Grade 1 · Lesson 61 — Interleave: Verbs + Adverbs + Prepositions

U1 · Level One — Parts of Speech · Verbs + Adverbs + Prepositions (—) · blocked practice · 10–15 min · 17 slides · no Poodle book pages yet — Square One runs on remedial sheets
Anchor to leave them with: A verb tells what happens.
ObjectiveStudents will tell verbs + adverbs + prepositions apart in mixed practice.
Smallest pieceBefore I answer, I work out which question I am asked.
Spot test“Which question is this?”
Why that test works—
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 61 · Deck: G1_L061_… .pptx · If it breaks: Remedial sheet 11, Remedial sheet 12, Remedial sheet 13, Remedial sheet 14, Remedial sheet 15, Remedial sheet 16
Vocabulary — pre-pointedT3: verb = a word that tells what someone or something does; adverb = a word that tells more about the doing word — how, when, or where; preposition = a word that tells where something is, or when
T2: sort = put into groups
SlidePartOn screen / bookTeacher says Teacher does — point, click, clapStudents
1LaunchGrammar — Day 61(nothing yet — this is on screen as they come in and settle)Have Grammar — Day 61 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?“Assalamu alaykum.”Greet and settle.Return the greeting.
3LaunchToday — Launch highlighted“Our plan.”Point down the steps.Look.
—LaunchWhy — 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.
Listen.
4LaunchToday the questions jump around: verb + adverb + preposition.“Today the questions jump around — verb + adverb + preposition. Your first job, before you answer anything, is to notice which one I am asking.”Say it slowly. This is the actual objective of the day.
Note: NAME THE INTERLEAVING. Unannounced mixing feels random to a six-year-old; announced, it is a game they can win.
Listen.
5LaunchThe questions
· Verb — “Can I put “I” in front of it?”
· Adverb — “How? When? Where?”
· Preposition — “Can I say it in front of “the box”?”
· I will not tell you which is coming.
· Listen for the question, THEN answer.		“Verb: “Can I put “I” in front of it?” · Adverb: “How? When? Where?” · Preposition: “Can I say it in front of “the box”?”. I will not tell you which is coming.”Click per line. Write the questions on the board and leave them up.Listen.
6I doToday — I do highlighted“Watch me work out which question it is — then do one.”Point to I do.Watch.
7I doI-do example
Watch me do one
the exact task, modelled — sentence · question · ring it · name it		“Brown earthworms never sing in groups.” … “Can I put “I” in front of it?” … “sing — a verb.” … “How? When? Where?” … “never — an adverb.” … “Can I say it in front of “the box”?” … “in — a preposition.” “Two questions. Two answers. One sentence. Your turn.”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 Brown earthworms never sing in groups.
· ① Write the question underneath: Can I put “I” in front of it?
· ② Try it on sing — “I sing” — it works
· ③ Ring sing 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.
8We doToday — We do highlighted“Together. Boards out.”Boards out.Boards ready.
9We doSome red chickens saw Sidney and her.
Can I put “I” in front of it?
Answerfind the verb		“Some red chickens saw Sidney and her.” … “Can I put “I” in front of it?”Say the SENTENCE, then point at the question as you say it. Boards up on signal.Decide which question, then answer.
10We doSidney streaked away; she was soon blue.
How? When? Where?
Answerfind the adverb		“Sidney streaked away; she was soon blue.” … “How? When? Where?”Say the SENTENCE, then point at the question as you say it. Boards up on signal.Decide which question, then answer.
11We doNow the subject IS the other thing.
How? When? Where?
Answerfind the adverb		“Now the subject IS the other thing.” … “How? When? Where?”Say the SENTENCE, then point at the question as you say it. Boards up on signal.Decide which question, then answer.
12We doTwo adjectives: He was strong and fast.
Can I say it in front of “the box”?
Answerfind the preposition		“Two adjectives: He was strong and fast.” … “Can I say it in front of “the box”?”Say the SENTENCE, then point at the question as you say it. Boards up on signal.Decide which question, then answer.
13You doExit directions
Before you start
· Sheet and pencil
· Read the question above each one BEFORE you answer it
· Find the verb or the adverb or the preposition
· Do all of them, then look up
· Wait for “go”.
procedure — given standing still, before anyone moves
Worksheet — Lesson 61
“Before you move. Sheet and pencil. Read the question above each one BEFORE you answer it. Find the verb or the adverb or the preposition. 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.
14You doVIP slide
How we did it together
the worked example — one click per step
1. Write Brown earthworms never sing in groups.
2. ① Write the question underneath: Can I put “I” in front of it?
3. ② Try it on sing — “I sing” — it works
4. ③ Ring sing and name it: a verb
Worksheet — Lesson 61
“On your own. Read the question first, every time.”Watch for children answering the previous question out of habit — that is the error this day exists to surface.Work alone.
15ClosureToday — Closure highlighted“Boards up one more time.”Point to Closure.Boards ready.
16ClosureTwo adverbs: She wrote quickly and well.
Answerfind the preposition		“Last one — and I am not telling you which question.”Boards up on signal. Reveal.Answer. Hold up.
17ClosureListen for the question first.“Listen for the question first.”Collect boards.Repeat it.

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 one.

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
  • 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
  • Names the preposition but not the noun it brought
    Only half the idea has been asked for in earlier topics.
    → “Under WHAT? Say the whole thing.” Never accept the preposition alone. Remedial sheet 15
  • Calls an adverb of place a preposition
    Both answer 'where'.
    → “Did it bring a naming word?” Lesson 61 exists for this. Remedial sheet 15
  • Misses time prepositions — “before is not a place word”
    Lessons 55–57 were entirely spatial.
    → “Before the lesson. It is telling you WHEN, and it still brought a naming word.” Remedial sheet 16

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 · Adverb: one hand circling around the other hand while it moves · Preposition: one hand travelling over, under and around a closed fist
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 61 Launch → I do → We do → You do → Closure