Vocabulary Building - Words That Open the World.

We will name family-member words like mother, father, brother, sister, grandfather, grandmother, uncle, aunt and say one thing each does at home.

• Identify eight family words (mother, father, brother, sister, grandfather, grandmother, uncle, aunt) from picture cards on slide.
• Match each family member to one thing they do at home or work (mother cooks, father drives, grandmother tells stories).
• Use family + action words to introduce four members in a teacher-led roleplay ("This is my mother, she cooks for us").
• Applies this skill independently in real conversation, extending name people in my family beyond the lesson.

We will name body-part words like head, eyes, ears, nose, mouth, hand, leg, foot, hair, teeth, knee, finger and point to each.

• Identify twelve body-part words (head, eyes, ears, nose, mouth, hand, leg, foot, hair, teeth, knee, finger) from labeled slide.
• Tell what each body part is used for ("eyes are for seeing"). feedback.
• Use body words to answer six teacher prompts ("Point to your knee", "What do we hear with?").
• Applies this skill independently in real conversation, extending name body parts on camera beyond the lesson.

We will use greeting words like good morning, hello, thank you, please, sorry, goodnight with family members.

• Identify six greeting words (good morning, hello, thank you, please, sorry, goodnight) from slide pictures.
• Tell which greeting fits which family scenario (good morning at breakfast, sorry after a mistake, goodnight before bed).
• Use greeting + family words in three roleplay scenarios (morning at home, after school, bedtime).
• Applies this skill independently in real conversation, extending use family words in greeting roleplay beyond the lesson.

We will introduce 3 family members in sentences like "This is my mother, she has black hair, she says good morning to me".

• Identify the three-sentence frame ("This is my ___. He/she has ___. He/she says ___ to me.") on slide.
• Tell why each blank uses the right family + body + greeting word with one example from slide.
• Use the frame to introduce three of our own family members.
• Applies this skill independently in real conversation, extending introduce my family in three sentences beyond the lesson.

We will name room words like bedroom, kitchen, bathroom, living room, dining room, balcony and say one thing we do in each.

• Identify six room words (bedroom, kitchen, bathroom, living room, dining room, balcony) from slide pictures.
• Tell what we do in each room ("We sleep in the bedroom"). feedback.
• Use room words to tell teacher about three rooms in our own home and what we do in each.
• Applies this skill independently in real conversation, extending name rooms in my home beyond the lesson.

We will name household objects like bed, pillow, stove, fridge, sofa, TV, soap, towel and say their use.

• Identify eight object words (bed, pillow, stove, fridge, sofa, TV, soap, towel) and eight use words (sleep, eat, wash, sit, cook, watch, drink, write) on slide.
• Tell each object's use and which room it belongs to ("A bed is for sleep, in the bedroom").
• Use object + use + room words to tell teacher about four things in our own home in full sentences.
• Applies this skill independently in real conversation, extending name objects and their uses beyond the lesson.

We will play teacher's "I spy with my little eye" game across 3 rounds using home + describing words to give clues.

• Identify the 'I Spy' phrase ("I spy with my little eye something ___ and ___") with home + describing word options on slide.
• Show one example clue. using two describing words for a slide home object.
• Use home + describing words to play three rounds (we describe, teacher guesses; teacher describes, we guess).
• Applies this skill independently in real conversation, extending play 'i spy' in the home beyond the lesson.

We will give a 4-sentence home tour like "This is my kitchen. Here we have a stove. We use it to cook. I like it because...".

• Identify the four-sentence tour frame ("This is my ___. Here we have a ___. We use it to ___. I like it because ___.") on slide.
• Show the tour frame in action on a slide home picture.
• Use room + object + use words to give a four-sentence tour of our own home to teacher.
• Applies this skill independently in real conversation, extending give my home tour beyond the lesson.

We will name animal sound words like woof, meow, moo, baa, oink, neigh, quack, roar and say the animal + baby for each.

• Identify eight sound words (woof, meow, moo, baa, oink, neigh, quack, roar) from slide.
• Tell which animal and baby goes with each sound (dog-puppy-woof, cat-kitten-meow, cow-calf-moo).
• Use sound + animal + baby words to answer 'What says ___?' and 'Whose baby is a ___?' across eight teacher prompts.
• Applies this skill independently in real conversation, extending name animal sound words beyond the lesson.

We will act out 6 animals using sound + action words like "cow walks and says moo", "duck waddles and says quack".

• Identify six animal-action pairs (cow-walks, dog-runs, duck-waddles, horse-gallops, cat-pounces, sheep-grazes) and the sound for each on slide.
• Show one example: teacher acts an animal, we name sound + action; we act, teacher names with feedback.
• Use sound + action words to act out six animals.; teacher names each in full sentences.
• Applies this skill independently in real conversation, extending act out farm animals on camera beyond the lesson.

We will fill 4-line farm stories with animal sound words like "The cow says moo, the duck says quack".

• Identify which sound word fits each story line on slide ("The cow says ___").
• Tell why each sound fits the animal in two example story lines.
• Use animal sound words to complete two new four-line stories orally.
• Applies this skill independently in real conversation, extending use animal sounds in stories beyond the lesson.

We will tell a 4-sentence farm story using 4 animals with their sound + baby words.

• Identify the four-sentence farm-story frame ("On the farm, I see a ___ and her ___. The ___ says ___. ...") on slide.
• Show how the frame uses sound + baby words with one example on a slide farm picture.
• Use four chosen animals with sound + baby words to tell our own farm story to teacher.
• Applies this skill independently in real conversation, extending tell my farm sound story beyond the lesson.

We will name food words like rice, roti, dal, milk, bread, egg, fruit, vegetable, biscuit, paneer, sandwich, juice and the meal for each.

• Identify twelve food words (rice, roti, dal, milk, bread, egg, fruit, vegetable, biscuit, paneer, sandwich, juice) from slide pictures.
• Tell which meal each food fits ("I eat roti for dinner").
• Use food words to tell teacher three foods we eat at home in full sentences.
• Applies this skill independently in real conversation, extending name foods i eat every day beyond the lesson.

We will use taste words like sweet, sour, salty, spicy, hot, cold in sentences like "Sugar is sweet, lemon is sour".

• Identify six taste words (sweet, sour, salty, spicy, hot, cold) from labeled slide.
• Tell which two foods fit each taste word ("Sugar is sweet", "Lemon is sour").
• Use taste words to describe four foods we like and dislike in teacher-led roleplay.
• Applies this skill independently in real conversation, extending use taste words for each food beyond the lesson.

We will name meal-time words like breakfast, lunch, snack, dinner and say 2 foods for each in sentences.

• Identify four meal-time words (breakfast, lunch, snack, dinner) from slide pictures.
• Tell two foods for each meal ("For breakfast, I have milk and bread").
• Use meal-time + food words to tell teacher what we eat at all four meals in full sentences.
• Applies this skill independently in real conversation, extending name meal time words beyond the lesson.

We will play teacher-led restaurant roleplay ordering 3 meals using food + taste + meal-time words like "I want something sweet for breakfast".

