Grade 1 · Lesson 1 — Words you HEAR

U0 · Square One · What a word is (1 of 4) · blocked practice · 10–15 min · 17 slides · no Poodle book pages yet — Square One runs on remedial sheets

ObjectiveStudents will hear individual words inside a spoken sentence.

Smallest pieceA word is one piece of what we say. We can clap one clap for each word.

Spot test“Can I clap it by itself?”

MaterialsMini-whiteboard + pen per student · Board or screen for the deck · Worksheet — Lesson 1 · Deck: G1_L01_… .pptx · Remedial sheet 01 (if activation fails)

Vocabulary — pre-pointedT3: word = one piece of what we say
T2: identify = find

Slide	Part	On screen / book	Teacher says	Teacher does — point, click, clap	Students
1	Launch	Words you HEAR	“Assalamu alaykum.”	Greet. Wait for the class to settle and return the salaam. Note: A greeting — not today's content. Do not analyse it.	Return the greeting. Sit ready.
2	Launch	Today — Launch highlighted	“Here is what we will do today.”	Point down the five steps once. Do not explain them.	Look.
3	Launch	Today we are going to learn about words.	“Today we are going to learn about words.”	Say it slowly. Tap the screen once on the word words.	Listen.
4	Launch	Allah taught Adam — peace be upon him — the names of everything. Words are a gift.	“Allah taught Adam — peace be upon him — the names of everything. Words are a gift.”	Say it, do not read it. Ten seconds. Do not explain further today. Note: Purpose line. It returns every 8 lessons — by then they will finish it for you.	Listen.
5	Launch	What we will do · When we talk, we say words. · Our words come one after another. · Today we will COUNT the words in a sentence. · We will clap one time for each word. One clap — one word.	“When we talk, we say words. Our words come one after another. Today we are going to count how many words are in a sentence. To count them we will clap one time for each word. One clap — one word.”	Click once per line. Clap twice in the air as you say the last line.	Listen. Watch the claps.
6	Launch	The / dog / ran (word by word) 3	“Listen. The dog ran. Now clap it with me.”	Click once per word AS you clap it. Three clicks, three claps. Note: This is the first shared attempt, AFTER they have been told what and why.	Clap with the teacher — 3 claps.
7	I do	Today — I do highlighted	“Now watch me. Your turn is next.”	Point to I do.	Watch, hands still.
8	I do	Watch me · “The dog ran.” — normal speed · The (clap) dog (clap) ran (clap) · “Three claps. Three words.” · “The boy sat.” — 3 claps, 3 words	“The dog ran.” … “The (clap) dog (clap) ran (clap).” … “Three claps. Three words.” … “The boy sat.” … “Three claps. Three words.”	Click once per line. Hands visible and high so every child sees the clap. Note: Every word today is ONE syllable on purpose. Do not improvise words like hap-py.	Watch only. Hands still.
9	We do	Today — We do highlighted	“Now we do it together. Boards out.”	Distribute boards and pens.	Boards and pens out.
—	We do	(no slide — routine practice)	“Boards up when I raise my hand. Not before. Let's practise. Draw a circle.”	Raise hand → “Boards up.” → “Boards down.” Repeat twice until crisp. Note: FIRST LESSON OF THE YEAR — the board routine must be taught before any content. Non-subject content first (Barton routines 14 & 15).	Draw a circle. Hold up on the signal. Put down on the signal.
10	We do	Birds sing. 2	“Listen. Birds sing. Clap it. Write the number.”	Say it twice. Wait. Raise hand → boards up. Scan the room. Then click to reveal.	Clap, write the number, hold up the board on the signal.
11	We do	The cat sleeps. 3	“Listen. The cat sleeps. Clap it. Write the number.”	Say it twice. Wait. Raise hand → boards up. Scan the room. Then click to reveal.	Clap, write the number, hold up the board on the signal.
12	We do	I like my school. 4	“Listen. I like my school. Clap it. Write the number.”	Say it twice. Wait. Raise hand → boards up. Scan the room. Then click to reveal.	Clap, write the number, hold up the board on the signal.
13	You do	Today — You do highlighted Worksheet — Lesson 1	“Now on your own. Sheets out.”	Hand out the worksheet.	Worksheet out, pencil ready.
14	You do	Your sheet. On your own. Worksheet — items 1–3	“I will read one sentence. We clap it together. Then you draw the dots.”	ONE item at a time: read twice → class claps → then they draw. Never read the whole list. Note: Clapping before drawing stops them holding the sentence in memory while writing.	Clap, then draw one dot per word.
15	Closure	Today — Closure highlighted	“Boards up one more time.”	Point to Closure.	Boards ready.
16	Closure	“I like school.” — write the number 3	“Last one. I like school. Write the number, not the dots.”	Say twice. Boards up on signal. Scan. Click to reveal.	Write 3. Hold up.
17	Closure	One clap — one word.	“One clap — one word. Tomorrow we will see words on the page.”	Collect boards. Preview tomorrow in one sentence only.	Repeat: “One clap — one word.”

