Grade 1 · Lesson 25 — What kind?

U1 · Level One — Parts of Speech · Adjectives (2 of 6) · blocked practice · 10–15 min · 18 slides · no Poodle book pages yet — Square One runs on remedial sheets
Anchor to leave them with: An adjective tells more about a noun.

ObjectiveStudents will what kind?.

Smallest pieceAn adjective can tell what kind — red, soft, old.

Spot test“Which one? What kind? How many?”

Why that test works'Which noun does it tell me about?' works because an adjective cannot float free: it is always attached to a noun, usually just before it or just after a linking verb. No noun, no adjective.

Why — in your own words—

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 25 · Deck: G1_L025_… .pptx · If it breaks: Remedial sheet 10, Remedial sheet 11

Vocabulary — pre-pointedT3: adjective = a word that tells us more about a naming word
T2: identify = find and name

Slide	Part	On screen / book	Teacher says	Teacher does — point, click, clap	Students
1	Launch	Grammar — Day 25	(nothing yet — this is on screen as they come in and settle)	Have Grammar — Day 25 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.
2	Launch	What kind?	“Assalamu alaykum.”	Greet and settle.	Return the greeting.
3	Launch	Today — Launch highlighted	“Our plan.”	Point down the five steps.	Look.
—	Launch	(no slide — retrieval)	“Yesterday: a word that tells more about a noun. Quick — one together.”	60 seconds, no longer. Same language as when it was taught, a NEW example. Note: SPIRAL. If they cannot do this, that is today's real work — stop and reteach with the sheet named against the error.	Answer together.
—	Launch	Why — say it ten seconds, off screen, in your own words	“The better we know words, the better we understand the Qur'an.”	Why this matters. Say it, do not read it. Ten seconds. Note: Your words. A different reason every lesson, on purpose.	Listen.
4	Launch	An adjective can tell what kind — red, soft, old.	“An adjective can tell what kind — red, soft, old.”	Say it slowly. This is the one idea of the day. Note: CONFOUND CONTROLLED: One adjective, always straight before its noun.	Listen.
5	Launch	What we will do · Yesterday: a word that tells more about a noun. · An adjective can tell what kind — red, soft, old. · The question we ask: “Which one? What kind? How many?” · Then we find them together.	“An adjective can tell what kind — red, soft, old. The question we ask ourselves is: Which one? What kind? How many?”	Click once per line. Land on the question — it is the tool they keep.	Listen.
6	Launch	cold AnswerWhich one? What kind? How many? → yes	“cold. Which one? What kind? How many?”	Ask it, answer it aloud together, then click.	Answer together.
7	I do	Today — I do highlighted	“Watch me do one — then I will leave it on the board.”	Point to I do.	Watch.
8	I do	I-do example Watch me do one the exact task, modelled — sentence · question · ring it · name it	“That is how snoopy can modify he.” … “Which one? What kind? How many?” … “That — an adjective.” “Your turn: same question, on your board.”	One click per move: the sentence · the question · ring the word and name it · hand it over. Do it exactly the way you want them to do it — this is the task they are about to do on their boards, not a different, easier one. Note: Model the DOING, not only the thinking. The ring is the same mark they will make; the wording is the same wording you want back.	Watch. Hands still.
—	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 That is how snoopy can modify he. (p.35) · ① Write the question underneath: Which one? What kind? How many? · ② Try it on That — “That ___ ?” — it works · ③ Ring That and name it: an adjective 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.
9	We do	Today — We do highlighted	“Together. Boards out.”	Boards out.	Boards ready.
—	We do	(no slide — a student models, then turn and talk)	“Watch him/her do one. Same question, out loud.” … “Now turn to your partner. One of you does the next one out loud, the other one checks the question was asked.”	Student models first — pick someone you are confident will do it well; this first model sets the standard the class copies. Then turn and talk: 60 seconds, one item, and they swap roles. Listen for who says the question aloud and who just says an answer. Note: This is the Interactive Modeling step 4 move. It is not in every lesson — only where a procedure is new. Start over if the class does not watch the model silently.	One models; then partners take turns.
10	We do	How can they walk to a chapter? (p.36) Answerfind the adjective	“How can they walk to a chapter?” … “Which one? What kind? How many?”	Wait. Boards up on signal. Scan before you reveal.	Write the answer, boards up.
11	We do	A tired chicken gave him some soup. (p.37) Answerfind the adjective	“A tired chicken gave him some soup.” … “Which one? What kind? How many?”	Wait. Boards up on signal. Scan before you reveal.	Write the answer, boards up.
12	We do	old Answeryes — Which one? What kind? How many? works	“old” … “Which one? What kind? How many?”	Wait. Boards up on signal. Scan before you reveal.	Write the answer, boards up.
13	We do	new Answeryes — Which one? What kind? How many? works	“new” … “Which one? What kind? How many?”	Wait. Boards up on signal. Scan before you reveal.	Write the answer, boards up.
14	You do	Exit directions Before you start · Sheet and pencil · Ask the question on every item · Find the adjective in each one · Do all of them, then look up · Wait for “go”. procedure — given standing still, before anyone moves Worksheet — Lesson 25	“Before you move. Sheet and pencil. Ask the question on every item. Find the adjective in each one. Do all of them, then look up. 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.
15	You do	VIP slide How we did it together the worked example — one click per step 1. Write That is how snoopy can modify he. (p.35) 2. ① Write the question underneath: Which one? What kind? How many? 3. ② Try it on That — “That ___ ?” — it works 4. ③ Ring That and name it: an adjective Worksheet — Lesson 25	“On your own. The question is the same: Which one? What kind? How many?”	Their sheet carries the same strip. Come back to this if anyone stalls.	Work alone.
16	Closure	Today — Closure highlighted	“Boards up one more time.”	Point to Closure.	Boards ready.
17	Closure	She and I gave her cold water. Answer— (check against the spot test, not the meaning)	“Last one. Which one? What kind? How many?”	Boards up on signal. Scan. Click to reveal. Note: Held-out item — the class has not met this one.	Answer. Hold up.
18	Closure	An adjective tells more about a noun.	“An adjective tells more about a noun.”	Collect boards.	Repeat: “An adjective tells more about a noun.”

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 sentence with two adjectives on one noun, the child finds the noun first, then both adjectives, and can say which question each one answers.

Common errors

Marks the noun as the adjective
They sit side by side and only one has been named so far.
→ “Which one is the THING? Then the other one is telling you about it.” Remedial sheet 10
Calls an adverb an adjective — “quickly”
Both are describing words; only the target differs.
→ “What is it telling you about — a thing, or a doing?” This is why adverbs come later, not sooner. Remedial sheet 11
Finds only one adjective when two share a noun
The search stops at the first hit, as with nouns.
→ “Is there another one in front of it?” Remedial sheet 10

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

Adjective: fingers sprinkling down onto the flat noun hand

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 25 Launch → I do → We do → You do → Closure