Grade 3 · Lesson 8 — Re-teach Level One + Re-teach Level Two

U0 · Square One · Re-teach Level One + Re-teach Level Two (—) · blocked practice · 10–15 min · 17 slides · no Poodle book pages yet — Square One runs on remedial sheets
Anchor to leave them with: The subject is who or what it is about.

ObjectiveStudents will tell re-teach level one + re-teach level two apart in mixed practice.

Smallest pieceReview and apply what we already know.

Spot test“Which question is this?”

Why that test works—

Why — in your own wordsThe better we know words, the better we understand the Qur'an.

MaterialsMini-whiteboard + pen per student · Board or screen for the deck · Board space kept clear for the VIP — it stays up all lesson · Worksheet — Lesson 8 · Deck: G3_L008_… .pptx · If it breaks: Remedial sheet 19, Remedial sheet 20, Remedial sheet 21

Vocabulary — pre-pointedT3: subject = who or what the sentence is about; avp = what the subject does; direct object = the thing that receives the action
T2: sort = put into groups

Slide	Part	On screen / book	Teacher says	Teacher does — point, click, clap	Students
1	Launch	Grammar — Day 8	(nothing yet — this is on screen as they come in and settle)	Have Grammar — Day 8 up before they enter. Say nothing about it; it is doing its work by being there.	See it on the way in. Know grammar is next.
2	Launch	Re-teach Level One + Re-teach Level Two	“Assalamu alaykum.”	Greet and settle.	Return the greeting.
3	Launch	Today — Launch highlighted	“Our plan.”	Point down the steps.	Look.
—	Launch	Why — say it ten seconds, off screen, in your own words	“When we write it clearly, the reader understands us the first time.”	Why this matters. Say it, do not read it. Ten seconds. Note: Your words. A different reason every lesson.	Listen.
4	Launch	Today the questions jump around: subject + action verb predicate (avp) + direct object.	“Today the questions jump around — subject + action verb predicate (avp) + direct object. Your first job, before you answer anything, is to notice which one I am asking.”	Say it slowly. This is the actual objective of the day. Note: NAME THE INTERLEAVING. Unannounced mixing feels random to a six-year-old; announced, it is a game they can win.	Listen.
5	Launch	The questions · Subject — “Who or what is this about?” · Action Verb Predicate (AVP) — “What does the subject do?” · Direct Object — “Verb — what? or whom?” · I will not tell you which is coming. · Listen for the question, THEN answer.	“Subject: “Who or what is this about?” · Action Verb Predicate (AVP): “What does the subject do?” · Direct Object: “Verb — what? or whom?”. I will not tell you which is coming.”	Click per line. Write the questions on the board and leave them up.	Listen.
6	I do	Today — I do highlighted	“Watch me work out which question it is — then do one.”	Point to I do.	Watch.
7	I do	I-do example Watch me do one the exact task, modelled — sentence · question · ring it · name it	“The children ate lunch.” … “Who or what is this about?” … “children — a subject.” … “What does the subject do?” … “ate — the action verb predicate.” “Two questions. Two answers. One sentence. Your turn.”	One click per move: the sentence · the question · ring the word and name it · hand it over. Do it exactly the way you want them to do it — this is the task they are about to do on their boards, not a different, easier one. Note: Model the DOING, not only the thinking. The ring is the same mark they will make; the wording is the same wording you want back.	Watch. Hands still.
—	I do	(board — build the VIP, then leave it up)	(you are narrating each stage as you draw it — see the stages)	Build on the BOARD, not the slide. · Write The children ate lunch. · ① Write the question underneath: Who or what is this about? · ② Try it on children — “children” — it works · ③ Ring children and name it: a subject Then leave it up for the whole lesson. Note: Walk it one click per step — this is the slide the teacher talks through, not one to flash. Leave the BOARD copy up; the slide can move on once they start, because the same strip is printed at the top of their sheet. Come back to it if anyone stalls.	Watch it being built. It stays there to look at.
8	We do	Today — We do highlighted	“Together. Boards out.”	Boards out.	Boards ready.
9	We do	Sidney, slow it down, and face the star as you walk! Who or what is this about? Answerfind the subject	“Sidney, slow it down, and face the star as you walk!” … “Who or what is this about?”	Say the SENTENCE, then point at the question as you say it. Boards up on signal.	Decide which question, then answer.
10	We do	She showed these sentences: The gray fox barked at the moon. What does the subject do? Answerfind the action verb predicate (avp)	“She showed these sentences: The gray fox barked at the moon.” … “What does the subject do?”	Say the SENTENCE, then point at the question as you say it. Boards up on signal.	Decide which question, then answer.
11	We do	And is a plural conjunction, and or is a singular conjunction. What does the subject do? Answerfind the action verb predicate (avp)	“And is a plural conjunction, and or is a singular conjunction.” … “What does the subject do?”	Say the SENTENCE, then point at the question as you say it. Boards up on signal.	Decide which question, then answer.
12	We do	Gramlet had to resume his warning about Dickinson, the angry wind. Verb — what? or whom? Answerfind the direct object	“Gramlet had to resume his warning about Dickinson, the angry wind.” … “Verb — what? or whom?”	Say the SENTENCE, then point at the question as you say it. Boards up on signal.	Decide which question, then answer.
13	You do	Exit directions Before you start · Sheet and pencil · Read the question above each one BEFORE you answer it · Find the subject or the action verb predicate (avp) or the direct object · Do all of them, then look up · Wait for “go”. procedure — given standing still, before anyone moves Worksheet — Lesson 8	“Before you move. Sheet and pencil. Read the question above each one BEFORE you answer it. Find the subject or the action verb predicate (avp) or the direct object. Do all of them, then look up. When I say go — and not before.”	Exit Directions. Give ALL of it standing still, before anyone touches anything. Then release. Do not add instructions once they are working — that is what the VIP on the board is for. Note: Given BEFORE the release, in one go. Adding a step mid-task is what produces the hands going up.	Listen with hands still. Then start.
14	You do	VIP slide How we did it together the worked example — one click per step 1. Write The children ate lunch. 2. ① Write the question underneath: Who or what is this about? 3. ② Try it on children — “children” — it works 4. ③ Ring children and name it: a subject Worksheet — Lesson 8	“On your own. Read the question first, every time.”	Watch for children answering the previous question out of habit — that is the error this day exists to surface.	Work alone.
15	Closure	Today — Closure highlighted	“Boards up one more time.”	Point to Closure.	Boards ready.
16	Closure	SS 11 As every child knows, forthwith means immediately,- right now! Answerfind the direct object	“Last one — and I am not telling you which question.”	Boards up on signal. Reveal.	Answer. Hold up.
17	Closure	Listen for the question first.	“Listen for the question first.”	Collect boards.	Repeat it.

