Lesson video

- Hi, everyone.

It's me, Ms. Madden.

I'm really excited to see you here today.

In this lesson, we are going to be practising and applying our knowledge of suffixes, the ed suffix, which helps us turn verbs from the present tense to the past tense.

And I'm particularly excited about today's lesson because we will be learning a new strategy to help us practise and to embed those spellings in our memory.

And that strategy is writing from small to large.

I think it's really fun and I can't wait to show you about it.

Let's get going.

In this lesson, we will start off by revising the rules, thinking about what we learned in our previous lesson, then we will have an opportunity to practise and apply the rules.

Then we're going to do something new, we are going to learn a new strategy of how to practise, and that's going to be the strategy writing from small to large, it's really fun.

And finally, we will have the spelling test.

You may be doing spending test today or you might be doing it on a subsequent day.

In this lesson, you will need an exercise book or some paper.

Lined paper can really help when we're trying to keep our writing neat.

A pencil or a pen, whatever you prefer to write with.

And of course you're going to need your brain 'cause we're going to be doing lots of thinking and learning.

First let's revise the rules, or when we add the suffix ed.

Can you fill in the blanks for these sentences? Ed is a type of.

When we add ed to the end of a, it changes from to.

Pause the video and see if you can fill in those blanks.

Say it out loud.

Well done.

Let's do it together.

Ed is a type of suffix.

When we add ed to the end of a verb, it changes from present tense to past tense.

Well done.

What are the rules for when we add ed? Can you remember? Have a pause, have a think, see if you can say it out loud.

Okay, let's see how many you did remember.

We might just add ed.

What else was there? We could double the consonant and then add ed.

We might remove the E and then add ed.

Or finally, this is the tricky one, remove the Y and add ied.

So those are all our rules.

It's not quite as easy as that, is it? Because you have to remember when to use those rules.

So we've got this mind map to help us remember which rule do we use when.

For most words, we just add ed.

If the word had a short bowel sound in it, that's when we double the consonant and add ed.

When the word ends in an E, that's when we remove the E and add ed.

And what was the final one? When the word ends in a Y, that's when we removed the Y and add ied.

It seems a lot but actually we use the same rules for many of the suffixes that we add to words.

So when we get on top of this suffix, adding ed, it will help us learn how to spell lots of other words with different suffixes.

So bit by bit we build up our knowledge and it's gonna help us with lots of our spelling.

Now is the time to practise and apply these rules.

I'm going to give you a word and then I want you to write down what that word, what that verb will change into when we turn it into the past tense and add the ed suffix.

And here, I've got the rules to help you remember which one are you going to choose.

So let's get started.

Close.

Today I close the door.

What will that become in the past tense? Can you write it down? Yesterday I.

Okay, which rule were we using here? Yes, we were removing the E because it ends in an E, that's how we know we have to first remove the E then add ed.

So this is what it looks like.

Closed.

Yesterday I closed the door.

Well done, let's try another.

Hurry.

Today I hurry.

Hmm, there's a clue, look at the spelling of hurry.

There's a clue helping you to decide which rule we're gonna use.

Today I hurry, yesterday I.

Press pause, write that word down.

Okay, which rule will we use? Today I hurry, yesterday I hurried.

We're going to remove the Y because the word ends in a Y.

There the big clue, it ends in a Y, so we have to take away that Y and then add our ied.

Yesterday I hurried.

Have a look, what did you write? Did you get it right? Did you remember to put the ied? Fantastic.

Let's keep going.

Today I slip.

Don't slip on that banana skin.

Today I slip, yesterday I.

Press pause and write it down.

Okay, which rule were we using? Slip, /slip/, slip.

There was a clue there.

It had a short vowel, didn't it? Because that word had a short bowel sound, /slip/, that's why we need to double the consonant and then add ed.

Yesterday I slipped on a banana skin.

Have a look, did you remember to double that consonant, put the double P in the middle of the word? Well done.

And don't worry, if you didn't, we've got more chances to practise.

Ooh, today I look, yesterday I.

Which one will it be? Press pause and write it down.

Okay, what was the rule for this one? That's right, this is a really common word.

And for this word, we just add ed.

Today I look, yesterday I looked.

It sounds like a /t/ at the end, /looked/, looked.

But we know it's not a /t/, it's not the letter T, it's ed, because we know when we turn the present tense word into the past tense, we generally add the suffix ed.

So that really helps us with our spelling.

Absolutely fantastic practise.

Okay, now we're going to practise and apply the rules in a slightly different way.

I have four present tense verbs here.

You're going to recognise them because you've been practising with them.

I want you to turn these verbs in the present tense into the past tense.

And I want you to write these down on a piece of paper and then we're going to look back and see if you made the right choice.

So the first word is peer, the synonym for look.

She peered around the corner.

Number two is spy.

I spy something.

She spied something out the window.

Number three is step.

I step out of bed, yesterday I stepped.

And then we have number four, I close the door, yesterday I closed the door.

