Grade 1 · Lesson 3 — Hearing and seeing MATCH

U0 · Square One · What a word is (3 of 4) · blocked practice · 10–15 min · 17 slides · no Poodle book pages yet — Square One runs on remedial sheets
Anchor to leave them with: One word, one hop.

ObjectiveStudents will match each spoken word to exactly one written word.

Smallest pieceEach word I say is exactly one word on the page — one word, one hop.

Spot test“Can I say it on its own?”

Why that test works—

Why — in your own wordsAnimals make sounds. People use words. That is a way Allah honored us.

MaterialsMini-whiteboard + pen per student · Board or screen for the deck · Board space kept clear for the VIP — it stays up all lesson · Worksheet — Lesson 3 · Deck: G1_L003_… .pptx · If it breaks: Remedial sheet 01, Remedial sheet 02, Remedial sheet 03

Vocabulary — pre-pointedT3: word = one thing we say — and when we write it, it has a space on each side
T2: match = go together, one for one

Slide	Part	On screen / book	Teacher says	Teacher does — point, click, clap	Students
1	Launch	Grammar — Day 3	(nothing yet — this is on screen as they come in and settle)	Have Grammar — Day 3 up before they enter. Say nothing about it; it is doing its work by being there. Note: Same slide every lesson, number only changes. Students learn to read the room from it — it marks the transition into grammar before you speak.	See it on the way in. Know grammar is next.
2	Launch	Hearing and seeing MATCH	“Here is where this fits with what we already know.”	CONTEXT — say where this sits: what it follows, and what it is part of. One sentence, then move. (Greet the class as you always do; that is not a step.)	Listen. Orient.
3	Launch	Today — Launch highlighted	“Our plan.”	Point down the steps.	Look.
—	Launch	(no slide — retrieval)	“Clap Birds sing. How many? Now look — Birds sing. How many words do you see? The same number.”	Clap together (2). Write it on the board and count (2). 60 seconds. Note: SPIRAL — retrieval of Lessons 1 and 2 together. This is the bridge into today.	Clap 2. Count 2. Say “the same”.
4	Launch	Today we are going to MATCH the words we say to the words we see.	“Today we are going to match the words we say to the words we see.”	Tap on match.	Listen.
—	Launch	Why — say it ten seconds, off screen, in your own words	“Animals make sounds. People use words. That is a way Allah honored us.”	Why this matters. Say it, do not read it. Ten seconds, then move on. Do not explain it further today. Note: Your words, not these. This is the one beat of the lesson that should sound like you mean it rather than like it is written down.	Listen.
5	Launch	What we will do · We can hear words. · We can see words. · Today we check that they MATCH. · One word I say = one word on the page. · Your job: watch my finger. Did it match?	“We can hear words. We can see words. Today we check that they match — one word I say is one word on the page. I will read and touch. Your job is to watch my finger and decide: did it match?”	Click per line.	Listen.
—	Launch	(board — The cat sat.)	“Did my finger show you the words?” … “Now it matches.”	First SLIDE your finger under the whole line without stopping. Then do it again TOUCHING each word.	Say whether the finger showed the words.
6	I do	Today — I do highlighted	“Watch me.”	Point to I do.	Watch.
—	I do	(board — build the VIP, then leave it up)	(you are narrating each stage as you draw it — see the stages)	Build on the BOARD, not the slide. · Write The cat sat. · ① Draw a hop over the first word as you say it · ② Hop the rest — one hop each · ③ Count the hops — 3 words Then leave it up for the whole lesson. Note: Walk it one click per step — this is the slide the teacher talks through, not one to flash. Leave the BOARD copy up; the slide can move on once they start, because the same strip is printed at the top of their sheet. Come back to it if anyone stalls.	Watch it being built. It stays there to look at.
7	I do	Watch me · Display The cat sat. · Say and touch together: The(touch) cat(touch) sat(touch) · Now do it WRONG: say three, touch two → “Did that match? No. My finger was too fast.” · Do it right once more: “One word. One hop.”	“The (touch) cat (touch) sat (touch).” … “Watch again.” [say 3, touch 2] … “Did that match? No — my finger was too fast.” … “One word. One hop.”	Click per line. Make the wrong version obvious — clearly too fast. Note: Deliberate non-example. Always correct → wrong → correct. Never end on the error.	Watch. Answer “no” on the wrong one.
8	We do	Today — We do highlighted	“Together. Boards out. Write M for match, X for no match.”	Write M and X on the board as a reminder.	Boards ready.
9	We do	Dogs bark. AnswerM	“Watch my finger. Dogs bark. Did it match?”	Read while touching — teacher says 2, touches 2. Boards up on signal. Click to reveal.	Write M or X. Boards up.
10	We do	The sun is hot. AnswerX	“Watch my finger. The sun is hot. Did it match?”	Read while touching — teacher says 4, touches 3. Boards up on signal. Click to reveal.	Write M or X. Boards up.
11	We do	We pray. AnswerM	“Watch my finger. We pray. Did it match?”	Read while touching — teacher says 2, touches 2. Boards up on signal. Click to reveal.	Write M or X. Boards up.
12	You do	Today — You do highlighted Worksheet — Lesson 3	“On your own.”	Hand out the worksheet.	Sheet out.
13	You do	Exit directions Before you start · Sheet and pencil · Whisper it, touch it, hop it · Then write how many you touched · Wait for “go”. procedure — given standing still, before anyone moves Worksheet — Lesson 3	“Before you move. Sheet and pencil. Whisper it, touch it, hop it. Then write how many you touched. When I say go — and not before.”	Exit Directions. Give ALL of it standing still, before anyone touches anything. Then release. Do not add instructions once they are working — that is what the VIP on the board is for. Note: Given BEFORE the release, in one go. Adding a step mid-task is what produces the hands going up.	Listen with hands still. Then start.
14	You do	VIP slide How we did it together the worked example — one click per step 1. Write The cat sat. 2. ① Draw a hop over the first word as you say it 3. ② Hop the rest — one hop each 4. ③ Count the hops — 3 words Worksheet — items 1–3	“Touch each word as you whisper it. Then write how many you touched.”	Model the hop with an exaggerated finger. Watch for sliders. Note: Item 3 is The elephant is heavy. — teach elephant on purpose: many sounds, ONE word, ONE hop. First deliberate break from the one-syllable rule.	Touch-read, then write the count.
15	Closure	Today — Closure highlighted	“Boards up one more time.”	Point to Closure.	Boards ready.
16	Closure	The boy ran fast. Answer4	“Touch and count. How many words?”	Boards up on signal. Click to reveal.	Write 4. Hold up.
17	Closure	One word. One hop.	“One word. One hop. You can now hear words, see words, and match them.”	Collect boards.	Repeat: “One word. One hop.”