• Identify ordering phrases ("I would like ___ for ___", "Can I have something ___?") on slide.
• Show one example order using all three word types. as waiter.
• Use food + taste + meal-time words to order three different meals. in roleplay.
• Applies this skill independently in real conversation, extending order a meal in roleplay beyond the lesson.

We will name clothes words like shirt, pants, skirt, dress, t-shirt, shorts, socks, shoes, cap, jacket, sweater, scarf and the body part each covers.

• Identify twelve clothes words (shirt, pants, skirt, dress, t-shirt, shorts, socks, shoes, cap, jacket, sweater, scarf) from slide pictures.
• Tell each clothes word with the body part it covers ("I wear shoes on my feet").
• Use clothes + body words to tell teacher four things we wear to school in full sentences.
• Applies this skill independently in real conversation, extending name clothes i wear beyond the lesson.

We will pick 3 clothes for each weather (hot, cold, rainy, sunny) and say why like "I wear shorts because it is hot".

• Identify four weather words (hot, cold, rainy, sunny) and clothes options on slide.
• Show one example: pick three clothes for a hot day and say why ("I wear shorts because it is hot").
• Use weather + clothes words to pick and explain three clothes for each of four weathers.
• Applies this skill independently in real conversation, extending pick clothes for each weather beyond the lesson.

We will pick outfits for 3 occasions (school, party, festival) and say why in teacher-led roleplays.

• Identify three occasion words (school, party, festival) and outfit options on slide.
• Show one example: pick three clothes for school and say why. feedback.
• Use occasion + clothes words to pick and explain outfits for party and festival in roleplay.
• Applies this skill independently in real conversation, extending get ready for occasions roleplay beyond the lesson.

We will pack 5 clothes for 3 trips using weather + occasion words and explain each choice.

• Identify the bag-packing rule on slide ("Pick clothes for the weather and the occasion").
• Show one example trip-packing. and explain each choice.
• Use weather + occasion + clothes words to pack a bag for three trips and explain to teacher.
• Applies this skill independently in real conversation, extending pack a bag for a trip beyond the lesson.

We will name school-bag words like book, pencil, eraser, sharpener, ruler, crayon, notebook, lunchbox, bottle, bag and the use of each.

• Identify twelve school words (book, pencil, eraser, sharpener, ruler, crayon, notebook, lunchbox, bottle, bag, chair, table) from slide pictures.
• Tell each school word with its use ("A pencil is for writing").
• Use school words to tell teacher five things in our own school bag in full sentences.
• Applies this skill independently in real conversation, extending name things in my school bag beyond the lesson.

We will name toy words like ball, doll, car, blocks, puzzle, kite, swing, slide and the action for each like "I throw the ball".

• Identify eight toy words (ball, doll, car, blocks, puzzle, kite, swing, slide) from slide.
• Tell each toy with one action ("I throw the ball").
• Use toy words to tell teacher three favorite toys and how we play with each in full sentences.
• Applies this skill independently in real conversation, extending name toys and games i play beyond the lesson.

We will sort 15 words into school or play groups and say why for each across teacher-led practice.

• Identify the school-vs-play group rule with example words on slide.
• Sort eight words into the two groups and say why for each.
• Use the rule to sort seven new words and say one full sentence for each.
• Applies this skill independently in real conversation, extending sort school and play words beyond the lesson.

We will answer 6 teacher questions like "What is in your bag?", "Which toy do you like?", "What do you do at break?" using school + play words.

• Identify six question prompts on slide ("What is in your bag?", "Which toy do you like?", "What do you do at break?").
• Show one example answer using school + play words in full sentences.
• Use school + play + object words to answer six new questions..
• Applies this skill independently in real conversation, extending answer questions about my school day beyond the lesson.

We will name routine verbs like wake, brush, wash, bathe, dress, eat, drink, study, play, watch, talk, sleep and the time of day for each.

• Identify twelve routine verbs (wake, brush, wash, bathe, dress, eat, drink, study, play, watch, talk, sleep) from slide.
• Tell when each verb happens (morning, afternoon, evening, night).
• Use the verbs to do a small action. when teacher says the verb across twelve prompts.
• Applies this skill independently in real conversation, extending name daily routine verbs beyond the lesson.

We will use helping verbs like clean, wipe, fold, water, set, feed, help, share in sentences like "I water the plants".

• Identify eight helping verbs (clean, wipe, fold, water, set, feed, help, share) from slide pictures.
• Tell what each verb helps with ("I water the plants").
• Use helping verbs to tell teacher five ways we help at home in full sentences.
• Applies this skill independently in real conversation, extending name helping verbs at home beyond the lesson.

We will sort 15 routine verbs into morning, noon, or night groups and say why for each across teacher-led practice.

• Identify the morning/noon/night sorting rule with example verbs on slide.
• Sort eight verbs into the three groups and say why for each.
• Use the rule to sort seven new verbs and say one full sentence for each.
• Applies this skill independently in real conversation, extending sort verbs by time of day beyond the lesson.

We will tell a 6-sentence "my day" story using routine + helping verbs.

• Identify the six-sentence frame ("In the morning I ___. Then I ___. At school I ___. After school I ___ to help. At dinner I ___. At night I ___.") on slide.
• Show one example day using the frame. feedback.
• Use routine + helping verbs to tell teacher our own full-day story. in six sentences.
• Applies this skill independently in real conversation, extending tell my full day using verbs beyond the lesson.

We will name movement verbs like walk, run, jump, hop, skip, climb, crawl, dance, swim, kick and the body part used.

• Identify ten movement verbs (walk, run, jump, hop, skip, climb, crawl, dance, swim, kick) from slide.
• Tell each verb with the body part used (walk-feet, kick-foot, jump-legs, clap-hands).
• Use movement + body words to answer "Show me ___ with your ___" across eight teacher prompts.
• Applies this skill independently in real conversation, extending name movement words beyond the lesson.

We will show 6 sports' main actions like "cricket-hit, football-kick, swimming-stroke, cycling-pedal" across 8 teacher prompts.

• Identify six sport-action pairs (cricket-hit, football-kick, swimming-stroke, cycling-pedal, badminton-swing, basketball-throw) on slide.
• Show one example: teacher names a sport, we do the action; we name, teacher does with feedback.
• Use sport + action words to perform each. for eight teacher prompts in full sentences.
• Applies this skill independently in real conversation, extending show each sport's action on camera beyond the lesson.

We will follow 8 "Simon says ___" movement commands and give 6 commands back to teacher using movement verbs.

• Identify the command pattern ("Simon says: ___") with movement verbs on slide.
• Do the action when teacher says "Simon says ___" across six commands with feedback.
• Use movement verbs to give teacher six Simon-says commands across one round.
• Applies this skill independently in real conversation, extending use verbs in simon-says commands beyond the lesson.

We will play 8 rounds of movement charades using verbs, alternating. (act silently, partner guesses).

• Identify the charades rule (act silently, partner guesses verb) with movement verbs list on slide.
• Play one round (teacher acts, we guess; we act, teacher guesses) with feedback.
• Use movement verbs to play six more charades rounds alternating.
• Applies this skill independently in real conversation, extending play movement charades with teacher beyond the lesson.

