Before you teach — read this first

Grade 2 · Lesson 6 — 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 adverbs, prepositions, conjunctions. 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 They looked surprised, and Poodle advised her to try again., ringing again.

Why it matters — say this in your own words, about ten seconds.
“A writer who knows the parts can build anything.”
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

  1. Ten seconds on why it matters — “A writer who knows the parts can build anything.” Your words, not those; it is a different reason every lesson so what lands is the idea rather than a sentence they can recite.
  2. Then you do one yourself, on screen, one click per move: They looked surprised, and Poodle advised her to try again. · the question · ring again · name it an adverb. 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.
  3. You build the same thing on the board and leave it up for adverbs, prepositions, conjunctions. 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 They looked surprised, and Poodle advised her to try again. still marked when they start work.
  4. The We-do runs 4 items on whiteboards — It made Poodle think, but What? began to shrink.How? When? Where?, Then up rushed the land from under their feet.Can I say it in front of “the box”?, It starts an assortment of word groups like these!Can I say it in front of “the box”?, No," remonstrated Time, "you went after the stop signal.What two things is it holding together?. 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.
  5. Exit directions in full, standing still, before anyone moves — Sheet and pencil · Read the question above each one BEFORE you answer it · Find the adverb or the preposition or the conjunction. Then they work alone, with the same worked example printed at the head of their sheet.
  6. Close on ADV: The ice cream man went down the block. — an item they have not met, so it measures rather than reminds — then the line they leave with: “An adverb tells more about a verb.”
  7. Watch for: Calls an adjective an adverb because it sounds descriptive — Both describe; only the target differs. If you see it: “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.)
As-Suffah Academy · Language Arts · Narrative brief Then open the run sheet