IRREGULAR VERBS CARDS

PRODUCT CODE: 390

PRODUCT CONTENTS SKILL DEVELOPMENT

15 double-sided, cover-weight sheets All sets or cards in Reading Manipulatives products are different.
(24 cards and answer keys)
Once students are introduced to the skills and shown how to do the
7 pages of teacher information
activity, they work independently. The individualized materials can
be used for seatwork or stations. Students work on needed skills,
and teachers are freed for instruction.
This guide includes a brief summary of the skills that are
targeted by this product. For many skills, additional teaching aids
can be downloaded from the resource section of our web site
(www.readingmanipulatives.com).

ASSEMBLY & PACKAGING

Reading Manipulatives materials are commercially laminated but
must be cut and packaged prior to use. Preparation tips are given,
and coding of the sets is explained.
Skills cards need no zipper bags. Guide includes suggestions
for set storage and classroom organization.

STUDENT CHECKLISTS & RECORDKEEPING

Checklists for tracking the materials that have been completed are
important for recordkeeping. The last page of this guide is a master
COPYRIGHT © READING MANIPULATIVES for a student checklist that can be copied and cut.
All rights reserved. Printed in the United States of Active involvement builds accountability. When feasible,
America. No part of these materials may be used
or reproduced in any form or by any means, or products have answer keys. Primary materials that necessitate
stored in a retrieval system, without prior written
permission of the publisher. Making copies of any
teacher checking do not take much time to look over. Additionally,
part of these materials for any purpose other than manipulatives encourage cooperative learning, and students
your personal use is a violation of United States
copyright laws. naturally assist one another as a need arises.

Reading Manipulatives, Inc. 1725 E. Mountain View Rd. Phoenix, AZ 85020 888-997-2448 877-997-7685 (F) www.readskill.com
COMMUNICATION SKILLS

Written communication, even for the most skilled authors, is a complex, constant quest. The more one
learns about writing and language, the more the self-challenge intensifies. For this reason, school
programs should provide explicit writing instruction along with abundant writing experiences. Not only
do students learn to write through writing, the process enhances understanding of written language and
improves overall knowledge.
While educators are primarily concerned with the development of writing skills, oral language must
also be considered. English language learners in classrooms are the fastest-growing student population
group in the United States. Native English speakers also benefit from structured oral language
development. Many common grammatical errors are present in both oral and written communication.
Research findings document that literacy learning is most efficient when reading and writing are
taught in tandem. These skills are so closely interrelated that combining them in instruction is efficient
and speeds the attainment of proficiency in both areas. Studies show that the weak link is writing
instruction. When programs do not have adequate instructional emphasis on writing, both writing and
reading are negatively impacted.

SKILLS CARDS SETS

Reading Manipulatives skills cards sets include a series of cards that develop skills holistically with
written activities instead of manipulatives. They are superior to worksheets or workbooks because they
assure that all aspects of the skills are covered. Laminated cards can be used indefinitely, reducing
repetitive lesson preparation. If students need review or additional practice, cards can be repeated.
Comprehensive sets of skills cards can assure that students are taught needed skills, particularly
those related to written communication. Cards in the sets afford adequate practice. They are a worthwhile
type of instructional material to utilize when multiple concepts need to be introduced or reviewed,
repetition is needed, or extensive examples are necessary.
Without question, skills cards are more mundane and less stimulating than manipulatives. However,
in certain instances, they provide an excellent vehicle for the development of skills. Cards are especially
helpful for teaching writing and English usage concepts. Card sets in use in a classroom should cover an
ability range from at least one grade level below to one grade level above.
Reading Manipulatives offers the following skills cards sets: 350 Suffix Spelling Changes Cards,
380 Capitalization/Punctuation A, 385 Capitalization/Punctuation B, 390 Irregular Verbs Cards, and
395 Troublesome Words & Usages.
The following design characteristics have been built into these skills cards sets.
• Sets have an adequate number of cards to assure mastery.
• Cards in each set are a similar level and nonsequential since the students
in groups will not be doing them in any particular order.
• Multilevel sets allow for proper ability placement.
• Format is consistent, enabling students to work independently through
all cards in a series.
• Cards are self-checking to further involve students.
• In all sets except 350, cards are double-sided, assuring that the lesson
is thorough and adequate practice is provided.
• Cards are coded, and students track completed cards and progress.
Ideally, these holistic, individualized skills cards should transcend grade levels. They can be
utilized with students of all ages if the targeted skills are suitable and the need exists.
ENGLISH VERB CONSTRUCTION

In many languages, verb construction is straightforward, following clearly defined patterns. However,
this is hardly the case with English. While singular or plural forms and tense may be handled by simply
adding the appropriate suffix, many verbs have irregular forms. Additionally, auxiliary verbs are
necessary in some constructions.

