Before you teach — read this first
Grade 2 · Lesson 12 — Re-teach Level Two
U0 · Square One · Re-teach Level Two (—) · 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.
“Knowing how words work makes reading easier, not harder.”
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
Retrieve: Re-teach Level One. Ask for it before you introduce anything, take the answers from boards rather than from hands so you see all thirty, and do not re-teach — note who has lost it and carry on. This is the middle of the launch: context, then this, then why it matters. Only what today leans on — a minute spent retrieving something unrelated costs the same and buys nothing, and the child who cannot recall the prerequisite is the one you will lose in the I-do.
How it goes
- Ten seconds on why it matters — “Knowing how words work makes reading easier, not harder.” 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 — Why We Can't Wait: Americans awaited a quiet summer.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?, Mary Shelley was a genius, the author of Frankenstein.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 It was dermatitis, and ours was painful and unpleasant. — 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.)