Before you teach — read this first
Grade 2 · Lesson 4 — Re-teach Level One
U0 · Square One · Re-teach Level One (—) · 10–15 minutes · 17 slides ·
Launch → I do → We do → You do → Closure
What this lesson is
A review day. No new concept: today drills nouns, pronouns, adjectives. Choose the focus from the last assessment rather than from a plan made months ago — the sheet works on whatever you pick. The worked example is built on That would mean "The dog lost it is bone"—nonsense., ringing dog.
Why it matters — say this in your own words, about ten seconds.
“We learn language so we can teach people about Allah.”
A different reason every lesson, on purpose. It is not on a slide and it
is not a script — if you have a better reason today, use yours. What should land is the
idea, not a sentence they can recite.
Recall — sixty seconds, before anything new
Nothing to retrieve yet; this is the first lesson of the year. Spend the minute on the routine instead — boards out, boards up on the signal — so it is automatic before it has to carry content.
How it goes
- Ten seconds on why it matters — “We learn language so we can teach people about Allah.” Your words, not those; it is a different reason every lesson so what lands is the idea rather than a sentence they can recite.
- Then you do one yourself, on screen, one click per move: That would mean "The dog lost it is bone"—nonsense. · the question · ring dog · name it a noun. Do it exactly the way you want it done — this is the task they are about to do on their boards, not an easier one.
- You build the same thing on the board and leave it up for nouns, pronouns, adjectives. The four steps are identical in every lesson of this unit — sentence, question, test, answer — so the children read the method rather than the layout, and today's board shows That would mean "The dog lost it is bone"—nonsense. still marked when they start work.
- The We-do runs 4 items on whiteboards — The changes in spelling during five centuries are dramatic.Can I put “the” in front of it?, The chicken flew to Chicago; he liked the art.Whose place is it taking?, That would mean "The dog lost it is bone"—nonsense.Whose place is it taking?, He heard the soft whisper of the old trees.Which one? What kind? How many?. You are scanning for who applies the question and who is guessing from meaning; those look identical on a right answer and completely different on a wrong one.
- Exit directions in full, standing still, before anyone moves — Sheet and pencil · Read the question above each one BEFORE you answer it · Find the noun or the pronoun or the adjective. Then they work alone, with the same worked example printed at the head of their sheet.
- Close on Some of the words are none of the three. — an item they have not met, so it measures rather than reminds — then the line they leave with: “A noun names something.”
- Watch for: 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. If you see it: “The red WHAT? It has not finished. Keep going to the naming word.” (Remedial sheet 07.)