This week, I had the opportunity to guide a learner through the foundational mechanics of sentence construction specifically focusing on the power of verbs and nouns. It was part of a broader DLFA initiative aimed at strengthening Developmental Language and Foundational Awareness through purposeful engagement with core grammar. From the outset, the student showed curiosity but hesitated when asked to distinguish between naming words and action words. Rather than relying on rote definitions, we built understanding through movement, storytelling, and object-based learning. For example, instead of defining “run” as a verb, we acted it out. Instead of explaining “apple” as a noun, we held one, described it, and used it in a sentence. This tactile and visual approach aligned beautifully with DLFA principles making abstract grammar tangible and memorable. We introduced the theme "Verb & Noun Power: Speak with Purpose" to frame each activity. The goal wasn’t just to identify parts of speech, but to understand how they shape meaning. By pairing verbs with nouns from the learner’s environment “kick ball,” “eat banana,” “hug teddy” we created personalized sentence strips that reinforced both grammar and self-expression. One breakthrough moment came when the learner constructed a full sentence independently: “I jump rope.” It was short, but it carried intention, rhythm, and pride. That’s the essence of DLFA: empowering learners to use language not just correctly, but confidently and purposefully. This experience reminded me that grammar instruction, when rooted in relevance and creativity, becomes more than a technical skill it becomes a tool for identity and agency. Verbs give motion; nouns give meaning. Together, they give voice.