Make up a call-and-response song with lots of actions.When you’re saying a rhyme, put an emphasis on the past tense verbs, like: “The incy wincy spider climbed up the water spout, down came the rain and washed the spider out…”.You could include things like how you “ went to grandma’s house,” “ watered” her plants,” how your child “ picked a flower,” and how they “ gave” it to grandma. Create your own experience book, and then talk about it in the past tense.Wow!” This again will double up to help develop your child’s Theory of Mind skills. Then, after you’ve read them, talk about who was right: “I guessed it was a duck’s egg and you said you thought it was a chicken’s egg. As you’re reading a story, make guesses about what will happen on the next pages.As you’re reading take note of what is happening, and then repeat it in the past tense: “Hey, I saw that! The boy kicked a ball!” Look for books where there’s lots of movement, like Gallop! Waddle! Kick! By Rufus Butler Seder.For example, in The Very Hungry Caterpillar by Eric Carle, one of the sentences goes “On Monday he ate through one apple.” Many children’s books are written in the past tense, so as you’re reading along just emphasize the past-tense verbs.Talk about your child’s favorite toys: “I thought your favorite was Fluffy the cat, but dad said yours was Coco the dog.” (And, talking about thoughts and feelings like this can also help your child to develop their Theory of Mind skills.).Once you found it, say where: “I found She was under the couch.” Hide a stuffed animal somewhere, and then with your child go find it. Then, talk about what happened: “Wow, the robot walk ed across the floor.” Use a wind-up toy and let it move around on its own.Afterwards, tell your child what happened using the past tense: “Did you see the cat? It jump ed.” Then, have them act out an action- something small like jump or run. With your child, pick out some dolls or action figures.Here are four games or activities that you can use to focus on the past tense. Expose them to the right way of using a verb in the past tense by saying the word in meaningful situations so children can hear it being used correctly, and do it over and over and over. So, what’s the best way to help your child learn these complexities? Exposure, and repetition. Because it is a blend of three consonant sounds, it can be difficult to learn how to say. And they’re more difficult to speak, because the ending doesn’t always easily flow from the base verb: “jumped” ends with an “mpt” sound. That means most children will need to hear it over and over to pick out the rule. These are the trickiest because the ending sounds soft and short. “-ed” sounds like “t” in words like walked, kissed, and liked.Some of these are easy to hear and say because the ”d” sound stands out at the end of words that finish with a vowel sound, like “play” and “played.” “-ed” sounds like “d” in words like played, tried, and remembered.This is the easiest form to hear, because it adds a completely new syllable to the end of the base verb. “-ed” sounds like “ed” or “id” (depending on your accent) in words like painted, waited, and landed. It can be tricky for a child to learn the past tense for regular verbs, because that same “-ed” ending can sound different depending on the verb being spoken.
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