We will arrange 3 picture-actions in order using "First I ___. Next I ___. Last I ___.".

• Identify three picture-actions on slide and the first/second/third positions.
• Show why an order makes sense by explaining one example.
• Use "First I ___. Next I ___. Last I ___." to narrate three new picture-action sets.
• Applies this skill independently in real conversation, extending put three actions in order beyond the lesson.

We will use linking words "then", "after", "next" to join 3 actions in 5 mini-stories.

• Identify three linking words on slide and example usages.
• Show how each linking word joins two actions in two example stories.
• Use linking words to build five new three-step mini-stories..
• Applies this skill independently in real conversation, extending add linking words between actions beyond the lesson.

We will build a 4-step action story from a starter picture using verbs + linking words.

• Identify a starter picture on slide and decide the next three actions.
• Show why the four steps make sense in order.
• Use verbs + linking words to build and tell a four-step story for a new starter picture.
• Applies this skill independently in real conversation, extending build a four-step story beyond the lesson.

We will tell a 5-sentence "what I did yesterday" story using past-form verbs like ate, went, played, slept, watched.

• Identify five past-form verbs on slide (ate, went, played, slept, watched) and a five-step frame.
• Show how present-tense verbs change to past form using two examples.
• Use past-form verbs to tell our own "what I did yesterday" story to teacher in five sentences.
• Applies this skill independently in real conversation, extending tell my what-i-did story beyond the lesson.

We will name place words like home, school, park, market, shop, hospital, library, garden, road, bus stop and one thing we do at each.

• Identify ten place words (home, school, park, market, shop, hospital, library, garden, road, bus stop) from slide map.
• Tell what we do at each place ("At the park, I play").
• Use place words to tell teacher four places we go in our week in full sentences.
• Applies this skill independently in real conversation, extending name place words around me beyond the lesson.

We will use direction words like up, down, left, right, near, far, in, out to describe locations on slide pictures.

• Identify eight direction words (up, down, left, right, near, far, in, out) from labeled slide.
• Show what each direction word means by pointing at the slide picture.
• Use direction words to describe six object locations on a new slide picture.
• Applies this skill independently in real conversation, extending use direction words beyond the lesson.

We will use position words like on, under, beside, between, behind, in front of in sentences.

• Identify six position words (on, under, beside, between, behind, in front of) from labeled slide.
• Show what each position word means. using two object pairs.
• Use position words to make eight sentences about object locations on a new slide picture.
• Applies this skill independently in real conversation, extending use position words for objects beyond the lesson.

We will describe our neighborhood in 4 sentences using place + direction + position words.

• Identify the four-sentence frame ("Near my home, there is ___. To go ___, I walk ___. My favorite place is ___. There I ___.") on slide.
• Show one example neighborhood using the frame.
• Use place + direction + position words to describe our own neighborhood to teacher.
• Applies this skill independently in real conversation, extending tell about my neighborhood beyond the lesson.

We will name time words like morning, noon, afternoon, evening, night, bedtime and one action for each.

• Identify six time words (morning, noon, afternoon, evening, night, bedtime) from slide.
• Tell one action for each time ("In the morning, I wake up").
• Use time words to tell teacher six things we do at different times of the day in full sentences.
• Applies this skill independently in real conversation, extending name time-of-day words beyond the lesson.

We will say 7 day words (Monday-Sunday) in order and one activity per day.

• Identify seven day words (Monday-Sunday) and the school/holiday pattern on slide.
• Tell one activity per day ("On Sunday, I go to the park").
• Use day words to tell teacher what we do on three different days in full sentences.
• Applies this skill independently in real conversation, extending name days of the week beyond the lesson.

We will use time-frame words "yesterday, today, tomorrow" in sentences like "Yesterday I played. Today I read. Tomorrow I will write.".

• Identify three time-frame words (yesterday, today, tomorrow) with example sentences on slide.
• Show how each word changes the action's time ("Yesterday I played. Today I read. Tomorrow I will write.").
• Use the three words to make six sentences about our own actions..
• Applies this skill independently in real conversation, extending use yesterday, today, tomorrow words beyond the lesson.

We will tell a 5-sentence "my week" story using day + time + yesterday-today-tomorrow words.

• Identify the five-sentence week-story frame on slide.
• Show one example week-story. feedback.
• Use day + time + time-frame words to tell our own week story to teacher in five sentences.
• Applies this skill independently in real conversation, extending tell my week plan beyond the lesson.

We will name 6 question words (who, what, where, when, why, how) and one example question each.

• Identify six question words (who, what, where, when, why, how) and what each asks on slide.
• Tell one example question per WH-word.
• Use question words to answer "Which word do I use to ask about ___?" across six teacher prompts.
• Applies this skill independently in real conversation, extending name the six question words beyond the lesson.

We will use all 6 WH-words to ask 6 questions about slide pictures across teacher-led practice.

• Identify all six question patterns ("Who is ___?", "What is ___?", "Where is ___?", "When is ___?", "Why is ___?", "How is ___?") on slide.
• Show one example question for each WH-word.
• Use the six WH-words to ask six full questions about a new slide picture..
• Applies this skill independently in real conversation, extending ask six wh-questions in roleplay beyond the lesson.

We will answer 6 teacher WH-questions in full sentences like "The ___ is ___" or "I ___ because ___".

• Identify the full-sentence answer frame ("The ___ is ___.", "I ___ because ___.") on slide.
• Show one example answer per WH-word. feedback.
• Use full-sentence answers to respond to six teacher WH-questions about ourselves.
• Applies this skill independently in real conversation, extending answer questions in full sentences beyond the lesson.

We will play 4 rounds of an interview game asking + answering 6 WH-questions.

• Identify the interview game rule on slide ("Take turns: ask, answer, switch").
• Play one round (we ask, teacher answers, teacher asks, we answer) with feedback.
• Use all six WH-words to play three more rounds of the interview game.
• Applies this skill independently in real conversation, extending play an interview game with teacher beyond the lesson.

We will use color, shape, and size words to describe 4 objects in phrases like "a big red circle".

• Identify three word groups on slide - colors (8), shapes (5), sizes (6) - with example labels.
• Tell one color, shape, and size word for each of three slide objects.
• Use the three-word combo to describe four new objects. ("It is a big red circle").
• Applies this skill independently in real conversation, extending name color, shape, and size words beyond the lesson.

We will use texture words like rough, smooth, soft, bumpy, sticky, fluffy in sentences like "A pillow is soft".

• Identify six texture words (rough, smooth, soft, bumpy, sticky, fluffy) from labeled slide.
• Tell two example objects per texture word ("A pillow is soft").
• Use texture words to describe eight new objects on slide in full sentences..
• Applies this skill independently in real conversation, extending use texture words to describe objects beyond the lesson.

We will give 3 describing-word clues for objects in the "It is ___. It is ___. It is ___. What is it?" format across 4 rounds. to guess.

• Identify the clue frame ("It is ___. It is ___. It is ___. What is it?") with one example on slide.
• Show one example puzzle for an object using color + shape + texture.
• Use describing words to give three-clue puzzles for four new objects, teacher guessing each.
• Applies this skill independently in real conversation, extending describe object without naming it beyond the lesson.

