Grade 1 · Lesson 77 — Interleave: Prepositions + Conjunctions

U1 · Level One — Parts of Speech · Prepositions + Conjunctions (—) · blocked practice · 10–15 min · 16 slides · no Poodle book pages yet — Square One runs on remedial sheets
Anchor to leave them with: A preposition tells where or when.

ObjectiveStudents will tell prepositions + conjunctions 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 77 · Deck: G1_L077_… .pptx · If it breaks: Remedial sheet 15, Remedial sheet 16, Remedial sheet 17

Vocabulary — pre-pointedT3: preposition = a word that tells where something is, or when; conjunction = a joining word — it holds two things together
T2: sort = put into groups

Slide	Part	On screen / book	Teacher says	Teacher does — point, click, clap	Students
1	Launch	Grammar — Day 77	(nothing yet — this is on screen as they come in and settle)	Have Grammar — Day 77 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	Which question am I asking?	“Assalamu alaykum.”	Greet and settle.	Return the greeting.
3	Launch	Today — Launch highlighted	“Our plan.”	Point down the steps.	Look.
—	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.	Listen.
4	Launch	Today the questions jump around: preposition + conjunction.	“Today the questions jump around — preposition + conjunction. 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.
5	Launch	The questions · Preposition — “Can I say it in front of “the box”?” · Conjunction — “What two things is it holding together?” · I will not tell you which is coming. · Listen for the question, THEN answer.	“Preposition: “Can I say it in front of “the box”?” · Conjunction: “What two things is it holding together?”. I will not tell you which is coming.”	Click per line. Write the questions on the board and leave them up.	Listen.
6	I do	Today — I do highlighted	“Watch me work out which question it is — then do one.”	Point to I do.	Watch.
7	I do	I-do example Watch me do one the exact task, modelled — sentence · question · ring it · name it	“Emily and James walked to the cinema.” … “Can I say it in front of “the box”?” … “to — a preposition.” … “What two things is it holding together?” … “and — a conjunction.” “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 Emily and James walked to the cinema. · ① Write the question underneath: Can I say it in front of “the box”? · ② Try it on to — “to the box” — it works · ③ Ring to and name it: a preposition 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.
8	We do	Today — We do highlighted	“Together. Boards out.”	Boards out.	Boards ready.
9	We do	They start a word group so smart. Can I say it in front of “the box”? Answerfind the preposition	“They start a word group so smart.” … “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.
10	We do	You never told me you could talk. What two things is it holding together? Answerfind the conjunction	“You never told me you could talk.” … “What two things is it holding together?”	Say the SENTENCE, then point at the question as you say it. Boards up on signal.	Decide which question, then answer.
11	We do	They all loved words, all eight kinds. What two things is it holding together? Answerfind the conjunction	“They all loved words, all eight kinds.” … “What two things is it holding together?”	Say the SENTENCE, then point at the question as you say it. Boards up on signal.	Decide which question, then answer.
12	You do	Exit directions Before you start · Sheet and pencil · Read the question above each one BEFORE you answer it · Find the preposition or the conjunction · Do all of them, then look up · Wait for “go”. procedure — given standing still, before anyone moves Worksheet — Lesson 77	“Before you move. Sheet and pencil. Read the question above each one BEFORE you answer it. Find the preposition or the conjunction. 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.
13	You do	VIP slide How we did it together the worked example — one click per step 1. Write Emily and James walked to the cinema. 2. ① Write the question underneath: Can I say it in front of “the box”? 3. ② Try it on to — “to the box” — it works 4. ③ Ring to and name it: a preposition Worksheet — Lesson 77	“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.
14	Closure	Today — Closure highlighted	“Boards up one more time.”	Point to Closure.	Boards ready.
15	Closure	They all loved words, all eight kinds. Answerfind the conjunction	“Last one — and I am not telling you which question.”	Boards up on signal. Reveal.	Answer. Hold up.
16	Closure	Listen 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

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
Names the conjunction but not what it joins
Recognising a three-letter word is easy; tracking both sides is the skill.
→ “And what? And what else? Point to both.” Never accept the word alone. Remedial sheet 17
Treats every “and” as joining two nouns
Lesson 68 only ever joined single words.
→ “He knocked AND she opened. What is on each side? Two whole thoughts.” Remedial sheet 17
Calls “because” or “so” conjunctions
They are.
→ Say yes, and that we meet those in Grade 2. Never mark it wrong.

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

Preposition: one hand travelling over, under and around a closed fist · Conjunction: two hooked fingers pulling together and holding

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 77 Launch → I do → We do → You do → Closure