I've said them out loud, I want you to write these four verbs in the past tense with their ed suffix.

Press pause and off you go.

Okay, well done.

Now we're going kind of have a look at how you may have spelled those words.

And we're going to use our rules to help us work out which is the correct spelling.

So we'll start with number one, peer.

You can see at the top here, we've written peer in the present tense, and then below we have three options.

And sometimes when I practise this with children in school, these are some of the options that I see written.

And we're going to use our knowledge of the rules to help us work out which one must be correct.

You may have written one of these spellings on your paper, you may have written something else, but we're going to work it out together.

Let's look at number one.

Peerd.

/erd/, peerd.

It sounds like it could be correct, but hang on.

I know that when we add the ed suffix, even if it sounds like a /d/ it means an ed.

It's not number one because it doesn't end in ed.

Let's have a look at number three.

Pered, /ered/.

Now hang on, we've got our present tense verb here, peer, and I can see that's spelled with a E-E-R.

These words are connected.

The present tense verb is connected to the past tense so the spelling of the main root word peer, the verb has to stay the same.

It can't be this one because that's spelled differently.

It's not this one.

So yes, you're right, number two is the correct spelling of peered.

We just add the ed suffix.

Well done.

Don't worry if you had something different, what's really important about what we're doing now is that we use our knowledge and we can see how our investigation and understanding the rules can help us make the best choices when we come to spell.

Perhaps you learned something.

Perhaps you realised, oh, when I know how the root word, the present tense verb is spelled, that's going to help me with the past tense.

Seeing connections between words is really, really important to help a competitor at spelling and to help you learn more words.

So let's try the next.

This one was the verb spy, I spy.

Sophie spied something out the corner of her eye.

We've got two options here, perhaps you had one of these written down, perhaps you had something different.

Let's have a look at number two.

I can see the root word spy, S-P-Y and then ed.

But hang on, we know when the present tense verb ends in a Y what do we do? We get rid of that Y and then we add the ied.

So it cannot be number two, because the Y is still there.

We know it has to be number one, it has to be S-P-I-E-D.

Did you learn something? Give yourself a tick if you caught it right, and if you didn't, can you correct your word.

And that means you've learned something, you've learned how to spell the word spied, which is really exciting.

Let's try again.

Okay, this time it was the verb step.

I step into the room.

Yesterday I stepped.

Let's look at number one.

Did I trick you with this one? S-T-E-P-D, could it be that? No, of course it couldn't be that one, because we know even though it sounds like a /d/ at the end, it has to have ed at the end.

Because we spell the suffix ed.

So it can't be that one.

What about number two? That has ed at the end, stepped.

But this is a tricky one because there's something special about that word step.

/Step/.

Can you remember? Yes, you're right.

It had a short vowel sound in it.

And then when there's a short vowel, what do we do? We double the consonant.

So it's not number two either.

You're right, it's number three.

We doubled the consonant and then added ed.

You are really getting the hang of this.

You are really using your rules to help you make the best spelling choices.

Okay, here we have the verb close.

I close the door, yesterday I closed the door.

Have you written any of these down? What about number one? What's happened here? Somebody has added the ed suffix to this word, number one, and that's what we do.

Could that be right? Hmm, I've just remembered when the verb ends in an E, we have to take away the E before we add the ed suffix.

So that isn't right because it has two Es in it.

And we had to take one away before we added the ed suffix.

What about number two? Well, hang on, there are no Es in that one, and we know we have to have the ed with the suffix.

So it can't be number two.

So you're right, number three is the correct spelling.

Yesterday I closed the door.

Check your work, tick it if it's correct, and if it's not, can you make the correction.

What a fantastic job you just did with practising and applying our knowledge.

Now is a really exciting and fun bit of our lesson.

We are going to do something really practical.

We're going to practise practising.

And we are going to be using the strategy small to large.

When we're practising , you are the best person to decide which word you want to practise with.

For me, I'm going to use the word climbed to do my practise, because that's one of the spellings I find trickier.

And the reason I find this one tricky is because it's got that silent B in it.

So that's why I've chosen this word.

Now I'm going to show you what to do.

Okay, let's have a look at this word climb.

We're going to write it from small to large.

First of all, I need to make sure that I've got my word written correctly.

So here I've got climb and I want you to say climbed.

I'm gonna go from small to large.

Remember I've got to use my cursive handwriting that will really help me embed it in my motor memory.

So small.

Climbed.

Did I spell it right? Yes.

Can it get a bit bigger? Climbed.

Bigger.

Climbed.

Even bigger.

Climbed.

Then we're gonna do one even bigger.

Climbed.

Hard to write this big.

Climbed.

Have I embedded it in my motor memory? Do you know a great way to check is to close your eyes and have a go at writing with your eyes closed, so I'm gonna try.

I'm gonna put my finger on the page so I know where it starts.

You can check if I'm not cheating.

Climbed.

How did I do? Oh, I came up the line, but I spelled it right, didn't I? Let me try another one.

