To practise and apply knowledge of more suffixes: Past and present tense, including test

Key Stage 2

English spelling

Suffixes: Past and present tense

English

The BFG - Narrative Writing

﻿- Hi everyone. It's me, Ms. Madden. And as you may remember, I love spelling. In today's lesson, we are going to be looking at more suffixes for the past and present tense. Today, we are going to be practising what we learned about adding the suffix -ing, that -ing suffix. I can't wait. In today's lesson, we will start off by revising the rules that we discovered in our previous spelling lesson. We will then have an opportunity to practise and apply those rules. Then we'll have a section where you will spend time practising . And the strategy that we'll be using today is the look, cover, write, check strategy. It might be one that you are familiar with. And finally, we will have a spelling test. You might be doing that spelling test today, or you might do that spelling test at a later point when you've had a chance to do some more practise. Let's get going. In this lesson, like all our other lessons, you will need an exercise book or some paper, a pencil or pen, and your thinking brain ready to do lots of remembering and learning. Press Pause, and go and get those things if you haven't got them right now. Okay, let's start by revising the rules. What did we learn about in our previous spelling lesson?

- ing is a type of, hm, we add -ing to the end of a, hm. Let's say it together.

- ing is a type of suffix. We add -ing to the end of a verb. Now, we're looking at verbs in the past and present tense. So we might start off with, I look. In the past tense, when we looked at -ed, I looked, yesterday I looked. When we add -ing, we make a verb that can be used in different ways. I am looking, I was looking, I will be looking. So adding -ing, the suffix -ing to our verb changes it into a verb that we actually can use in the present tense as well, or in the past tense, or in the future tense. But we are focusing really on the present tense and the past tense in this lesson. Okay. Can you remember the rules? Really think back, try and remember. Press Pause and say them out loud. Okay. What did you remember? We could just add -ing. Sometimes we double the consonant and add -ing. When do we do that? We do it if there's a short vowel, that's right. Sometimes we remove the E and then add -ing. When do we do that? We do it if the word ends in a E, that's right. What was our last rule? Keep the Y, and add -ing. When do we do that? If the word ended in a Y. Well done. You remembered it so well. Okay. Let's practise and apply these rules. We've done this before, so hopefully you remember. I'm going to give you a word and you have to point to the rule that we're going to use. If you want, you can pause and write the new verb, the new version of the verb down to test yourself even more. Hold, what happens when we have the -ing suffix? Point. Yes. We just add -ing. Holding. I am holding my bag. Next one. Close. Hmm, close. What do we do? Point. You're right. We remove the E and then add -ing because it ends in an E. That's our clue. Closing. I am closing. I was closing the door. Hurry. Hurry, hurry, hurry! Hmm. Which one do we use? Press Pause. Write it down or point. You're right. We keep the Y and then add -ing. Ending at out -ing suffix. I think that's a hard one. Hurrying. You can hear the Y, -ing. Hurrying. Slip. I slip. Be careful not to slip on the banana, /s/, /l/, /ip/. I gave you a clue. Point. Yes. Well done. We double the consonant, don't we? And then add ing. Why do we do that? Because there is a short vowel. Well done. You're doing really well with this. Okay. Let's do a bit more practise. This time, I definitely want you to write these words down. So here I've got some verbs in the present tense. Lead. I lead my dog. Copy. I copy down. Plan. I plan to go out. Write. I write something. I want you to write each of these verbs in its new form, where you have added the -ing suffix. Press Pause and write them down now. Okay. Let's have a look at what we've done. We haven't got these in our spelling words. So don't worry if you were feeling unsure. This is our chance to apply the knowledge of the rules, our knowledge that we've built up, and see if we can use those rules to help us with unfamiliar words. So I lead my dog. I am leading. Hmm. Which one is it going to be? You might have written one of these words. You might have written something different. That's okay. We're going to talk them through. Let's look at number one. Hmm. That's different to lead that I've written here. And with my root word, lead, that verb, lead, if I'm adding my suffix, I know that the spelling of the root word isn't going to change. It can't be number one. Number one actually says leding. It doesn't have the E-A spelling. We can always use the spelling of the root verb to help us spell the new word. Hmm. Let's look at number three. Leading. We've doubled the consonant there, but when do we double the consonant? Leading. That has a long vowel. Do we double the consonant with a long vowel? No, we don't. We only double the consonant if there's a short vowel. So it's not number three. You're right, it's number two. Leading. We just add -ing. Here we're using our knowledge of the rules. What we've investigated to help us with new spellings. Now let's try it with copy. What did you have written down? Maybe you have one of these written down. Maybe you had something else. Let's look at number two, copying, copying. Doesn't look right, does it? And I've remembered that the rule is we keep the Y this time. In other rules, yes, we did get rid of the Y and add an I, but not with -ing. We keep the Y. So it's not number two. You're right. It's number one. We keep the Y and add -ing. Correct your work if you didn't get it right. That's absolutely okay. When we correct our work, we're learning something. That's the whole point of doing these lessons is to learn something. You spotted what you've done wrong, and you think, hmm, this is how I should do it next time. That's great. That's what we want to achieve. Learning and remembering for next time. Okay. Plan. We've got two options here. You may have written one of these down. Let's look at number one. /pl/, /a/, /n/, /ing/. It sounds right. Planning. But hang on. Do you remember the rule? /pl/, /a/, /n/. If it's got a short vowel, what do we need to do? Double the consonant. So number one is not right. The correct answer is number two 'cause we have to double the consonant after the short vowel. Fantastic. You