VERB TENSE
The verb tense denotes the time of the action or being of a verb. Tense is always marked by the first verb
in a verb phrase. If the verb is not a simple present or past verb (she sleeps, she slept), the first auxiliary
indicates the tense (she is sleeping, she was sleeping). Auxiliary verbs are explained below.
The following is a brief summary of verb constructions. Several of these constructions require
auxiliary verbs. Notice how the first auxiliary verb in the examples denotes the tense.
• PRESENT [verb] Indicates that action is now, relative to speaker/subject
I talk on the phone. They do their homework.
• PRESENT PARTICIPLE [am/is/are] + [verb+ing]
Indicates continuing action, something going on now
I am talking on the phone. They are doing their homework.
• PAST [verb+ed] or [past irregular]
Indicates action in the past relative to the speaker/subject
I talked on the phone. They did their homework.
• PAST PROGRESSIVE [was/were] + [verb+ing]
Indicates continuing action of something that went on in the past
I was talking on the phone. They were doing their homework.
• PRESENT PERFECT [has/have] + [past participle] Indicates action was completed (perfected)
at some point in the past, or that the action extends to the present
I have talked on the phone. They have done their homework.
• PRESENT PERFECT PROGRESSIVE [has/have] + [been] + [verb+ing]
Indicates that an action that went on in the past continues to happen
I have been talking on the phone. They have been doing homework.
• PAST PERFECT [had] + [past participle] Indicates that an action was completed
at some point in the past before something else happened
I had talked on the phone. They had done their homework.
• PAST PERFECT PROGRESSIVE [had] + [been] + [verb+ing]
Indicates a continuous action that was finished in the past
I had been talking on the phone. They had been doing their homework.

AUXILIARY VERBS
Auxiliary (or helping) verbs precede other verbs. The most commonly used auxiliary verbs are: to be
(am/is/are), has/have, and do. These all have irregular forms and are listed in the resource list that
follows. The auxiliary verbs to be and have are followed by progressive and past participle forms (he is
eating, they had eaten). Do is commonly used in negative constructions (did not eat, does not care).
Other auxiliary verbs include: will, shall, may, might, can, could, must, should, would, and ought.
Unlike most languages, English does not have a verb form for the future tense. The future tense in
English is formed by using auxiliaries (generally will) with the verb.
RESOURCE LIST IRREGULAR VERB TENSE

PRESENT PAST PAST PARTICIPLE PRESENT PAST PAST PARTICIPLE

am/is (to be) was been give gave given
are (to be) were been go went gone
beat beat beaten grind ground ground
begin began begun grow grew grown
bend bent bent hang hung/hanged hung
bet bet bet have/has had had
bite bit bitten hear heard heard
bleed bled bled hide hid hidden
blow blew blown hit hit hit
break broke broken hold held held
bring brought brought hurt hurt hurt
build built built keep kept kept
burn burnt/burned burnt/burned know knew known
burst burst burst lay laid laid
bust busted/bust busted/bust lead led led
buy bought bought leave left left
catch caught caught lend lent lent
choose chose chosen let let let
come came come lie lay lain
cost cost cost light lit/lighted lit/lighted
creep crept crept lose lost lost
cut cut cut make made made
dig dug dug mean meant meant
dive dived/dove dived meet met met
do did done pay paid paid
draw drew drawn prove proved proven/proved
dream dreamed/dreamt dreamed/dreamt put put put
drink drank drunk upset upset upset
drive drove driven quit quit/quitted quit/quitted
eat ate eaten read read read
fall fell fallen rid rid rid
feed fed fed ride rode ridden
feel felt felt ring rang rung
fight fought fought rise rose risen
find found found run ran run
fly flew flown say said said
forbid forbade forbidden see saw seen
forget forgot forgotten sell sold sold
forgive forgave forgiven send sent sent
freeze froze frozen set set set
get got got/gotten shake shook shaken
 PRESENT PAST PAST PARTICIPLE PRESENT PAST PAST PARTICIPLE
shed shed shed sting stung stung
shoot shot shot string strung strung
shine shined/shone shined/shone spit spit spit
show showed shown/showed sweep swept swept
shrink shrank/shrunk shrunk swear swore sworn
shut shut shut swim swam swum
sing sang sung swing swung swung
sink sank sunk take took taken
sit sat sat teach taught taught
sleep slept slept tear tore torn
slide slid slid tell told told
smell smelled/smelt smelled/smelt think thought thought
speak spoke spoken throw threw thrown
spend spent spent understand understood understood
spell spelled/spelt spelled/spelt wake woke/waked woken/waked
spin spun spun wear wore worn
spoil spoiled/spoilt spoiled/spoilt weave wove woven
split split split weep wept wept
spread spread spread wet wet wet
spring sprang/sprung sprung win won won
stand stood stood wind wound wound
steal stole stolen wring wrung wrung
stick stuck stuck write wrote written

