Grade 1 · Lesson 41 — A word that tells more about a verb

U1 · Level One — Parts of Speech · Adverbs (1 of 7) · blocked practice · 10–15 min · 18 slides · no Poodle book pages yet — Square One runs on remedial sheets
Anchor to leave them with: An adverb tells more about a verb.

ObjectiveStudents will a word that tells more about a verb.

Smallest pieceSome words tell us more about the doing word.

Spot test“How? When? Where?”

Why that test works'How, when, or where?' works because those are exactly the questions a verb leaves open. The adverb is the answer the verb invites.

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 41 · Deck: G1_L041_… .pptx · If it breaks: Remedial sheet 11, Remedial sheet 14

Vocabulary — pre-pointedT3: adverb = a word that tells more about the doing word — how, when, or where
T2: identify = find and name

Slide	Part	On screen / book	Teacher says	Teacher does — point, click, clap	Students
1	Launch	Grammar — Day 41	(nothing yet — this is on screen as they come in and settle)	Have Grammar — Day 41 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	A word that tells more about a verb	“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: the awkward ones. 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	“Allah taught Adam — peace be upon him — the names of everything.”	Why this matters. Say it, do not read it. Ten seconds. Note: Your words. A different reason every lesson, on purpose.	Listen.
4	Launch	Some words tell us more about the doing word.	“Some words tell us more about the doing word.”	Say it slowly. This is the one idea of the day. Note: CONFOUND CONTROLLED: Explicitly compared with adjectives: same job, different target. No -ly rule yet.	Listen.
5	Launch	What we will do · An adverb is a word that tells more about the doing word — how, when, or where. · Some words tell us more about the doing word. · The question we ask: “How? When? Where?” · Then we find them together.	“Some words tell us more about the doing word. The question we ask ourselves is: How? When? Where?”	Click once per line. Land on the question — it is the tool they keep.	Listen.
6	Launch	slowly AnswerHow? When? Where? → yes	“slowly. How? When? Where?”	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	“Sidney streaked away; she was soon blue.” … “How? When? Where?” … “away — an adverb.” “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 Sidney streaked away; she was soon blue. (p.67) · ① Write the question underneath: How? When? Where? · ② Try it on away — “__ed away” — it works · ③ Ring away and name it: an adverb 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	When I go by, you say wiggly! (p.61) Answerfind the adverb	“When I go by, you say wiggly!” … “How? When? Where?”	Wait. Boards up on signal. Scan before you reveal.	Write the answer, boards up.
11	We do	Sidney streaked away; she was soon blue. (p.67) Answerfind the adverb	“Sidney streaked away; she was soon blue.” … “How? When? Where?”	Wait. Boards up on signal. Scan before you reveal.	Write the answer, boards up.
12	We do	quickly Answeryes — How? When? Where? works	“quickly” … “How? When? Where?”	Wait. Boards up on signal. Scan before you reveal.	Write the answer, boards up.
13	We do	loudly Answeryes — How? When? Where? works	“loudly” … “How? When? Where?”	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 adverb in each one · Do all of them, then look up · Wait for “go”. procedure — given standing still, before anyone moves Worksheet — Lesson 41	“Before you move. Sheet and pencil. Ask the question on every item. Find the adverb 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 Sidney streaked away; she was soon blue. (p.67) 2. ① Write the question underneath: How? When? Where? 3. ② Try it on away — “__ed away” — it works 4. ③ Ring away and name it: an adverb Worksheet — Lesson 41	“On your own. The question is the same: How? When? Where?”	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	Now the subject IS the other thing. Answer— (check against the spot test, not the meaning)	“Last one. How? When? Where?”	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 adverb tells more about a verb.	“An adverb tells more about a verb.”	Collect boards.	Repeat: “An adverb tells more about a verb.”

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 six sentences mixing adjectives and adverbs, the child sorts them by asking what each word is telling us about, and gets at least five right.

Common errors

Calls an adjective an adverb because it sounds descriptive
Both describe; only the target differs.
→ “Is it telling you about a THING or about a DOING?” Two hands: flat palm for the thing, rolling hands for the doing. Remedial sheet 11
Assumes every -ly word is an adverb
Lesson 47 taught the rule, and rules over-generalise.
→ “Friendly. Is that telling you about a doing? No — a friendly PERSON.” Remedial sheet 14
Misses adverbs that do not end in -ly
Same over-generalisation, the other direction.
→ “He ran fast. What does FAST tell you? How he ran.” Lesson 50 exists for this. Remedial sheet 14

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

Adverb: one hand circling around the other hand while it moves

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 41 Launch → I do → We do → You do → Closure