Maybe I'll try and do it a bit bigger this time.

Climbed.

Yes, I did it right.

That is quite fun.

Now you have a go.

Fantastic.

So here with the spellings we set in the previous lesson, you could choose two or three of these spellings to now try your small to large strategy with.

Remember to use joined up handwriting if you can.

You can do each one in 10.

Press pause and practise with those three of the words that you find the trickiest.

Off you go.

Brilliant.

Well done.

I hope you enjoyed that new strategy.

In our next lesson, spelling lesson, we'll learn a new one.

Okay, so now it's time for the spelling test.

You can do your spelling test today, and you can also come back to this video and do the spelling test again when you've had more time to practise.

Even though it can feel a little bit stressful, you don't need to feel stressed when you do a spelling test, it's a way of you learning how to learn, seeing what you know without looking, and then that helps you see what you need to practise more.

So a spelling test is actually a way of helping our brain and our memory get stronger.

I find it a big exciting, not too scary, and I think this is my opportunity to see, do I know it or don't I? Which ones have I learned really well, and which ones do I want to spend a bit more time practising ? So off we go.

On your paper, I'd like you to turn up your paper or start a new page so that you can't see your notes that you've made so far in today's lesson.

Because we don't want to have the words out, then we wouldn't be testing ourselves properly.

So start a new page or cover up what you've done before.

Then I'd like you to write numbers one to 10 on the lines in a space or where we're going to write today's words.

So press pause and write one to 10.

Fabulous.

Now I'm going to read you this week's spellings, the spellings we set in the previous lesson, and you can have a go at writing them down.

Remember, if you're not sure of how to spell the spelling, what you can do is write in one or two ways and then make your best bet of what you think it should be and circle the right one.

That can be a useful strategy.

Number one, peered.

Sophie peered around the corner.

Peered.

Number two, rained.

It rained all day.

Rained.

Remember that if I go too fast for you at any point, you can just press pause to hear me say the word again.

Number three, looked.

Sophie looked out of the window.

Looked.

Number four, slipped.

Sophie slipped out of bed.

Slipped.

Number five, stepped.

Sophie stepped into the room.

Stepped.

Number six, spied.

Sophie spied something out of the window.

Spied.

Number seven, hurried.

Sophie hurried across the room.

Hurried.

Number eight.

Closed.

Sophie closed the window quickly.

Closed.

Number nine, climbed.

Sophie climbed out of bed.

Climbed.

Number 10, snatched Sophie snatched up her belongings.

Snatched.

Well done.

Remember, if you missed any out or you didn't hit any, you can rewind the video and go back to listen to what you missed.

Okay, now's a chance for us to go through these spellings.

And remember you are your best teacher.

So really pay attention, see what you got right.

And if you didn't get the spelling right, it's absolutely okay.

Spotting what you didn't get right and paying attention to it, that is how you learn.

No one is born good at spelling.

There aren't good spellers and bad spellers, we all get better at spelling by practising and paying attention.

Number one, peered.

P-E-E-R-E-D.

Peered.

Number two, rained.

R-A-I-N-E-D.

Number three, looked.

L-O-O-K-E-D.

Well done.

Tick what you've got right.

And if you haven't got it right, remember to correct it and write the correct spelling so that you know for next time.

Number four, slipped.

Oh, we're on a new rule here.

So we finished the three examples that just had add ed, and now we're on our doubling our consonant.

Slipped.

S-L-I-P-P-E-D.

Slipped.

Number five, stepped.

S-T-E-P-P-E-D.

Did you remember to double the P? Remember, when it's a short vowel sound, that's when we double.

Number six, spied.

Oh, this is a tricky one and it's because it comes from the root word spy that had a Y, but we have to get rid of that Y and add that ied.

Did you remember the ied? Number seven, hurried.

This is another tricky one.

Came from our root word hurry with a Y.

Did you remember to get rid of the Y and add the ied? Hurried.

Number eight, closed.

C-L-O-S-E-D.

Number nine, climbed.

This is one of the tricky ones.

C-L-I-M-B-E-D because it had a silent B.

Climb like thumb or bone.

Those words with a silent B at the end.

Last but not least, snatched.

This is another tricky one because it had the tch spelling.

S-N-A-T-C-H-E-D.

Snatched.

You might remember that tch goes after a short vowel on words like catch or watch or itch when the /tch/ sound is at the end of the root word, that's when it's a tch.

Absolutely fantastic.

Well done.

It's quite hard work doing all that practise and then doing that test.

But every bit of work you do helps you learn this.

In the long term, it's gonna help you remember these words and get better and better at spelling and use some of these exciting verbs in your writing that you're doing in the BFG units or other writing.

So well done.

We've done a lot in this lesson.

We've revised our rules, we've practised and applied those rules in different ways, we've learned how to practise our small to large, and we've done a spelling test.

Remember, if you're going to practise these words more over the following days or lessons, you can come back to this video to redo the spelling test whenever you want.

You have done a great job.

Congratulations.

And remember, keep practising.