IRREGULAR VERB CARDS

The present verb is its base form. A present participle is formed by adding –ing. In regular verbs, the past
and past participle are formed by adding –ed. However, many frequently used English verbs have
irregular formations in the past and past participle tense, and those are what this card set reviews.
Verbs ending in –ing can also form gerunds. Gerunds function as nouns. Generally gerunds are
used in phrases, although they can stand alone. (Jogging in the dark is dangerous. Mary did not like
having to babysit.). Review gerunds before starting this set since they are mentioned in the directions.
The cards in this set are two-sided, each containing a different irregular verb. Students are to
complete both sides. First they should number a paper from 1–10 for each side (A & B).
At the top of each card, students are shown the present, past, present participle, and past participle
verb forms. They read each sentence, select the correct verb tense, and write the answers on their papers.
Most students will be able to determine the correct get (-s) got getting gotten or got
choice for each sentence by applying knowledge of GIV–4A
Number a paper from 1–10. Write the verb form that would complete each sentence. Remember
that the final two verb forms are used with helping verbs (or -ing as a gerund). Check your work.
grammar acquired through years of use. If some students Use each of the verb forms from these irregular verbs in a quality sentence.
NOTE: forget (-s), forgot, forgetting, forgotten or forgot (same spelling pattern)
have English as a second language or are struggling due to 1. In cities where air pollution has ____________ very bad, people breathe pure oxygen in oxygen bars.
2. Thirty million people who ____________ the flu in 1918 died, making it the worst epidemic in history.
weak grammar skills, then additional instruction may be 3. Plants ____________ their green coloring from a pigment called chlorophyll.
4. Walt Disney, a pioneer in animation, ____________ 35 Oscars between 1931 and 1969.
needed on topics such as tenses or auxiliary verbs. 5. During a crescendo, the music is ____________ louder and louder.

After completing the 20 sentences, students get the 6. Pigs, walruses, light-colored horses, and noses of dogs can ____________ sunburned.
7. Since the ozone layer is being depleted, more people are ____________ skin cancer.

answer key (one side for each exercise), check their work, 8. People who kissed Ireland’s Blarney Stone are supposed to have ____________ the skill of flattery.
9. We can blame our mosquito bites on females who are ____________ nutrition for their eggs.

and record it on their checklist. 10. An average of 40 Americans per day ____________ seriously hurt on trampolines.
PREPARING & MANAGING MATERIALS

CUTTING & PACKAGING

A rotary trimmer is ideal for cutting laminated materials.
A paper cutter will suffice, but rotary trimmers are more
accurate and easier to use. If your school does not have one,
rotary trimmers can be purchased at art and office supply
stores or at discount warehouse clubs. Large copy centers
often have a rotary trimmer available for customer use.
Make the longest cuts on the trimmer. Cut lines appear
on one side of the card only. Scissors can be used to cut
apart answer keys once the 11-inch cuts are made. Sharp
scissors expedite preparation as long as cuts can be made
with one motion.
Every card has a code. The number is the same on both
sides of the card, although it is followed on one side with an
A and on the other with a B. Once side A is completed
(GIV– #A), students continue with side B (GIV–#B).
After completing their work, students get the answer
key, check their own work, and record it on their checklist.

CLASSROOM ORGANIZATION
Select storage containers that hold and display the sets most efficiently. Those
that offer high visibility speed the selection process. Many types and sizes of
plastic storage boxes are available. Look at standard storage tubs, as well as
containers for food or office supplies.
Since students will be choosing sets that they have not yet completed,
classroom organization is important. If using multiple sets of manipulatives, it
works best to spread them out in various locations throughout the classroom.
That way, students will not have to congregate in a single area.

