Before you teach — read this first
Grade 2 · Lesson 14 — Re-teach Level One + Re-teach Level Two
U0 · Square One · Re-teach Level 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 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.
“Careful words make careful thinking.”
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 Two · 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 — “Careful words make careful thinking.” 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: 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.
- 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.
- The We-do runs 4 items on whiteboards — Sidney vanished like a pop, like a flash cube.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”?, Remember the comma before the and in a list.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.
- 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.
- Close on In a long sentence, Noisily saw the noun Rain. — 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.”
- 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.)