Grade 1 · Lesson 38 — Finding the verb in a sentence

U1 · Level One — Parts of Speech · Verbs (4 of 8) · blocked practice · 10–15 min · 18 slides · no Poodle book pages yet — Square One runs on remedial sheets
Anchor to leave them with: A verb tells what happens.
ObjectiveStudents will finding the verb in a sentence.
Smallest pieceEvery sentence has a verb, and I can point to it.
Spot test“Can I put “I” in front of it?”
Why that test works'What is happening?' finds action verbs; 'is it just telling me that something IS?' finds being verbs. Both work because a verb is the only word that changes with time — ran, runs, will run — so if a word can be moved into yesterday or tomorrow, it is a verb.
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 38 · Deck: G1_L038_… .pptx · If it breaks: Remedial sheet 12, Remedial sheet 13
Vocabulary — pre-pointedT3: verb = a word that tells what someone or something does
T2: identify = find and name
SlidePartOn screen / bookTeacher says Teacher does — point, click, clapStudents
1LaunchGrammar — Day 38(nothing yet — this is on screen as they come in and settle)Have Grammar — Day 38 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.
2LaunchFinding the verb in a sentence“Assalamu alaykum.”Greet and settle.Return the greeting.
3LaunchToday — Launch highlighted“Our plan.”Point down the five steps.Look.
—Launch(no slide — retrieval)“Yesterday: verbs you cannot see. 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.
4LaunchEvery sentence has a verb, and I can point to it.“Every sentence has a verb, and I can point to it.”Say it slowly. This is the one idea of the day.
Note: CONFOUND CONTROLLED: One verb per sentence.
Listen.
5LaunchWhat we will do
· Yesterday: verbs you cannot see.
· Every sentence has a verb, and I can point to it.
· The question we ask: “Can I put “I” in front of it?”
· Then we find them together.		“Every sentence has a verb, and I can point to it. The question we ask ourselves is: Can I put “I” in front of it?”Click once per line. Land on the question — it is the tool they keep.Listen.
6Launchpull
AnswerCan I put “I” in front of it? → yes		“pull. Can I put “I” in front of it?”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		“They pull every day.” … “Can I put “I” in front of it?” … “pull — a verb.” “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 They pull every day.
· ① Write the question underneath: Can I put “I” in front of it?
· ② Try it on pull — “I pull” — it works
· ③ Ring pull and name it: a verb
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 doShould we say, Caesar rided his horse?
Answerfind the verb		“Should we say, Caesar rided his horse?” … “Can I put “I” in front of it?”Wait. Boards up on signal. Scan before you reveal.Write the answer, boards up.
11We doThe dog gave him a skinny stick.
Answerfind the verb		“The dog gave him a skinny stick.” … “Can I put “I” in front of it?”Wait. Boards up on signal. Scan before you reveal.Write the answer, boards up.
12We dodrink
Answeryes — Can I put “I” in front of it? works		“drink” … “Can I put “I” in front of it?”Wait. Boards up on signal. Scan before you reveal.Write the answer, boards up.
13We dowrite
Answeryes — Can I put “I” in front of it? works		“write” … “Can I put “I” in front of it?”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 verb in each one
· Do all of them, then look up
· Wait for “go”.
procedure — given standing still, before anyone moves
Worksheet — Lesson 38
“Before you move. Sheet and pencil. Ask the question on every item. Find the verb 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 They pull every day.
2. ① Write the question underneath: Can I put “I” in front of it?
3. ② Try it on pull — “I pull” — it works
4. ③ Ring pull and name it: a verb
Worksheet — Lesson 38
“On your own. The question is the same: Can I put “I” in front of it?”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.
17ClosureWe gave Poodle and him some soup.
Answer— (check against the spot test, not the meaning)		“Last one. Can I put “I” in front of it?”Boards up on signal. Scan. Click to reveal.
Note: Held-out item — the class has not met this one.
Answer. Hold up.
18ClosureA verb tells what happens.“A verb tells what happens.”Collect boards.Repeat: “A verb tells what happens.”

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 four sentences including one being-verb and one with two verbs, the child finds every verb and uses the “I ___” test rather than looking for movement.

Common errors

  • Misses being-verbs — “there's no verb, nobody does anything”
    We taught verbs as actions for seven lessons. This is the predictable cost, and it is why the spot test rather than 'action' is the rule.
    → “Can you say I AM? Then it is a verb. It is a quiet one.” Remedial sheet 12
  • Marks the noun that names a doer — “runner”, “teacher”
    The word contains the action.
    → “Can you say I runner? No. Can you say THE runner? Yes — it is a naming word.” Both spot tests, back to back. Remedial sheet 12
  • Finds only one verb when there are two
    Same first-hit search habit as nouns and adjectives.
    → “What else did he do?” Remedial sheet 13

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

Verb: both hands rolling forward, moving
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 38 Launch → I do → We do → You do → Closure