CHECKLISTS & STUDENT ACCOUNTABILITY

Make copies of the checklist that follows. Every Reading Manipulatives product contains unique,
individualized activities. Students (or teachers) use the checklists to record work and to select sets or
cards that have not yet done. Since the manipulatives and cards are part of a comprehensive instructional
program, it is imperative to track completed materials.
Consider using student language arts folders as an
organizational tool. Checklists can be glued to the inside folder,
rather than leaving them loose. That way, they are easy to get at
and unlikely to be lost. Students will have multiple checklists
in their folders, one for each series of manipulatives or skills
cards that they are using. They can also place any written
work in their folders.
Each day the teacher can collect the folders containing assignments;
check over each student’s work, much of which can be self-corrected; see that
everything was recorded; and plan instruction or activities for individual students.
 IRREGULAR VERBS CARDS IRREGULAR VERBS CARDS
GIV-1 _________ GIV-9 _________ GIV-17 _________ GIV-1 _________ GIV-9 _________ GIV-17 _________

GIV-2 _________ GIV-10 _________ GIV-18 _________ GIV-2 _________ GIV-10 _________ GIV-18 _________

GIV-3 _________ GIV-11 _________ GIV-19 _________ GIV-3 _________ GIV-11 _________ GIV-19 _________

GIV-4 _________ GIV-12 _________ GIV-20 _________ GIV-4 _________ GIV-12 _________ GIV-20 _________

GIV-5 _________ GIV-13 _________ GIV-21 _________ GIV-5 _________ GIV-13 _________ GIV-21 _________

GIV-6 _________ GIV-14 _________ GIV-22 _________ GIV-6 _________ GIV-14 _________ GIV-22 _________

GIV-7 _________ GIV-15 _________ GIV-23 _________ GIV-7 _________ GIV-15 _________ GIV-23 _________

GIV-8 _________ GIV-16 _________ GIV-24 _________ GIV-8 _________ GIV-16 _________ GIV-24 _________

IRREGULAR VERBS CARDS IRREGULAR VERBS CARDS

GIV-1 _________ GIV-9 _________ GIV-17 _________ GIV-1 ________ GIV-9 ________ GIV-17 ________

GIV-2 _________ GIV-10 _________ GIV-18 _________ GIV-2 ________ GIV-10 ________ GIV-18 ________

GIV-3 _________ GIV-11 _________ GIV-19 _________ GIV-3 ________ GIV-11 ________ GIV-19 ________

GIV-4 _________ GIV-12 _________ GIV-20 _________ GIV-4 ________ GIV-12 ________ GIV-20 ________

GIV-5 _________ GIV-13 _________ GIV-21 _________ GIV-5 ________ GIV-13 ________ GIV-21 ________

GIV-6 _________ GIV-14 _________ GIV-22 _________ GIV-6 ________ GIV-14 ________ GIV-22 ________

GIV-7 _________ GIV-15 _________ GIV-23 _________ GIV-7 ________ GIV-15 ________ GIV-23 ________

GIV-8 _________ GIV-16 _________ GIV-24 _________ GIV-8 ________ GIV-16 ________ GIV-24 ________

IRREGULAR VERBS CARDS IRREGULAR VERBS CARDS

GIV-1 _________ GIV-9 _________ GIV-17 _________ GIV-1 _________ GIV-9 _________ GIV-17 _________

GIV-2 _________ GIV-10 _________ GIV-18 _________ GIV-2 _________ GIV-10 _________ GIV-18 _________

GIV-3 _________ GIV-11 _________ GIV-19 _________ GIV-3 _________ GIV-11 _________ GIV-19 _________

GIV-4 _________ GIV-12 _________ GIV-20 _________ GIV-4 _________ GIV-12 _________ GIV-20 _________

GIV-5 _________ GIV-13 _________ GIV-21 _________ GIV-5 _________ GIV-13 _________ GIV-21 _________

GIV-6 _________ GIV-14 _________ GIV-22 _________ GIV-6 _________ GIV-14 _________ GIV-22 _________

GIV-7 _________ GIV-15 _________ GIV-23 _________ GIV-7 _________ GIV-15 _________ GIV-23 _________

GIV-8 _________ GIV-16 _________ GIV-24 _________ GIV-8 _________ GIV-16 _________ GIV-24 _________