If it breaks — stop and repair

Do not move on. Reteach with the sheet named against the error, and let the float absorb it.

Secure looks like: Given a four-word sentence containing ONE multisyllabic word and ONE one-letter word, the child counts it correctly both by ear and on the page, and can answer “how do you know?” with the spot test rather than by guessing.

Common errors

Claps syllables instead of words — 'hap-py' gets two claps
Syllables are more salient to the ear than word boundaries at this age.
→ “That was two claps for ONE word. Long words still get one clap.” Return to Tier A, then reintroduce one Tier D item. Remedial sheet 01
Counts the period as a word
It is a visible mark with a space before the next thing.
→ “Can you SAY that on its own?” The spot test settles it. Remedial sheet 02
Slides the finger under the line instead of hopping word to word
It looks like reading and gets rewarded elsewhere.
→ Model the slide, ask “did that show you the words?”, then hop. Remedial sheet 03
Refuses 'I' or 'a' as a word — “it's just a letter”
Length has become the definition.
→ “Can you say it on its own? Then it is a word.” Lesson 4 exists for this. Remedial sheet 02
Counts a long word as two words
The same length↔word association, in the other direction.
→ One hop, said aloud, while touching it once. Remedial sheet 01

Three tiers

Core	As written.
Bridge	2–3 word items only. Teacher does the first one with the student.
Foundation	One word at a time; student echoes, then one clap. No sentences yet.

Non-verbal cue

One finger hopping = “one word, one hop.”

Question continuum: “How many claps?” (concrete) → “How do you know that was one word and not two?” (open)

As-Suffah Academy · Language Arts · Grade 1 · Lesson 3 Launch → I do → We do → You do → Closure