Grade 1 · Lesson 26 — How many?

U1 · Level One — Parts of Speech · Adjectives (3 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 how many?.
Smallest pieceNumbers are adjectives too — three books, many cars.
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 26 · Deck: G1_L026_… .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
SlidePartOn screen / bookTeacher says Teacher does — point, click, clapStudents
1LaunchGrammar — Day 26(nothing yet — this is on screen as they come in and settle)Have Grammar — Day 26 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.
2LaunchHow many?“Assalamu alaykum.”Greet and settle.Return the greeting.
3LaunchToday — Launch highlighted“Our plan.”Point down the five steps.Look.
—Launch(no slide — retrieval)“Yesterday: what kind?. 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.
—LaunchWhy — say it
ten seconds, off screen, in your own words		“Careful words make careful thinking.”Why this matters. Say it, do not read it. Ten seconds.
Note: Your words. A different reason every lesson, on purpose.
Listen.
4LaunchNumbers are adjectives too — three books, many cars.“Numbers are adjectives too — three books, many cars.”Say it slowly. This is the one idea of the day.
Note: CONFOUND CONTROLLED: Numbers are usually a surprise. Their own piece.
Listen.
5LaunchWhat we will do
· Yesterday: what kind?.
· Numbers are adjectives too — three books, many cars.
· The question we ask: “Which one? What kind? How many?”
· Then we find them together.		“Numbers are adjectives too — three books, many cars. 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.
6Launchwet
AnswerWhich one? What kind? How many? → yes		“wet. Which one? What kind? How many?”Ask it, answer it aloud together, then click.Answer together.
7I doToday — I do highlighted“Watch me do one — then I will leave it on the board.”Point to I do.Watch.
8I doI-do example
Watch me do one
the exact task, modelled — sentence · question · ring it · name it		“You gave Sidney and him small bowls.” … “Which one? What kind? How many?” … “small — 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 You gave Sidney and him small bowls. (p.37)
· ① Write the question underneath: Which one? What kind? How many?
· ② Try it on small — “small ___ ?” — it works
· ③ Ring small 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.
9We doToday — We do highlighted“Together. Boards out.”Boards out.Boards ready.
10We doPoodle and I ate big purple beets. (p.37)
Answerfind the adjective		“Poodle and I ate big purple beets.” … “Which one? What kind? How many?”Wait. Boards up on signal. Scan before you reveal.Write the answer, boards up.
11We doThe white chicken gave me a grape. (p.37)
Answerfind the adjective		“The white chicken gave me a grape.” … “Which one? What kind? How many?”Wait. Boards up on signal. Scan before you reveal.Write the answer, boards up.
12We dolong
Answeryes — Which one? What kind? How many? works		“long” … “Which one? What kind? How many?”Wait. Boards up on signal. Scan before you reveal.Write the answer, boards up.
13We dothin
Answeryes — Which one? What kind? How many? works		“thin” … “Which one? What kind? How many?”Wait. Boards up on signal. Scan before you reveal.Write the answer, boards up.
14You doExit 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 26
“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.
15You doVIP slide
How we did it together
the worked example — one click per step
1. Write You gave Sidney and him small bowls. (p.37)
2. ① Write the question underneath: Which one? What kind? How many?
3. ② Try it on small — “small ___ ?” — it works
4. ③ Ring small and name it: an adjective
Worksheet — Lesson 26
“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.
16ClosureToday — Closure highlighted“Boards up one more time.”Point to Closure.Boards ready.
17ClosureRow many can you find for him?
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.
18ClosureAn 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

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

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 26 Launch → I do → We do → You do → Closure