We will compare 2 scene pictures in 4 sentences using color, shape, size, and texture words.

• Identify two scene pictures on slide and the compare frame ("In scene 1, I see ___. In scene 2, I see ___.") on slide.
• Show one example comparing two objects using all four describing types.
• Use all four describing types to compare two new scene pictures in four sentences.
• Applies this skill independently in real conversation, extending compare and describe two scenes beyond the lesson.

We will count 1-20 and use number words in sentences like "There are five apples".

• Identify number words 1-20 in writing on slide and read each aloud.
• Tell counts of slide objects ("There are five apples").
• Use number words to count and describe five sets of objects.
• Applies this skill independently in real conversation, extending count one to twenty beyond the lesson.

We will use quantity words like one, some, few, many, all, none in sentences like "Some of these are red".

• Identify six quantity words (one, some, few, many, all, none) and their meanings on slide.
• Tell one example group per quantity word.
• Use quantity words to describe eight new groups on slide. in full sentences.
• Applies this skill independently in real conversation, extending use quantity words for groups beyond the lesson.

We will use ordinal words first, second, third, last in sentences like "The red ball is first".

• Identify four ordinal words (first, second, third, last) from labeled slide with example positions.
• Tell which object is in each position in a five-object line ("The red ball is first").
• Use ordinal words to describe the order of five objects or five steps in a routine..
• Applies this skill independently in real conversation, extending use ordinal number words beyond the lesson.

We will tell a 5-sentence counting story using number + quantity + ordinal words.

• Identify the counting-story frame ("First I saw ___ ___. Then ___ more came. Now there are ___...") on slide.
• Show one example counting story. feedback.
• Use number + quantity + ordinal words to tell our own counting story to teacher in five sentences.
• Applies this skill independently in real conversation, extending tell a counting and order story beyond the lesson.

We will solve 4 describing-word riddles like "I am red, round, sweet. What am I?" by naming the object.

• Identify the riddle structure ("I am ___. I am ___. I am ___. What am I?") with one example on slide.
• Show how to use clues to guess one example riddle.
• Use describing words to solve four new riddles, naming the object in a full sentence.
• Applies this skill independently in real conversation, extending solve a describing riddle beyond the lesson.

We will create 4 describing-word riddles using color, shape, size, or texture clues. to solve.

• Identify how to build a riddle from one object using three clue words on slide.
• Build one example riddle for an object and explain each clue.
• Use describing words to build four new riddles. to guess.
• Applies this skill independently in real conversation, extending create a describing riddle beyond the lesson.

We will use sense words like sweet, loud, soft, bright, warm, smelly to give clues in 4 riddles. to solve.

• Identify sense clue words (sweet, loud, soft, bright, warm, smelly) on slide with two example riddles.
• Show how a sense-clue riddle is built using two senses.
• Use sense words to build and ask four new riddles. to guess in full sentences.
• Applies this skill independently in real conversation, extending use sense words in riddles beyond the lesson.

We will play 4 rounds of a riddle game building and solving describing + sense riddles.

• Identify the four-round game rule ("Each player gives a riddle, the other guesses") on slide.
• Play one round (we build, teacher guesses; teacher builds, we guess) with feedback.
• Use describing + sense words to play three more rounds.
• Applies this skill independently in real conversation, extending play a riddle game with teacher beyond the lesson.

We will name feeling words like happy, sad, angry, scared, surprised, tired, excited, bored and show each on our face.

• Identify eight feeling words (happy, sad, angry, scared, surprised, tired, excited, bored) with face drawings on slide.
• Show each feeling on our face when teacher names it on slide.
• Use feeling words to show each on our face and answer "How would you feel if ___?" across six teacher scenarios.
• Applies this skill independently in real conversation, extending name eight feeling words beyond the lesson.

We will use "I feel ___ because ___" frame to give a reason for 6 feelings.

• Identify the "I feel ___ because ___" frame on slide with one example.
• Tell one fitting reason for each feeling from slide options.
• Use the frame to share six feelings and reasons about real things this week.
• Applies this skill independently in real conversation, extending give a reason for each feeling beyond the lesson.

We will use helping-action words like hug, listen, share, smile, talk, breathe to answer "What can we do when someone feels ___?".

• Identify six helping-action words (hug, listen, share, smile, talk, breathe) from slide pictures.
• Tell one helping action per feeling ("When friend is sad, I hug").
• Use feeling + helping-action words to answer "What can we do when someone feels ___?" across six teacher scenarios.
• Applies this skill independently in real conversation, extending suggest a helping action for a feeling beyond the lesson.

We will tell a 4-sentence true story using feeling + reason + helping-action words.

• Identify the four-sentence frame ("One day, I felt ___. It was because ___. I did ___. After, I felt ___.") on slide.
• Show one example feeling-story using the frame.
• Use feeling + reason + action words to tell our own four-sentence feeling-story to teacher.
• Applies this skill independently in real conversation, extending tell a feeling-story about me beyond the lesson.

We will name 5 senses (see/eyes, hear/ears, smell/nose, taste/tongue, touch/skin) and the verb for each.

• Identify five sense pairs (see/eyes, hear/ears, smell/nose, taste/tongue, touch/skin) on slide.
• Tell each sense with its body part and verb ("I hear with my ears").
• Use sense words to answer "How do we ___?" across five teacher questions in full sentences.
• Applies this skill independently in real conversation, extending name the five senses beyond the lesson.

We will use sense-describing words like sweet, loud, soft, bright, smelly, warm to describe 6 objects.

• Identify sense-describing words on slide (sweet, loud, soft, bright, smelly, warm) with example pairings.
• Tell two sense words per example object.
• Use sense words to describe six new objects in full sentences..
• Applies this skill independently in real conversation, extending use sense words to describe objects beyond the lesson.

We will sort 15 sense words into the 5 senses and say why for each across teacher-led practice.

• Identify sorting rule on slide with three example words per sense.
• Sort eight new sense words into the five senses and say why.
• Use the rule to sort seven more sense words., saying one full sentence for each.
• Applies this skill independently in real conversation, extending sort sense words by sense beyond the lesson.

We will compare 2 objects in 5 sentences using one sense word per sense.

• Identify the five-sense compare frame ("Object 1 looks ___. Object 2 looks ___. Object 1 feels ___. ...") on slide.
• Show one example comparing two objects using two senses.
• Use all five senses to compare two new slide objects in five sentences..
• Applies this skill independently in real conversation, extending compare two objects using five senses beyond the lesson.

We will name 6 weather words (sunny, rainy, cloudy, windy, hot, cold) and 4 season words (summer, winter, monsoon, spring) and pair them.

• Identify six weather (sunny, rainy, cloudy, windy, hot, cold) and four season (summer, winter, monsoon, spring) words on slide.
• Tell three weather words per season and say why.
• Use weather + season words to answer "What weather is in ___?" across six teacher prompts.
• Applies this skill independently in real conversation, extending name weather and season words beyond the lesson.

