Grade 1 · Lesson 78 — Interleave: Nouns + Pronouns + Adjectives + Verbs + Adverbs + Prepositions + Conjunctions + Interjections

U1 · Level One — Parts of Speech · Nouns + Pronouns + Adjectives + Verbs + Adverbs + Prepositions + Conjunctions + Interjections (—) · blocked practice · 10–15 min · 17 slides · no Poodle book pages yet — Square One runs on remedial sheets
Anchor to leave them with: A noun names something.

ObjectiveStudents will tell nouns + pronouns + adjectives + verbs + adverbs + prepositions + conjunctions + interjections 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 78 · Deck: G1_L078_… .pptx · If it breaks: Remedial sheet 07, Remedial sheet 08, Remedial sheet 09, Remedial sheet 10, Remedial sheet 11, Remedial sheet 12, Remedial sheet 13, Remedial sheet 14, Remedial sheet 15, Remedial sheet 16, Remedial sheet 17, Remedial sheet 18

Vocabulary — pre-pointedT3: noun = a naming word — it names a person, a place, a thing, or an idea; pronoun = a word that stands in for a naming word, so we do not say it twice; adjective = a word that tells us more about a naming word; 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; conjunction = a joining word — it holds two things together; interjection = a word that jumps out to show a feeling
T2: sort = put into groups

Slide	Part	On screen / book	Teacher says	Teacher does — point, click, clap	Students
1	Launch	Grammar — Day 78	(nothing yet — this is on screen as they come in and settle)	Have Grammar — Day 78 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	“A writer who knows the parts can build anything.”	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: noun + pronoun + adjective + verb + adverb + preposition + conjunction + interjection.	“Today the questions jump around — noun + pronoun + adjective + verb + adverb + preposition + conjunction + interjection. 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 · Noun — “Can I put “the” in front of it?” · Pronoun — “Whose place is it taking?” · Adjective — “Which one? What kind? How many?” · Verb — “Can I put “I” in front of it?” · Adverb — “How? When? Where?” · Preposition — “Can I say it in front of “the box”?” · Conjunction — “What two things is it holding together?” · Interjection — “Could it stand on its own with an exclamation mark?” · I will not tell you which is coming. · Listen for the question, THEN answer.	“Noun: “Can I put “the” in front of it?” · Pronoun: “Whose place is it taking?” · Adjective: “Which one? What kind? How many?” · Verb: “Can I put “I” in front of it?” · Adverb: “How? When? Where?” · Preposition: “Can I say it in front of “the box”?” · Conjunction: “What two things is it holding together?” · Interjection: “Could it stand on its own with an exclamation mark?”. 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	“Gee, the little beagle and I are old friends, and we think carefully about good words.” … “Can I put “the” in front of it?” … “beagle — a noun.” … “Whose place is it taking?” … “I — a pronoun.” … “Which one? What kind? How many?” … “little — an adjective.” … “Can I put “I” in front of it?” … “are — a verb.” … “How? When? Where?” … “carefully — an adverb.” … “Can I say it in front of “the box”?” … “about — a preposition.” … “What two things is it holding together?” … “and — a conjunction.” … “Could it stand on its own with an exclamation mark?” … “Gee — an interjection.” “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 Gee, the little beagle and I are old friends, and we think carefully about good words. · ① Write the question underneath: Can I put “the” in front of it? · ② Try it on beagle — “the beagle” — it works · ③ Ring beagle and name it: a noun 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	The two nations have a bilateral agreement. Can I put “the” in front of it? Answerfind the noun	“The two nations have a bilateral agreement.” … “Can I put “the” 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.
10	We do	The dog gave him a skinny stick. Whose place is it taking? Answerfind the pronoun	“The dog gave him a skinny stick.” … “Whose place is it taking?”	Say the SENTENCE, then point at the question as you say it. Boards up on signal.	Decide which question, then answer.
11	We do	We gave Poodle and him some soup. Whose place is it taking? Answerfind the pronoun	“We gave Poodle and him some soup.” … “Whose place is it taking?”	Say the SENTENCE, then point at the question as you say it. Boards up on signal.	Decide which question, then answer.
12	We do	To all little trees we are loyal. Which one? What kind? How many? Answerfind the adjective	“To all little trees we are loyal.” … “Which one? What kind? How many?”	Say the SENTENCE, then point at the question as you say it. Boards up on signal.	Decide which question, then answer.
13	You do	Exit directions Before you start · Sheet and pencil · Read the question above each one BEFORE you answer it · Find the noun or the pronoun or the adjective or the verb or the adverb or the preposition or the conjunction or the interjection · Do all of them, then look up · Wait for “go”. procedure — given standing still, before anyone moves Worksheet — Lesson 78	“Before you move. Sheet and pencil. Read the question above each one BEFORE you answer it. Find the noun or the pronoun or the adjective or the verb or the adverb or the preposition or the conjunction or the interjection. 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.
14	You do	VIP slide How we did it together the worked example — one click per step 1. Write Gee, the little beagle and I are old friends, and we think carefully about good words. 2. ① Write the question underneath: Can I put “the” in front of it? 3. ② Try it on beagle — “the beagle” — it works 4. ③ Ring beagle and name it: a noun Worksheet — Lesson 78	“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.
15	Closure	Today — Closure highlighted	“Boards up one more time.”	Point to Closure.	Boards ready.
16	Closure	Adjectives, Poodle recalled, modify nouns or pronouns. Answerfind the adjective	“Last one — and I am not telling you which question.”	Boards up on signal. Reveal.	Answer. Hold up.
17	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

Calls the word after “the” a noun when it is an adjective — “the red…”
The spot test is positional, and an adjective sits in the same slot.
→ “The red WHAT? It has not finished. Keep going to the naming word.” Remedial sheet 07
Refuses idea nouns — “you can't touch peace, so it isn't a thing”
We taught person/place/thing first, and touchability generalised.
→ “Can you say THE peace? Then it is a noun. Some nouns you can only think about.” Lesson 17 exists for this. Remedial sheet 08
Finds only the first noun in a sentence
Stops at the first success — a search habit, not a grammar error.
→ “Good. Now is there another one? Keep going to the period.” Remedial sheet 07
Cannot say which noun the pronoun replaces
Recognising the word is easier than tracking the reference.
→ “Put the naming word back in. Does it still make sense?” The swap-back is both the check and the repair. Remedial sheet 09
Uses a pronoun with no noun before it, then cannot explain it
Speech does this constantly and is understood from context.
→ “Who is he? I do not know yet — you have not told me.” Remedial sheet 09
Calls “my” or “his” a pronoun
They are, in fact — just not the kind being taught.
→ Say yes, and say it is a different kind we meet later. Never mark a correct instinct wrong.
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
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
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.
Calls any exclamation-marked sentence an interjection
Lesson 74 tied the two together.
→ “Is the WHOLE sentence the feeling word, or just the first bit?” Remedial sheet 18
Misses interjections that are ordinary words — “Well!”, “Yes!”
They do not look special.
→ “Say it the way you would if you were surprised.” Reading it aloud settles nearly every case. Remedial sheet 18

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

Noun: flat hand, palm down, held still — a thing you could put on the table · Pronoun: two fingers swapping places, left over right · Adjective: fingers sprinkling down onto the flat noun hand · 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 · Conjunction: two hooked fingers pulling together and holding · Interjection: both hands thrown up sharply, once

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 78 Launch → I do → We do → You do → Closure