Many verbs add -ed: play becomes played. Some change: go becomes went.
After did or did not, use the base verb.
See it. Say it. Understand it.
Easy / Start here
I played.
Moderate / Add a little
We went to the park yesterday.
Challenge / Try when ready
Did you go to the park after school?
More detail for teachers and confident learners
The past simple places a completed event before the present. Regular verbs often add -ed, while irregular forms must be learnt in meaningful phrases: go becomes went and see becomes saw. Questions and negatives normally use did plus the base verb: 'Did she go?' and 'She did not go.' Keep the time sequence clear when several events appear in a story. A past-time expression may help, but the verb form itself also carries the time meaning. Read a finished account and check for accidental changes into the present.
Work from meaning to form. Read the first model, identify what the words are doing, and compare it with the second model. Explain the difference aloud before using the pattern in a new sentence. When checking a draft, locate the relevant word or clause and test it in its full sentence; a rule used in isolation may miss the intended meaning.
At Stage 3, connect this skill to a short story or a familiar school activity. Move from an oral explanation to a few connected written sentences, keeping events and references clear. A partner should be able to explain the main meaning after hearing or reading the response once. Revisit any wording that causes a different interpretation.
වැඩි විස්තර අවශ්ය විට පමණක් මෙම කොටස කියවන්න.
Optional extra unit worksheet
Practise the whole unit and receive a separate answer or model guide.
Speech marks show the spoken words, while punctuation helps separate the speech from a reporting clause.
In 'Mina said, “I am ready.”', the full stop belongs inside the closing speech mark because it completes the spoken sentence.
See it. Say it. Understand it.
Easy / Start here
Mina said, “I am ready.”
Moderate / Add a little
“Are you ready?” Mina asked.
More detail for teachers and confident learners
Direct speech presents the words a person says. Speech marks show the spoken words, while punctuation helps separate the speech from a reporting clause. In 'Mina said, “I am ready.”', the full stop belongs inside the closing speech mark because it completes the spoken sentence. A question keeps its question mark: '“Are you ready?” Mina asked.' Start a new paragraph when a different speaker begins. Do not mix direct speech with a reported version that changes the pronouns and removes the exact words.
Work from meaning to form. Read the first model, identify what the words are doing, and compare it with the second model. Explain the difference aloud before using the pattern in a new sentence. When checking a draft, locate the relevant word or clause and test it in its full sentence; a rule used in isolation may miss the intended meaning.
At Stage 3, connect this skill to a short story or a familiar school activity. Move from an oral explanation to a few connected written sentences, keeping events and references clear. A partner should be able to explain the main meaning after hearing or reading the response once. Revisit any wording that causes a different interpretation.
වැඩි විස්තර අවශ්ය විට පමණක් මෙම කොටස කියවන්න.
Optional extra unit worksheet
Practise the whole unit and receive a separate answer or model guide.
A character is revealed through what they say, do, think, and notice, and through what others say about them.
An adjective such as generous needs evidence.
If a child gives away the last piece of fruit, the action can support generosity, though the situation might suggest a different motive.
See it. Say it. Understand it.
Easy / Start here
She shared her only umbrella: an action that can suggest generosity.
Moderate / Add a little
A brave action does not mean a character never feels afraid.
More detail for teachers and confident learners
A character is revealed through what they say, do, think, and notice, and through what others say about them. An adjective such as generous needs evidence. If a child gives away the last piece of fruit, the action can support generosity, though the situation might suggest a different motive. Track changes across a story: a quiet character may act bravely later. Distinguish the narrator's description from your own judgment. A convincing response explains how a particular action helps the reader understand the person.
A useful reading response moves from a clear claim to a precise piece of evidence and then to an explanation. Return to the exact part of the text before deciding. Short evidence is usually easier to analyse than a long copied passage. Keep the wording of the question in mind so that an accurate observation also becomes a relevant answer.
At Stage 3, connect this skill to a short story or a familiar school activity. Move from an oral explanation to a few connected written sentences, keeping events and references clear. A partner should be able to explain the main meaning after hearing or reading the response once. Revisit any wording that causes a different interpretation.
වැඩි විස්තර අවශ්ය විට පමණක් මෙම කොටස කියවන්න.
Optional extra unit worksheet
Practise the whole unit and receive a separate answer or model guide.
The paid worksheet brings together all the lessons in this unit. A separate answer or model guide is included. Page count depends on the skills and activities.
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