Past, Present and Progressive Tense
Use verbs to convey past and present tense correctly and consistently, including the progressive form (e.g., she is drumming, he was shouting), understanding how tense indicates time
Share and support
Teaching Table
Set out your lesson
Choose past and present verb forms. Write a consistent passage and explain ongoing actions.
Choose a useful rereading correction.
Choose the complete sentence.
Choose the earlier action word.
Name the action word.
- Label
Readiness 1
PromptChoose a useful rereading correction.
GivensYesterday the bird hop. Options: hopped or hops.
Response - Label
Readiness 2
PromptChoose the complete sentence.
GivensA: The bird hopped. B: bird the hopped
Response - Label
Readiness 3
PromptChoose the earlier action word.
GivensToday I walk. Yesterday I ___. Options: walked or walk.
Response - Label
Readiness 4
PromptName the action word.
GivensThe fox runs.
Response
Readiness 4: ________________________________ ________________________________ Readiness 3: ________________________________ ________________________________ Readiness 2: ________________________________ ________________________________ Readiness 1: ________________________________ ________________________________
Read the supplied sentences aloud. Use labelled paper fields or a plain text document. Record the chosen form and explanation.
Read aloud, enlarge text, dictate, or use a scribe. Record the mode and any content help.
Use fictional characters only. Do not request private family events. Stop or take a break when needed.
Original Gakuva teaching and fictional examples. Canonical source identifiers remain in adult provenance.
Check first. If a hard prerequisite needs teaching, pause. Practise its supplied example before returning. Record all support. Show readiness alone first. Cover later teaching and worked responses. This requires adult page management.
Use paper and a pencil, or a plain text document. Keep adult keys separate. Work in short sessions.
Record actual responses and help. These tasks do not establish mastery.
Use the complete materials on screen or print only the current sheet. Keep adult guidance out of learner view. Retain an earlier model only when the current step supplies it as context.
Teaching limits and safe use
These are finite task opportunities, not proof of mastery. Record what was attempted and what support was used.
Use only the supplied fictional contexts.
Record reading, transcription, and content help separately.
A model response is teaching, not the learner’s own work.
Time cues and the word bank support these choices.
Repeated practice phrases are rehearsal.
Record actual responses and help. These tasks do not establish mastery.
Compare teaching approaches
Teaching approaches
Gakuva’s recommended starting approach is selected. You can still compare every option.
1 approach
Choose past and present verb forms. Write a consistent passage and explain ongoing actions.
Choose past and present verb forms. Write a consistent passage and explain ongoing actions.
Family records and proof options
Keep a record of your learning
Save photos, notes, and attendance. Export a proof packet for compliance or portfolio reviews.
Learning resources
External links for extra practice. They do not replace Gakuva’s teaching approach.
No additional resources are listed for this topic.
The teaching approach appears above.
Check understanding
- Write a passage consistently in past tense without switching to present
- Use progressive forms correctly: 'was running', 'is jumping' to show ongoing actions
- Identify verbs in a sentence and change them from past to present tense or vice versa
“If your child is writing about something that happened yesterday versus something happening right now, do they change the verb — for example, writing "she jumped" for the past and "she is jumping" for right now?”
Curriculum record
- Type
- Conceptual
- Subject
- English
- Domain
- Grammar & Punctuation
- Age range
- Ages 6–9
Standards