If it breaks — stop and repair

Cannot do the activation? → remedial sheet 01, reteach, let the float absorb it. Do not move on. Secure looks like: Can clap a 3-4 word spoken sentence and give the right number, twice in a row.

Common errors

Use only one-syllable words today. Every example in this lesson is one syllable on purpose, so a clap-per-word and a clap-per-syllable give the same answer. Do not improvise words like hap-py — that confusion is taught deliberately in Lesson 3.
Missing the small words — the, a, is are words too. Model these deliberately.

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

Open palm raised = “boards up.” Lower slowly = “boards down.”

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

As-Suffah Academy · Language Arts · Grade 1 · Lesson 1 Launch → I do → We do → You do → Closure

Grade 1 · Lesson 2 — Words you SEE

U0 · Square One · What a word is (2 of 4) · blocked practice · 10–15 min · 16 slides · no Poodle book pages yet — Square One runs on remedial sheets

ObjectiveStudents will find individual words in a written sentence using the spaces.

Smallest pieceIn writing, a space shows where one word stops and the next begins.

Spot test“Where are the spaces?”

MaterialsMini-whiteboard + pen per student · Board or screen for the deck · Worksheet — Lesson 2 · Deck: G1_L02_… .pptx

Vocabulary — pre-pointedT3: word = one piece of what we say; space = the gap between words
T2: identify = find