We will use mood words cheerful, gloomy, cozy, energetic in sentences like "On a rainy day, I feel cozy because I stay inside".

• Identify four mood words (cheerful, gloomy, cozy, energetic) on slide and a four-weather list.
• Show one example ("On a rainy day, I feel cozy because I stay inside").
• Use mood + weather + because words to tell five sentences about how weathers affect us.
• Applies this skill independently in real conversation, extending tell how weather changes my mood beyond the lesson.

We will name special-day words like Diwali, Holi, birthday, school day, holiday, weekend and one activity + feeling for each.

• Identify six special-day words (Diwali, Holi, birthday, school day, holiday, weekend) from slide pictures.
• Tell one activity and one feeling per special day ("On Diwali we light lamps, I feel excited").
• Use festival + activity + feeling words to tell teacher about three special days in our year in full sentences.
• Applies this skill independently in real conversation, extending use words for festivals and special days beyond the lesson.

We will tell a 5-sentence story using weather + mood + festival words.

• Identify the five-sentence frame ("Today is a ___ day. The weather is ___. I feel ___. We are celebrating ___. I will ___.") on slide.
• Show one example story. feedback.
• Use weather + mood + festival words to tell our own five-sentence story to teacher.
• Applies this skill independently in real conversation, extending tell a weather and festival story beyond the lesson.

We will sort 15 creature words into animal, bird, or insect groups and say why for each across teacher-led practice.

• Identify the three-group rule with two examples each on slide.
• Sort nine creatures into the right groups and say why.
• Use the rule to sort six new creatures and say one full sentence for each.
• Applies this skill independently in real conversation, extending sort animals, birds, and insects beyond the lesson.

We will tell where 8 creatures live using home words (jungle, water, sky, farm, house) + reasons like "fish-water because it swims".

• Identify five home words (jungle, water, sky, farm, house) and example creatures on slide.
• Tell why each home fits a creature ("fish-water because it swims", "lion-jungle because it hunts").
• Use creature + home + reason words to tell teacher where eight creatures live in full sentences.
• Applies this skill independently in real conversation, extending tell where each creature lives beyond the lesson.

We will play 6 rounds of a food-riddle game using creature + diet words like "I eat grass, I live on a farm, who am I?".

• Identify the riddle pattern ("I eat ___, I live in ___, who am I?") with creature diet words (grass, meat, fish, leaves, nectar, seeds, fruits) on slide.
• Play one example round (we give clues, teacher guesses; teacher gives, we guess) with feedback.
• Use diet + home + creature words to play five more rounds alternating.
• Applies this skill independently in real conversation, extending play creature food riddle game beyond the lesson.

We will build 3 word maps with 4 branches each (group + home + food + sound) for chosen creatures.

• Identify a word-map drawing on slide with four labeled branches.
• Build one example word map aloud for a slide creature. feedback.
• Use the rule to make word maps for three new creatures and say each branch aloud..
• Applies this skill independently in real conversation, extending build a creature word map beyond the lesson.

We will sort 15 food words into fruit, vegetable, or grain groups and say why for each across teacher-led practice.

• Identify the three-group rule with examples on slide.
• Sort nine food words into groups and say why.
• Use the rule to sort six new foods and say one full sentence for each.
• Applies this skill independently in real conversation, extending sort fruit, vegetable, and grain words beyond the lesson.

We will use color + taste words to describe 6 foods like "Apple is red and sweet", "Lemon is yellow and sour".

• Identify six color words (red, green, yellow, brown, white, orange) and four taste words (sweet, sour, salty, spicy) on slide.
• Tell color + taste for two example foods ("Apple is red and sweet", "Lemon is yellow and sour").
• Use color + taste words to describe six new foods in full sentences..
• Applies this skill independently in real conversation, extending describe foods using color and taste beyond the lesson.

We will play 6 rounds of a guessing game using grow-place words (tree, plant, ground, vine, water, animal) like "I am sweet, I grow on a tree".

• Identify the guess pattern ("I am sweet, I grow on a ___, I am ___") with grow-place words (tree, plant, ground, vine, water, animal) on slide.
• Play one example round (teacher gives clues, we guess; we give, teacher guesses) with feedback.
• Use food + grow-place words to play five more rounds alternating.
• Applies this skill independently in real conversation, extending play where-does-it-grow game beyond the lesson.

We will plan 3 healthy plates picking one item from each food group and naming the group + where it grows.

• Identify the "one from each group" rule for a healthy plate on slide.
• Plan one plate., naming each item, group, and where it grows.
• Use food + group + grow words to plan three more plates and explain each item to teacher.
• Applies this skill independently in real conversation, extending plan a healthy plate beyond the lesson.

We will name polite words like please, thank you, sorry, excuse me, may I, no thank you and use each in a sentence.

• Identify six polite words (please, thank you, sorry, excuse me, may I, no thank you) from slide pictures.
• Tell which scene fits each polite word (please when asking, thank you when receiving, sorry when wrong).
• Use polite words to make six sentences for six teacher scenes. in full sentences.
• Applies this skill independently in real conversation, extending name polite words beyond the lesson.

We will use greeting words like hello, hi, good morning, good night, bye, see you in short sentences.

• Identify six greeting words (hello, hi, good morning, good night, bye, see you) from slide.
• Tell which greeting fits which time of day or scene (good morning at start of school, bye when leaving).
• Use greeting words to greet teacher in six teacher-led role scenarios. in full sentences.
• Applies this skill independently in real conversation, extending use greeting words beyond the lesson.

We will pick the right polite or friendly word for 6 teacher-described scenes (stranger asks something, dropped a book, late for class, friend gives gift) during teacher-led practice.

• Identify six teacher-described scenes (stranger asks, dropped a book, late for class, friend gives gift, mom serves food, leaving school) on slide.
• Tell which polite or greeting word fits two example scenes.
• Use polite + greeting words to respond to six new scenes in full sentences..
• Applies this skill independently in real conversation, extending pick right polite word for a scene beyond the lesson.

We will play teacher-led polite roleplays as 4 different characters (stranger, shopkeeper, teacher, friend) using learned polite + greeting words.

• Identify four character roles (stranger, shopkeeper, teacher, friend) and a one-sentence script frame on slide.
• Do one example roleplay. as stranger, using two polite words with feedback.
• Use polite + greeting words in three more roleplays (shopkeeper, teacher, friend).
• Applies this skill independently in real conversation, extending polite conversation roleplay beyond the lesson.

We will name opposite pairs like big-small, hot-cold, day-night, fast-slow, happy-sad, in-out and use each in a sentence.

• Identify twelve opposite pairs (big-small, hot-cold, day-night, fast-slow, happy-sad, in-out, up-down, full-empty, wet-dry, hard-soft, open-close, near-far) on slide.
• Tell each pair with picture cues on slide ("The sun is hot, the ice is cold").
• Use opposite pairs to make six new sentences..
• Applies this skill independently in real conversation, extending name twelve opposite pairs beyond the lesson.

We will use 4 opposite-word pairs to fill 4-line stories.

• Identify a four-line story frame with blanks for opposites on slide.
• Fill one example story with the right opposites and say why.
• Use opposite pairs to complete three new four-line stories. in full sentences.
• Applies this skill independently in real conversation, extending use opposites in a story beyond the lesson.

