Correcting one answer is only a start. Ask your child what they were thinking to find out whether to revisit a rule, reread the sentence, or practise spotting a clue. Choose topics within your school’s stated scope.
Is it the rule, the meaning or a missed clue?
Not knowing the form after has is a rule gap. Treating yesterday as an unfinished time suggests a meaning or time-concept gap. Missing not in the question calls for reading and checking practice.
Avoid calling an error careless from one answer. Ask why your child chose it, then use another sentence. If they cannot explain the choice, give a clearer explanation first.
Keep a three-column error record
Note the key clue, your child’s original reason, and a fresh question to try later. After a few questions, look for repeated causes and choose one matching skill guide.
- Ask why your child chose the first answer.
- Circle the time word, subject or negative word that changes the choice.
- Later, use a different sentence and ask for an explanation.
Worked example: what happened in has went?
These original sentences show why the same error may need different help.
Try it: diagnose one answer
Identify the clue and choose a different question for checking.
Try it yourself
A child fills go in Last Friday, Amy ___ to the museum and says, I forgot to look at Last Friday.
- Which clue should be circled first?
- What fresh question could check the past tense rather than only memorising went?
Show an explained answer
- Circle Last Friday. It names a finished past time, so went fits here.
- For example, Yesterday, Ben ___ (eat) lunch at school. The child chooses ate and explains the role of yesterday; this transfers the idea to another verb.