Slide	Part	On screen / book	Teacher says	Teacher does — point, click, clap	Students
1	Launch	Words you SEE	“Assalamu alaykum.”	Greet and settle.	Return the greeting.
2	Launch	Today — Launch highlighted	“Here is our plan.”	Point down the five steps.	Look.
—	Launch	(no slide — retrieval)	“Yesterday. Clap this with me: The dog ran. How many words?”	Clap together. Hold up 3 fingers. 60 seconds, no longer. Note: SPIRAL — retrieval of Lesson 1. If they cannot do this, stop and reteach with remedial sheet 01; the float absorbs it.	Clap 3. Say “three”.
3	Launch	Today we are going to learn how to SEE words on the page.	“Today we are going to learn how to see words on the page.”	Tap the screen on see.	Listen.
4	Launch	Allah made us, and taught us how to speak.	“Allah made us, and taught us how to speak.”	Say it, do not read it. Ten seconds.	Listen.
5	Launch	What we will do · Yesterday we HEARD words and clapped them. · Today we will LOOK at words. · We will find where one word stops and the next starts. · The SPACE shows us.	“Yesterday we heard words. Today we will look at them. We will find where one word stops and the next word starts. The space shows us.”	Click once per line.	Listen.
—	Launch	(board — write by hand)	“Can you read this?” … wait … “Now can you read it? The spaces are doing a job.”	Write Thedogran on the board. Let them struggle a moment. Then write The dog ran underneath with clear spaces. Point at each space. Note: The struggle is the point — it creates the need for the space.	Try to read. Notice the difference.
6	I do	Today — I do highlighted	“Watch me.”	Point to I do.	Watch.
7	I do	Watch me · Point to The dog ran. · Touch each word: The … dog … ran · Trace the two spaces: “Space. Space.” · “Two spaces. Three words.”	“The … dog … ran. Space. Space. Two spaces — three words.”	Click per line. Touch the words on the screen with your whole finger, not a pointer.	Watch only.
8	We do	Today — We do highlighted	“Together now. Boards out.”	Boards out.	Boards ready.
9	We do	Birds sing. 2	“Look. Birds sing. How many words do you see? Write the number.”	Leave it on screen. Wait. Boards up on signal. Scan. Click to reveal.	Count the words, write the number, boards up.
10	We do	The cat sleeps. 3	“Look. The cat sleeps. How many words do you see? Write the number.”	Leave it on screen. Wait. Boards up on signal. Scan. Click to reveal.	Count the words, write the number, boards up.
11	We do	I like my school. 4	“Look. I like my school. How many words do you see? Write the number.”	Leave it on screen. Wait. Boards up on signal. Scan. Click to reveal.	Count the words, write the number, boards up.
12	You do	Today — You do highlighted Worksheet — Lesson 2	“On your own.”	Hand out the worksheet.	Sheet out.
13	You do	Your sheet. On your own. Worksheet — items 1–3	“Circle each word. Start at a space, stop at a space. Then write how many.”	Model circling item 1 in the air. Then let them work.	Circle each word, write the count.
14	Closure	Today — Closure highlighted	“Boards up one more time.”	Point to Closure.	Boards ready.
15	Closure	My book is new. 4	“Last one. How many words?”	Boards up on signal. Scan. Click to reveal.	Write 4. Hold up.
16	Closure	The space shows where a word ends.	“The space shows where a word ends. Tomorrow we will make our voice and our finger match.”	Collect boards.	Repeat the sentence.

If it breaks — stop and repair

Cannot do the activation? → remedial sheet 01, reteach, let the float absorb it. Do not move on. Secure looks like: Can circle each word in a 4-word printed sentence with no help.

Common errors

Circling letters instead of words. Fix: “Start at a space, stop at a space.”
Counting the full stop as a word. Fix: “A dot is not a word — it has no sound.”

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

Point-and-pause at the space rather than saying “look here.”

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

As-Suffah Academy · Language Arts · Grade 1 · Lesson 2 Launch → I do → We do → You do → Closure

Grade 1 · Lesson 3 — Hearing and seeing MATCH

U0 · Square One · What a word is (3 of 4) · blocked practice · 10–15 min · 16 slides · no Poodle book pages yet — Square One runs on remedial sheets

ObjectiveStudents will match each spoken word to one written word, one for one.

Smallest pieceEach word I say is one word on the page. One for one.

Spot test“Did my finger move once for each word I said?”

MaterialsMini-whiteboard + pen per student · Board or screen for the deck · Worksheet — Lesson 3 · Deck: G1_L03_… .pptx

Vocabulary — pre-pointedT3: word = one piece of what we say; match = the same number
T2: identify = find; distinguish = tell apart