We will build compound words like sun+flower, rain+bow, foot+ball, tooth+brush, bed+room, butter+fly and use each in a sentence.

• Identify six compound words on slide (sun+flower, rain+bow, foot+ball, tooth+brush, bed+room, butter+fly) with their two parts.
• Show how each compound word's meaning comes from its two parts.
• Use the rule to build sentences for six new compound words..
• Applies this skill independently in real conversation, extending build compound words beyond the lesson.

We will name same-meaning (synonym) pairs like big-large, small-tiny, fast-quick, happy-glad, sad-unhappy, jump-leap and use each in a sentence.

• Identify six same-meaning pairs (big-large, small-tiny, fast-quick, happy-glad, sad-unhappy, jump-leap) on slide.
• Tell each pair's shared meaning by acting or pointing on slide.
• Use same-meaning pairs to make six new sentences swapping one word for its match..
• Applies this skill independently in real conversation, extending use same-meaning words beyond the lesson.

We will use 5 connector words (first, next, then, suddenly, finally) to order 3 short picture stories.

• Identify five connector words (first, next, then, suddenly, finally) and example sentences on slide.
• Tell how each connector marks a moment (first starts, suddenly surprises, finally ends) in two example stories.
• Use connectors to order three short picture stories in full sentences..
• Applies this skill independently in real conversation, extending use story connector words beyond the lesson.

We will build a 5-sentence story using 3 verbs and 3 describing words from teacher-given cards.

• Identify three verb cards + three describing cards on slide and a five-sentence frame.
• Build one example story using all six words and explain each sentence.
• Use a new set of six word cards to build a five-sentence story..
• Applies this skill independently in real conversation, extending build a story with verbs and describing words beyond the lesson.

We will use dialogue words said, asked, replied, shouted to tell a 4-sentence story with 2 characters talking.

• Identify four dialogue words (said, asked, replied, shouted) from slide with example sentences.
• Show how each dialogue word changes a story line. ("Mom said ___", "Friend asked ___").
• Use dialogue words to tell a four-sentence story where two characters talk..
• Applies this skill independently in real conversation, extending use dialogue words in a story beyond the lesson.

We will tell a 6-sentence story choosing 6 words from a 24-word grid.

• Identify a slide word grid of twenty-four words across four categories and a six-sentence frame.
• Pick six words and plan how each fits one sentence.
• Use a new word grid to choose six different words and tell a fresh six-sentence story.
• Applies this skill independently in real conversation, extending tell my best word story beyond the lesson.

We will play 3 shop roleplays using food + quantity + describing words like "Hi, I want two sweet apples". as shopkeeper.

• Identify shop roleplay frame ("Hi, I want ___ ___. How much? Thank you.") on slide.
• Do one example shop roleplay. as shopkeeper and explain each word choice.
• Use food + quantity + describing words for three more shop roleplays.
• Applies this skill independently in real conversation, extending use words in a shop roleplay beyond the lesson.

We will play 3 friend-talk roleplays (new friend, upset friend, happy friend) using feeling + question + action words.

• Identify three friend-talk scenarios on slide (a new friend, an upset friend, a happy friend).
• Do one example friend-talk. as friend and explain each word choice.
• Use feeling + question + action words for two more friend-talk scenarios..
• Applies this skill independently in real conversation, extending use words in a friend talk roleplay beyond the lesson.

We will play 3 parent-talk roleplays (telling about school, asking permission, sharing a problem) using family + place + time words.

• Identify three parent-talk scenarios on slide (telling about school, asking permission, sharing a problem).
• Do one example parent-talk. as parent and explain each word choice.
• Use family + place + time words for two more parent-talk scenarios..
• Applies this skill independently in real conversation, extending use words in a family talk roleplay beyond the lesson.

We will give a 6-sentence "all about me" talk using words from 6 categories (people, place, action, describing, feeling, group word).

• Identify the six-category talk frame on slide (people, place, action, describing, feeling, group word).
• Plan one example talk using the frame. feedback.
• Use the six categories to give our own six-sentence "all about me" talk to teacher.
• Applies this skill independently in real conversation, extending show my word power in free talk beyond the lesson.

We will identify unknown words paired with a slide picture and guess the meaning using the picture, across five teacher-led word-picture pairs.

• Identify three unknown words shown beside a slide picture and point to the one matching the picture.
• Explain what each picture is showing in one short sentence per word.
• Use one new picture-paired word in a short spoken sentence. prompt.
• Applies this skill independently in real conversation, extending spot words in pictures beyond the lesson.

We will match five new vocabulary words to the correct picture and explain one clue from the picture for each match.

• Identify the matching picture for a new vocabulary word from a set of three options.
• Explain one picture clue that helped make the match for five word-picture pairs.
• Use the matched word in a short complete sentence said aloud to the teacher.
• Applies this skill independently in real conversation, extending match words to pictures beyond the lesson.

We will guess the meaning of five unknown words shown with a picture and check our guess against a simple definition.

• Identify what a new word might mean by looking at the slide picture alone.
• Explain each meaning guess in one line using the picture as evidence.
• Use two correctly guessed words in spoken sentences chosen by the teacher.
• Applies this skill independently in real conversation, extending guess meanings from pictures beyond the lesson.

We will use four newly learned picture-paired words in short complete sentences across four teacher-given prompts.

• Recall each of the four target words from earlier picture lessons.
• Explain the meaning of each target word in one short sentence.
• Use all four words back-to-back in a one-minute spoken mini-description guided by the teacher.
• Applies this skill independently in real conversation, extending use picture words in sentences beyond the lesson.

We will find the clue word in five sentences that hints at the meaning of an unknown highlighted word.

• Identify the clue word in a teacher-read sentence that hints at an unknown word's meaning.
• Explain how the clue word points to the meaning of the unknown word.
• Use one clue word to give a meaning guess for the unknown word in a spoken sentence.
• Applies this skill independently in real conversation, extending find clue words in sentences beyond the lesson.

We will guess the meaning of five unknown words using only sentence clues, then justify each guess with the clue we used.

• Identify which word in a sentence gives the strongest meaning clue.
• Explain each meaning guess in one short sentence using the clue word.
• Use each newly understood word in a short spoken sentence on a topic the teacher chooses.
• Applies this skill independently in real conversation, extending guess meaning from sentence clues beyond the lesson.

We will replace five hard words in slide sentences with easier same-meaning words using sentence clues.

• Identify the hard word in five slide sentences and underline the sentence clue.
• Explain why the easier word means the same as the hard word.
• Use the easier word in a new spoken sentence built by the student.
• Applies this skill independently in real conversation, extending replace hard words with easier beyond the lesson.

We will use four clue-learned vocabulary words in short complete sentences across four teacher-given scenarios.

• Recall each of the four target words from earlier sentence-clue lessons.
• Explain the meaning of each target word in one short sentence.
• Use three of the four target words in a one-minute spoken mini-story guided by the teacher.
• Applies this skill independently in real conversation, extending use clue words in sentences beyond the lesson.

