl.
- The tall girl ran. Tall describes ___.
- An adjective tells more about a ___.
- An adjective usually goes ___ the noun.
- Add an adjective: a ___ bag.
- True or false: run is an adjective.
- Write a sentence with an adjective.
- Write a sentence with two adjectives.
Homework
Write three sentences and add two adjectives to each noun.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Adjective in: a red hat. | red | 1 |
| 2. Adjective in: the small dog. | small | 1 |
| 3. Adjective in: a happy girl. | happy | 1 |
| 4. The tall girl ran. Tall describes ___. | girl | 1 |
| 5. An adjective tells more about a ___. | noun | 1 |
| 6. An adjective usually goes ___ the noun. | before | 1 |
| 7. Add an adjective: a ___ bag. | e.g. blue | 1 |
| 8. True or false: run is an adjective. | false | 1 |
| 9. Write a sentence with an adjective. | a valid sentence | 1 |
| 10. Write a sentence with two adjectives. | a valid sentence | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 red; 2 small; 3 happy; 4 noun; 5 before. Level 2: 1 e.g. blue; 2 pillow; 3 e.g. a big, brown dog. Level 3: 1 a valid sentence; 2 to tell more about nouns; 3 no, it is a verb.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Find the describing word in a sentence | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Say which noun it describes | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Add a describing word to a sentence | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Choose the best describing word | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Putting the adjective after the noun. Put it before the noun.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Use objects and ask: what kind?
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child uses describing words in sentences. You do not need to be an expert to help.
- Ask: what kind of ___?
- Describe things together.
- Praise good descriptions.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: find the describing word in a sentence; say which noun it describes; add a describing word to a sentence; choose the best describing word.
Prerequisite knowledge. Pronouns.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Ask what kind of bus Ama saw.
Explanation (10 min). Teach adjectives and where they go.
Guided activity (10 min). Practise add the detail.
Independent activity (10 min). Learners share their descriptions.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What kind of? Which noun does it tell about?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects. Extension. Use exact adjectives like enormous or tiny.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Putting the adjective after the noun. Put it before the noun.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 8-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Use objects and ask: what kind? Enrichment. Write a short description with six adjectives. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 1 » Language. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core L.1.1.f (use frequently occurring adjectives) and L.1.1.j; Education Endowment Foundation Improving Literacy in Key Stage 1 guidance (grammar and sentence writing); Cambridge Primary English Stage 1 (grammar). These sources informed the lesson.