are learning so much. Okay. Write. Write is a tricky word because we've got that silent W at the beginning. So we mustn't forget that when we talk about write. It's a homophone. You might remember homophones, two words that sound the same but are spelled differently. So we could have right or wrong. But this one we're talking about is to write. Okay. You might have written one of these versions down. Let's look at number one, writing. Now, hang on. We haven't used our knowledge of the spelling of that root verb write in the present tense to help us with number one. There's a Y in that, and there wasn't. So it's definitely not that one. We should always use our knowledge of spellings that we know to help us with connected words. Our words are linked. And when you understand these links, it really helps us to spell words better. Let's look at number two, writing. That doesn't look quite right to me. And it's not right because we've not followed the rule. Number two is incorrect because we forgot to take off the E before we add -ing. Because when that verb ends in an E, we take it off and add -ing. Well done if you've got that right. It was a tricky one to write write, to write writing, but don't worry if you've got it wrong. This is how we learn. We make a mistake. We spot what we need to do. And hopefully you'll remember it the next time. You've done so well. Now we're going to do some practise. How to practise. We are going to use the look, cover, write, check strategy. You may well know this one. So when we're doing this strategy, we need to choose a word to do it with. I'm going to do it with whispering. I'm choosing one of the words that I find the most difficult to spell. And this one I find tricky because it's got a silent H. So what do we do for this strategy? First of all, we look. We look carefully at that word. First, what we need to see, is there anything tricky about it? And yes, there was. Do you remember? The silent H. So look really, really carefully. Sometimes it can be helpful to dot and dash with our sounds. Then we cover it up. Because when we're gonna write it, we don't want to be looking anymore. Now we want to try and use our memory to see if we can remember. Cover up that word. Then we write it down. We have a go at using our memory and trying to recall how it's spelled. And then last but not least, we check. And we have to look back to our original word and check if it's correct. I'll show you with another one of our words. Okay, so here, I've got my word trembling and I'm ready to start my look, cover, write, check strategy. First of all, I need to make sure that I've written out the word correctly. Now I need to cover it up, because when I write it, I'm trying to use my memory of how to spell it. Not to copy it. So now I'm gonna have a go. Trembling. Trembling. I've covered it. I've written it. What do I need to do next? Check. So I'm going to check T-R-E-M-B-L-I-N-G. Yes, I've got it correct. I'm going to cover them up again, and I'm gonna have another turn. Trembling. Because I'm left-handed, it covers up the words a bit more easily. That's look. T-R-E-M-B-L-I-N-G. Yes, I got it right again. So that was my look, cover, write and check. Okay. Now I want you to choose three of our words that we've set and practise the look, cover, write, check strategy. If you think you know these words really well, you could choose another word that you're learning to spell. Remember to follow all the stages we've spoken about. Press Pause, and go and practise. Fantastic. Now it's time for our spelling test. You may be doing a spelling test now, or you may come back to the spelling test after you've had more time to practise over the coming days. Okay. As I read the words for our spelling test out, remember, you can always press Pause if you need a little bit more time. Number one, blowing. I am blowing a bubble. Number two, reaching. I am reaching for the pen. Reaching. Number three, hiding. I am hiding from my brother. Hiding. Number four, staring. I am staring at you. Staring. Number five, spotting. I am spotting a word in a word. Spotting. Number six, running. I am running away. Running. Number seven, flying. I am flying in the sky. Flying. Number eight, trying. I am trying very hard. Trying. Number nine, trembling. I am trembling with fright. Trembling. Number 10, whispering. She is whispering. Whispering. Okay. Remember, you can go back, replay it, if you didn't hear all the words. Don't worry. It's just good to do a test as a way of self-checking what you know so far and anything you need to keep practising for the future. Okay, number one. Blowing. B-L-O-W-I-N-G. Remember, you can press Pause if you want to spend longer looking or hear me say the words again. Number two, reaching. R-E-A-C-H-I-N-G. Did you remember that E-A? Tick it if it's right. And if it's wrong, remember, just write the correct spelling down. Number three, hiding. H-I-D-I-N-G. That was a tricky one. Because it came from hide. Number four, staring. S-T-A-R-I-N-G. Number five, spotting. S-P-O-T-T-I-N-G. Number six, running. R-U-N-N-I-N-G. There's our examples where we've doubled the consonant because we had a short vowel. Number seven, flying. F-L-Y-I-N-G. We keep the Y. Number eight, trying. T-R-Y-I-N-G. Trying. Here were two of our tricky ones. Trembling. T-R-E-M-B-L-I-N-G. Trembling. Trembling. Number 10. Our last one. Whispering. W-H-I-S-P-E-R-I-N-G. Did you remember that silent H? Fantastic. So remember, tick what you've got correct. If you haven't, it's so okay. It's absolutely fine. Just pay attention to the bit that you need to learn next. You might say to yourself, "Hmm, I've noticed that I've got to take off to E and add the -ing." Try and notice what you got wrong, because that will help you get it right the next time. You are your best teacher. So we have done a lot in today's lesson. We have revised the rules. We've practised and applied those rules. We looked at lots of different words. We've done our look, cover, write, check strategy for practise. And we've done the spelling test. You can spend more time practising these words and then come back and do the spelling test again to see how you've done. Remember, keep practising . Congratulations!

To practise and apply knowledge of more suffixes: Past and present tense, including test

To practise and apply knowledge of more suffixes: Past and present tense, including test

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UnitEnglish spelling / Suffixes: Past and present tense

English spelling

UnitEnglish / The BFG - Narrative Writing

English