We will spot three new vocabulary words inside two short teacher-read stories and mark each one.

• Identify three unknown words in a 3-4 sentence story read aloud by the teacher.
• Explain what each unknown word might mean using a clue from earlier in the story.
• Use one of the new words in a one-line spoken sentence about the story.
• Applies this skill independently in real conversation, extending spot new words in stories beyond the lesson.

We will guess the meaning of four unknown words using clues from the whole story, not just one sentence.

• Identify which earlier sentence in a short story gives the meaning clue for a later unknown word.
• Explain each meaning guess in one line using the story clue.
• Use each newly learned story word in a spoken sentence describing the story.
• Applies this skill independently in real conversation, extending guess meaning from story clues beyond the lesson.

We will retell a short teacher-read story using at least three of the new vocabulary words from the story.

• Identify three new words from a short story read by the teacher.
• Explain the meaning of each new word in one short sentence using a story clue.
• Use at least three new words in a four-sentence retelling of the story to the teacher.
• Applies this skill independently in real conversation, extending retell stories using new words beyond the lesson.

We will use four story-learned vocabulary words in short complete sentences across four teacher-given prompts.

• Recall each of the four target words from earlier story-clue lessons.
• Explain the meaning of each target word in one short sentence.
• Use all four words.
• Applies this skill independently in real conversation, extending use story words in sentences beyond the lesson.

We will sort fifteen vocabulary words into three categories - people places and things - across three rounds.

• Identify the category (people / place / thing) for five teacher-read words.
• Explain why each word fits its category using a one-line reason.
• Use one word from each category in three spoken sentences.
• Applies this skill independently in real conversation, extending sort words into people-place-thing beyond the lesson.

We will sort twelve vocabulary words by whether they describe a feeling, and use four feeling words in short sentences.

• Identify feeling words from a slide list of twelve mixed words.
• Explain why each word is or is not a feeling word in one short line.
• Use four feeling words in spoken sentences about a teacher-given scenario.
• Applies this skill independently in real conversation, extending sort words into feelings category beyond the lesson.

We will sort fifteen vocabulary words into action words and describing words, and use four in spoken sentences.

• Identify action vs describing words from five teacher-said examples.
• Explain the difference between an action word and a describing word with one example each.
• Use two action and two describing words in spoken sentences from a teacher prompt.
• Applies this skill independently in real conversation, extending sort action and describing words beyond the lesson.

We will use one word from each of four categories in a four-sentence spoken description of a topic chosen by the teacher.

• Recall the category of each of eight teacher-read words.
• Explain why each chosen word fits the topic in one short line.
• Use one word from each of four categories in a connected four-sentence description.
• Applies this skill independently in real conversation, extending use category words in sentences beyond the lesson.

We will spot word family patterns in five sets of words that share a sound or meaning, across five rounds.

• Identify the shared pattern in three-word sets like 'cat / hat / bat' or 'run / runs / running'.
• Explain what makes the words in a set belong to the same family.
• Use one word from each of three families in spoken sentences.
• Applies this skill independently in real conversation, extending spot word family patterns beyond the lesson.

We will build four new words for each of three given word families using teacher prompts.

• Identify which words belong to a given family from a slide list of eight words.
• Explain the meaning of each newly built family word in one short line.
• Use two newly built family words in spoken sentences.
• Applies this skill independently in real conversation, extending build words from one family beyond the lesson.

We will match ten family-related words to their correct one-line meanings across two rounds.

• Identify the meaning of five family-related words from teacher-said options.
• Explain how the family pattern helps figure out each meaning.
• Use three matched words in spoken sentences from a teacher prompt.
• Applies this skill independently in real conversation, extending match family words to meanings beyond the lesson.

We will use one word from each of four word families in spoken sentences across four teacher-given prompts.

• Recall the family of each of eight teacher-read words.
• Explain why each chosen word fits the prompt in one short line.
• Use one word from each of four families in a four-sentence spoken description.
• Applies this skill independently in real conversation, extending use family words in sentences beyond the lesson.

We will spot the opposite of ten common words across two rounds of slide pairs.

• Identify the opposite of five teacher-said words from three slide options.
• Explain in one line how an opposite changes the meaning of a sentence.
• Use three opposite-word pairs in spoken sentences using 'but' to connect them.
• Applies this skill independently in real conversation, extending spot opposite word pairs beyond the lesson.

We will spot same-meaning pairs in ten slide examples and use three pairs in spoken sentences.

• Identify the same-meaning word for five teacher-said words from three slide options.
• Explain why two words can mean the same thing using one short example.
• Use three same-meaning words in spoken sentences. prompts.
• Applies this skill independently in real conversation, extending spot same-meaning word pairs beyond the lesson.

We will swap the bold word in five slide sentences with an opposite or a same-meaning word as instructed.

• Identify whether the teacher prompt is asking for an opposite or a same-meaning word.
• Explain how the meaning changes when the bold word is swapped.
• Use one swapped sentence in a one-minute spoken explanation of how the meaning changed.
• Applies this skill independently in real conversation, extending swap opposites and synonyms beyond the lesson.

We will use two opposite pairs and two synonym pairs in spoken sentences, across four teacher-given prompts.

• Recall the opposite or synonym partner for eight teacher-said words.
• Explain the meaning of each chosen word in one short line.
• Use all four pairs in a four-sentence spoken mini-story.
• Applies this skill independently in real conversation, extending use opposite and synonym words beyond the lesson.

We will spot the prefix 'un-' in ten common words and explain that 'un-' means 'not' or 'opposite of', across two rounds.

• Identify words that start with the prefix 'un-' from a slide list of twelve mixed words.
• Explain what 'un-' does to a root word using examples like 'unhappy' meaning 'not happy'.
• Use three 'un-' words in spoken sentences. prompts.
• Applies this skill independently in real conversation, extending spot the un- prefix beyond the lesson.

We will build five new 'un-' words by adding the prefix to a teacher-given root and explain each new meaning.

• Identify which root words can take 'un-' from a slide list of eight words.
• Explain how adding 'un-' changes the meaning of each new word in one short line.
• Use three newly built 'un-' words in spoken sentences.
• Applies this skill independently in real conversation, extending build new un- words beyond the lesson.

We will spot the prefix 're-' in ten common words and explain that 're-' means 'again', across two rounds.

• Identify words that start with the prefix 're-' from a slide list of twelve mixed words.
• Explain what 're-' does to a root word using examples like 'rewrite' meaning 'write again'.
• Use three 're-' words in spoken sentences from teacher prompts.
• Applies this skill independently in real conversation, extending spot the re- prefix beyond the lesson.

We will use four 'un-' words and four 're-' words in short spoken sentences, across eight teacher-given prompts.

• Recall each of eight words as 'un-' or 're-' prefix words.
• Explain the meaning of each word in one short line using the prefix.
• Use four prefix words back-to-back in a one-minute spoken mini-story. prompts.
• Applies this skill independently in real conversation, extending use un- and re- words beyond the lesson.

We will spot the prefix 'dis-' in ten common words and explain that 'dis-' means 'not' or 'opposite', across two rounds.