Slide	Part	On screen / book	Teacher says	Teacher does — point, click, clap	Students
1	Launch	Hearing and seeing MATCH	“Assalamu alaykum.”	Greet and settle.	Return the greeting.
2	Launch	Today — Launch highlighted	“Our plan.”	Point down the steps.	Look.
—	Launch	(no slide — retrieval)	“Clap Birds sing. How many? Now look — Birds sing. How many words do you see? The same number.”	Clap together (2). Write it on the board and count (2). 60 seconds. Note: SPIRAL — retrieval of Lessons 1 and 2 together. This is the bridge into today.	Clap 2. Count 2. Say “the same”.
3	Launch	Today we are going to MATCH the words we say to the words we see.	“Today we are going to match the words we say to the words we see.”	Tap on match.	Listen.
4	Launch	Animals make sounds. People use words. That is a way Allah honoured us.	“Animals make sounds. People use words. That is a way Allah honoured us.”	Say it, do not read it.	Listen.
5	Launch	What we will do · We can hear words. · We can see words. · Today we check that they MATCH. · One word I say = one word on the page. · Your job: watch my finger. Did it match?	“We can hear words. We can see words. Today we check that they match — one word I say is one word on the page. I will read and touch. Your job is to watch my finger and decide: did it match?”	Click per line.	Listen.
—	Launch	(board — The cat sat.)	“Did my finger show you the words?” … “Now it matches.”	First SLIDE your finger under the whole line without stopping. Then do it again TOUCHING each word.	Say whether the finger showed the words.
6	I do	Today — I do highlighted	“Watch me.”	Point to I do.	Watch.
7	I do	Watch me · Display The cat sat. · Say and touch together: The(touch) cat(touch) sat(touch) · Now do it WRONG: say three, touch two → “Did that match? No. My finger was too fast.” · Do it right once more: “One word. One hop.”	“The (touch) cat (touch) sat (touch).” … “Watch again.” [say 3, touch 2] … “Did that match? No — my finger was too fast.” … “One word. One hop.”	Click per line. Make the wrong version obvious — clearly too fast. Note: Deliberate non-example. Always correct → wrong → correct. Never end on the error.	Watch. Answer “no” on the wrong one.
8	We do	Today — We do highlighted	“Together. Boards out. Write M for match, X for no match.”	Write M and X on the board as a reminder.	Boards ready.
9	We do	Dogs bark. M	“Watch my finger. Dogs bark. Did it match?”	Read while touching — teacher says 2, touches 2. Boards up on signal. Click to reveal.	Write M or X. Boards up.
10	We do	The sun is hot. X	“Watch my finger. The sun is hot. Did it match?”	Read while touching — teacher says 4, touches 3. Boards up on signal. Click to reveal.	Write M or X. Boards up.
11	We do	We pray. M	“Watch my finger. We pray. Did it match?”	Read while touching — teacher says 2, touches 2. Boards up on signal. Click to reveal.	Write M or X. Boards up.
12	You do	Today — You do highlighted Worksheet — Lesson 3	“On your own.”	Hand out the worksheet.	Sheet out.
13	You do	Your sheet. On your own. Worksheet — items 1–3	“Touch each word as you whisper it. Then write how many you touched.”	Model the hop with an exaggerated finger. Watch for sliders. Note: Item 3 is We say Bismillah. — teach it on purpose: many sounds, ONE word, ONE hop. First deliberate break from the one-syllable rule.	Touch-read, then write the count.
14	Closure	Today — Closure highlighted	“Boards up one more time.”	Point to Closure.	Boards ready.
15	Closure	The boy ran fast. 4	“Touch and count. How many words?”	Boards up on signal. Click to reveal.	Write 4. Hold up.
16	Closure	One word. One hop.	“One word. One hop. You can now hear words, see words, and match them.”	Collect boards.	Repeat: “One word. One hop.”

If it breaks — stop and repair

Cannot do the activation? → remedial sheet 01, reteach, let the float absorb it. Do not move on. Secure looks like: Can touch-read a 4-word sentence with one touch per word, unassisted.

Common errors

Finger slides instead of hops. Fix: “Hop, don’t slide.”
Teach this one on purpose: Bismillah has many sounds but is one word, so it gets one hop. This is the first time we break the one-syllable rule, and it is deliberate — the concept is secure enough now to carry it.

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

Model the hop with an exaggerated finger; then just raise your finger as the cue.

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

As-Suffah Academy · Language Arts · Grade 1 · Lesson 3 Launch → I do → We do → You do → Closure