Before you teach — read this first
Grade 2 · Lesson 7 — 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 conjunctions, interjections, nouns. 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 Yes, they finally reached the old cinema, and they went through the front door and under the lights of the marquee., ringing and.
Why it matters — say this in your own words, about ten seconds.
“Naming a thing is the first step to understanding it.”
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 — “Naming a thing is the first step to understanding it.” 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: Yes, they finally reached the old cinema, and they went through the front door and under the lights of the marquee. · the question · ring and · name it a conjunction. 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 conjunctions, interjections, nouns. 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 Yes, they finally reached the old cinema, and they went through the front door and under the lights of the marquee. still marked when they start work.
- The We-do runs 4 items on whiteboards — In a long sentence, Noisily saw the noun Rain.What two things is it holding together?, As usual, they were trying to have a conversation.Could it stand on its own with an exclamation mark?, The sentence should be ten or more words long.Could it stand on its own with an exclamation mark?, We will learn what a direct object is soon.Can I put “the” in front of it?. 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 conjunction or the interjection or the noun. Then they work alone, with the same worked example printed at the head of their sheet.
- Close on Why We Can't Wait: Americans awaited a quiet summer. — an item they have not met, so it measures rather than reminds — then the line they leave with: “A conjunction joins.”
- Watch for: Names the conjunction but not what it joins — Recognising a three-letter word is easy; tracking both sides is the skill. If you see it: “And what? And what else? Point to both.” Never accept the word alone. (Remedial sheet 17.)