Grade 1 · Lesson 9 — Which question am I asking?

U0 · Square One · What a word is + What a sentence is (1 of 2) · blocked practice · 10–15 min · 19 slides · no Poodle book pages yet — Square One runs on remedial sheets
Anchor to leave them with: —
ObjectiveStudents will identify which question is being asked before answering it, across mixed word and sentence items.
Smallest pieceBefore I answer, I work out which of the two questions I am being asked.
Spot test“Which question is this — how many words, or whole thought?”
Why that test works—
Why — in your own wordsAllah made us, and taught us how to speak.
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 9 · Deck: G1_L009_… .pptx · If it breaks: Remedial sheet 01, Remedial sheet 02, Remedial sheet 05 · Study guide — Quiz 2 (goes home today)
Vocabulary — pre-pointedT3: word = one thing we say — and when we write it, it has a space on each side; sentence = a whole thought — it makes sense all by itself
T2: notice = see it and know it
SlidePartOn screen / bookTeacher says Teacher does — point, click, clapStudents
1LaunchGrammar — Day 9(nothing yet — this is on screen as they come in and settle)Have Grammar — Day 9 up before they enter. Say nothing about it; it is doing its work by being there.See it on the way in. Know grammar is next.
2LaunchWhich question am I asking?“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.
3LaunchToday — Launch highlighted“Our plan.”Point down the steps.Look.
4LaunchToday the questions JUMP AROUND. Your first job: notice which one I am asking.“Something changes today. Up to now, all the questions in one lesson were the same kind. Today they are going to jump around. So your first job — before you answer anything — is to notice which question I am asking.”Say this slowly. It is the actual objective of the day.
Note: Name the interleaving. Unannounced mixing feels to a six-year-old like the teacher being random; named, it becomes a game they can win.
Listen.
5LaunchThe two questions
· Question 1: “How many words?” → write a NUMBER
· Question 2: “Whole thought, or only a piece?” → write W or P
· I will not tell you which one is coming.
· Listen for the question, THEN answer.		“There are only two questions. How many words? — and you write a number. Or whole thought, or only a piece? — and you write W or P. I will not tell you which is coming. Listen for the question first, then answer.”Click per line. Write NUMBER and W/P on the board and leave them up all lesson.Listen.
—LaunchWhy — say it
ten seconds, off screen, in your own words		“Allah made us, and taught us how to speak.”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.
—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 lamp fell. twice
· ① First one — How many words? → 3
· ② Second one — Whole thought or a piece? → W
· Leave both up, side by side
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.
6I doWatch me
· “The lamp fell. How many words?” → the question is WORDS → 3
· “The lamp fell. Whole thought or a piece?” → same sentence, different question → W
· Same words. Different question. Different answer.
· So: listen for the question first.		“The lamp fell. How many words? — the question is about words, so I count: three. … Now: The lamp fell. Whole thought, or a piece? — same sentence, but a different question, so a different answer: whole. Same words. Different question.”Use the SAME sentence for both. That is what makes the point visible.
Note: Deliberately holding the sentence constant and varying only the question isolates the thing being taught today.
Watch only.
7We doToday — We do highlighted“Together. Boards out.”Boards out.Boards ready.
8We doA cat ran.
How many words?
Answer3		“A cat ran. … How many words?”Say the SENTENCE, then POINT to the question as you say it — the question is on screen to support them, not to be skipped past. Wait. Boards up. Reveal.Decide which question it is, then answer.
9We doWith my best friend.
Whole thought or a piece?
AnswerP		“With my best friend. … Whole thought or a piece?”Say the SENTENCE, then POINT to the question as you say it — the question is on screen to support them, not to be skipped past. Wait. Boards up. Reveal.Decide which question it is, then answer.
10We doMy teacher is kind.
How many words?
Answer4		“My teacher is kind. … How many words?”Say the SENTENCE, then POINT to the question as you say it — the question is on screen to support them, not to be skipped past. Wait. Boards up. Reveal.Decide which question it is, then answer.
11We doBirds build nests.
Whole thought or a piece?
AnswerW		“Birds build nests. … Whole thought or a piece?”Say the SENTENCE, then POINT to the question as you say it — the question is on screen to support them, not to be skipped past. Wait. Boards up. Reveal.Decide which question it is, then answer.
12We doWent to the shop.
Whole thought or a piece?
AnswerP		“Went to the shop. … Whole thought or a piece?”Say the SENTENCE, then POINT to the question as you say it — the question is on screen to support them, not to be skipped past. Wait. Boards up. Reveal.Decide which question it is, then answer.
13We doI read.
How many words?
Answer2		“I read. … How many words?”Say the SENTENCE, then POINT to the question as you say it — the question is on screen to support them, not to be skipped past. Wait. Boards up. Reveal.Decide which question it is, then answer.
14You doToday — You do highlighted
Worksheet — Lesson 9
“On your own.”Hand out the worksheet.Sheet out.
15You doExit directions
Before you start
· Sheet and pencil
· Read the question above each one BEFORE you answer it
· Wait for “go”.
procedure — given standing still, before anyone moves
Worksheet — Lesson 9
“Before you move. Sheet and pencil. Read the question above each one BEFORE you answer it. 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.
16You doVIP slide
How we did it together
the worked example — one click per step
1. Write The lamp fell. twice
2. ① First one — How many words? → 3
3. ② Second one — Whole thought or a piece? → W
4. Leave both up, side by side
Worksheet — items 1–6
“Each one tells you which question it is. Read the question before you answer.”On the sheet the question is printed above each item. Watch for children answering the previous question out of habit — that is the error this day exists to surface.Read the question, then answer.
17ClosureToday — Closure highlighted“Boards up one more time.”Point to Closure.Boards ready.
18ClosureA very old man.
Whole thought or a piece?
AnswerP		“Last one. A very old man. Whole thought, or a piece?”Boards up on signal. Click to reveal.Write P. Hold up.
19ClosureListen for the question first.
Study guide — Quiz 2 (home today)
“Listen for the question first. Tomorrow we do it again — and there is a quiz. Your study guide goes home today.”Collect boards. Send the study guide home. Email it to parents tonight.Repeat: “Listen for the question first.”

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: Answers the right question for each item without prompting, and self-corrects when they realize they answered the previous question out of habit.

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
  • Judges by length — “it's long, so it's a sentence”
    Length is the most available surface feature, and it is usually correlated.
    → Offer a long fragment and a two-word sentence back to back. “Which one leaves you waiting?” Remedial sheet 05
  • Judges by punctuation — capital and period, therefore sentence
    We taught the marks in Lesson 7; over-application is the predictable cost.
    → Tier D items exist for exactly this. “The marks are there. Are you still waiting?” Remedial sheet 05

Three tiers

CoreAs written.
Bridge2–3 word items only. Teacher does the first one with the student.
FoundationOne word at a time; student echoes, then one clap. No sentences yet.

Non-verbal cue

Tap the ear once = “listen to the question first.”
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 9 Launch → I do → We do → You do → Closure