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Past and Present Tense.

A suffix can be used to change a root word by begin added to the end of the word.

The suffix 'ed' can be added to a word to turn it into the past tense. 


Follow the PowerPoint video below introducing the suffix ‘ed.’

The words with the 'ed' ending are in the past. This is called the past tense.

sometime the 'ed' suffix makes a different sound. Some sound like t, ed or id. Can you hear the difference?



'ed' Suffix

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Year Ones: Complete the following worksheets below or write the words/sentences onto your own paper.

Reception: Ask an adult to read out the words on the sheet below. Can you act them out? What do they mean? Can you think of an animal that moves this way? Think back to the Gingerbread Cowboy story and our Science lessons about the animals you will find in the Wild West.

Can you have a go at writing them down using your phonic knowledge?  Perhaps your adult could write the words out on to individual slips of paper and you could group them by looking at the suffix at the end. It is a 'ing' word or a 'ed' word? Choose how you would like to complete your learning and send me in your video/photos.


The Catch

We are going to use the animation below to help us predict and 'read' the film, thinking about what clues we can gather from the story so far and comparing it to our own knowledge and knowledge we may have gained from other stories.

It is tempting to watch the animation all in one go but please resist the temptation and follow the instructions below.


Start by watching the animated film called: The Catch. Pause film at various points (see below) and ask your child questions about the characters and their emotions, can they ‘read’ the film and what it is inferring through the animation? Allow them to have thinking time and allow the discussion to flow.

Play the beginning.

Pause the film after 25 secs – when the film zooms in on the boy.

What is the boy wearing, do we wear this in the UK? think about our topic, where do you think he might be from? How do you know? What is he doing? How do you think he is feeling?


Pause the film after 41 seconds when we see the fish in the basket.

How is the boy feeling at this point? Why do you think he is feeling like this? How would you feel if you caught a fish? How do we know that he needs to catch more fish? Who do you think he needs to catch the fish for? Play

Pause the film after he hears the noise of a trapped animal

What do you think the noise is? What do you think will happen next?

Pause at 1:09 before he cuts the trap

How do we know that he is shocked to see the fox? What do you think he is going to do?


Pause after the fox steals his fish and we see his shocked face.

How is the boy feeling? How could we show this to each other? What thoughts do you think are going through his head at this point?  


Pause the film as the boy crawls through the dark passageway.

Why does the boy look back before entering? How can we describe this tunnel using a simile? The tunnel is as dark as…. use the pictures below, ask your child to say the words so they understand simile.

Have another go; 'The thorns are as sharp as… see the pictures below.


Pause and end here (approx. 2:40) when the boy reaches the top of the cliff, the sun shines and he walks to the water's edge - DO NOT WATCH what happens next - leave it until tomorrow!

It seems like the fox was leading the boy somewhere – where do you think he was taking him? Why has the fox stopped and thrown the fish? Does the fox want the boy to have the fish? 

We will watch the ending tomorrow - please resist the temptation to watch it all today!

The Catch: A Native American Story

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Year One: Can you think of your own similes? Use the pictures above to help you or think of your own. Rewrite the sentences with your new ideas and then choose your favourite. You might be able to use it in tomorrow's Extended Writing. Possible sentence starters:

The fox was as quick as...

The tunnel was as dark as...

The thorn was as sharp as...

The boy was as hungry as...

Reception: Go fishing! (Print and cut out the fish below or write your own).  Once you have caught a word fish, have a go at sounding them out. You won't be able to sound out all of the words - an adult can tell you the word and you can repeat it. Keep these words because they might help you with your extended writing tomorrow.


If you have any paper clips and a magnet - attach a paper clip to each fish and make your own fishing rod. Tie the magnet to the end of a piece of string and try to fish the words! 



Extended Writing

The Catch

Today you get to watch the whole animation! Before you press play, recap what you know so far. There are no words so we have to use what we can see in the pictures and listen to how the music wants us to feel. 

Re-watch the animation from the beginning and finally find out why the fox has ran all the way to this lake on top of the hill. (We are going to create some art work this afternoon inspired by the ending of this story laugh).


Today's objective: We are learning about different cultures. We watched an animation about a

                          Native American boy trying to help to feed his tribe. He meets a fox along the way but 

                          all is not as it seems.

Year One:  

Success Criteria: Can you:

        - retell the animation remembering to use adjectives to add description?

        - remember full stops and capital letters to demarcate your sentences?



   Success Criteria: Can you …

               - use your neatest handwriting, forming each letter in the correct orientation. 

              - use your sound knowledge to hear sounds in words.

              - retell the ending of the story. What happened once the fox started to run?


I have written an example story below, you could choose to read it to your Reception child and/or read and analyse with your Year One child.

This is only for inspiration on how children might bring in adjectives, speech and similes to write at a higher standard. We are not expecting children to write this much, however, they should be encouraged to extend initial sentence ideas verbally, with an adult, and begin to write them down with growing independence and building up their stamina for writing and using their learning from the previous lessons (past and/or present tense and similes).


You may want to have a break and get active/fresh air before coming back and completing your writing.