If it breaks — stop and repair

Do not move on. Reteach with the sheet named against the error, and let the float absorb it.

Secure looks like: Answers the right question for each item without prompting, and self-corrects when they realize they answered the previous one.

Common errors

Marks the first word rather than the subject
The subject usually starts the sentence, so position works often enough to hide.
→ “Who or what is it ABOUT? Say the whole naming part.” Remedial sheet 19
Misses a compound subject
The search stops at the first hit, as it did with nouns.
→ “Who else?” Remedial sheet 19
Marks only the single verb when the predicate is longer
Grade 1 taught 'verb' as one word.
→ “He ran WHAT? Where? Say all of it.” Remedial sheet 20
Finds a direct object where there is none
The pattern of the last three lessons was that there always is one.
→ “He ran WHAT? There is no answer, so there is no direct object.” Remedial sheet 21

Three tiers

Core	As written.
Bridge	2–3 word items only. Teacher does the first one with the student.
Foundation	One word at a time; student echoes, then one clap. No sentences yet.

Non-verbal cue

Subject: left hand out, palm up — the same cue as the naming part · Action Verb Predicate (AVP): right hand out, palm up · Direct Object: both hands catching

Question continuum: “How many claps?” (concrete) → “How do you know that was one word and not two?” (open)

As-Suffah Academy · Language Arts · Grade 3 · Lesson 8 Launch → I do → We do → You do → Closure