• Identify words that start with the prefix 'dis-' from a slide list of twelve mixed words.
• Explain what 'dis-' does to a root word using examples like 'dislike' meaning 'not like'.
• Use three 'dis-' words in spoken sentences. prompts.
• Applies this skill independently in real conversation, extending spot the dis- prefix beyond the lesson.

We will build five new 'dis-' words by adding the prefix to a teacher-given root and explain each new meaning.

• Identify which root words can take 'dis-' from a slide list of eight words.
• Explain how adding 'dis-' changes the meaning of each new word in one short line.
• Use three newly built 'dis-' words in spoken sentences.
• Applies this skill independently in real conversation, extending build new dis- words beyond the lesson.

We will spot the prefix 'mis-' in ten common words and explain that 'mis-' means 'wrongly', across two rounds.

• Identify words that start with the prefix 'mis-' from a slide list of twelve mixed words.
• Explain what 'mis-' does to a root word using examples like 'misread' meaning 'read wrongly'.
• Use three 'mis-' words in spoken sentences. prompts.
• Applies this skill independently in real conversation, extending spot the mis- prefix beyond the lesson.

We will use four 'dis-' words and four 'mis-' words in short spoken sentences, across eight teacher-given prompts.

• Recall each of eight words as 'dis-' or 'mis-' prefix words.
• Explain the meaning of each word in one short line using the prefix.
• Use four prefix words back-to-back in a one-minute spoken mini-story. prompts.
• Applies this skill independently in real conversation, extending use dis- and mis- words beyond the lesson.

We will spot the prefix 'pre-' in ten common words and explain that 'pre-' means 'before', across two rounds.

• Identify words that start with the prefix 'pre-' from a slide list of twelve mixed words.
• Explain what 'pre-' does to a root word using examples like 'preview' meaning 'view before'.
• Use three 'pre-' words in spoken sentences. prompts.
• Applies this skill independently in real conversation, extending spot the pre- prefix beyond the lesson.

We will build five new 'pre-' words by adding the prefix to a teacher-given root and explain each new meaning.

• Identify which root words can take 'pre-' from a slide list of eight words.
• Explain how adding 'pre-' changes the meaning of each new word in one short line.
• Use three newly built 'pre-' words in spoken sentences.
• Applies this skill independently in real conversation, extending build new pre- words beyond the lesson.

We will spot the prefix 'non-' in ten common words and explain that 'non-' means 'not', across two rounds.

• Identify words that start with the prefix 'non-' from a slide list of twelve mixed words.
• Explain what 'non-' does to a root word using examples like 'nonstop' meaning 'not stop'.
• Use three 'non-' words in spoken sentences. prompts.
• Applies this skill independently in real conversation, extending spot the non- prefix beyond the lesson.

We will use four 'pre-' words and four 'non-' words in short spoken sentences, across eight teacher-given prompts.

• Recall each of eight words as 'pre-' or 'non-' prefix words.
• Explain the meaning of each word in one short line using the prefix.
• Use four prefix words back-to-back in a one-minute spoken mini-story. prompts.
• Applies this skill independently in real conversation, extending use pre- and non- words beyond the lesson.

We will spot the suffix '-ful' in ten words and explain that '-ful' means 'full of', across two rounds.

• Identify words ending in '-ful' from a slide list of twelve mixed words.
• Explain what '-ful' does to a root word using examples like 'helpful' meaning 'full of help'.
• Use three '-ful' words in spoken sentences. prompts.
• Applies this skill independently in real conversation, extending spot the -ful suffix beyond the lesson.

We will spot the suffix '-less' in ten words and explain that '-less' means 'without', across two rounds.

• Identify words ending in '-less' from a slide list of twelve mixed words.
• Explain what '-less' does to a root word using examples like 'careless' meaning 'without care'.
• Use three '-less' words in spoken sentences. prompts.
• Applies this skill independently in real conversation, extending spot the -less suffix beyond the lesson.

We will build five '-ful' words and five '-less' words from teacher-given roots and explain each new meaning.

• Identify which roots can take '-ful' and which can take '-less' from a slide list of ten roots.
• Explain how each new suffix word's meaning changes from its root in one short line.
• Use four newly built suffix words in spoken sentences.
• Applies this skill independently in real conversation, extending build -ful and -less words beyond the lesson.

We will use four '-ful' words and four '-less' words in short spoken sentences, across eight teacher-given prompts.

• Recall each of eight words as '-ful' or '-less' words.
• Explain the meaning of each word in one short line using the suffix.
• Use four suffix words back-to-back in a one-minute spoken mini-story. prompts.
• Applies this skill independently in real conversation, extending use -ful and -less words beyond the lesson.

We will spot the suffix '-er' in ten words and explain that '-er' means 'more', across two rounds.

• Identify words ending in '-er' from a slide list of twelve mixed words.
• Explain what '-er' does to a root word using examples like 'bigger' meaning 'more big'.
• Use three '-er' words in spoken sentences. prompts.
• Applies this skill independently in real conversation, extending spot the -er suffix beyond the lesson.

We will spot the suffix '-est' in ten words and explain that '-est' means 'most', across two rounds.

• Identify words ending in '-est' from a slide list of twelve mixed words.
• Explain what '-est' does to a root word using examples like 'biggest' meaning 'most big'.
• Use three '-est' words in spoken sentences. prompts.
• Applies this skill independently in real conversation, extending spot the -est suffix beyond the lesson.

We will build five '-er' words and five '-est' words from teacher-given roots and explain each new meaning.

• Identify which roots can take '-er' and '-est' from a slide list of ten roots.
• Explain how each new suffix word changes the root's meaning in one short line.
• Use four newly built suffix words in spoken sentences.
• Applies this skill independently in real conversation, extending build -er and -est words beyond the lesson.

We will use four '-er' and four '-est' words in spoken comparison sentences, across eight teacher-given prompts.

• Recall each of eight words as '-er' or '-est' words.
• Explain the comparison meaning of each word in one short line.
• Use four comparison words back-to-back in a one-minute spoken description. prompts.
• Applies this skill independently in real conversation, extending use -er and -est words beyond the lesson.

We will spot the suffix '-ly' in ten words and explain that '-ly' tells 'how' something is done, across two rounds.

• Identify words ending in '-ly' from a slide list of twelve mixed words.
• Explain what '-ly' does to a root word using examples like 'quickly' meaning 'in a quick way'.
• Use three '-ly' words in spoken sentences. prompts.
• Applies this skill independently in real conversation, extending spot the -ly suffix beyond the lesson.

We will spot the suffix '-y' in ten words and explain that '-y' means 'full of' or 'like', across two rounds.

• Identify words ending in '-y' from a slide list of twelve mixed words.
• Explain what '-y' does to a root word using examples like 'rainy' meaning 'full of rain'.
• Use three '-y' words in spoken sentences. prompts.
• Applies this skill independently in real conversation, extending spot the -y suffix beyond the lesson.

We will build five '-ly' words and five '-y' words from teacher-given roots and explain each new meaning.

• Identify which roots can take '-ly' and which can take '-y' from a slide list of ten roots.
• Explain how each new suffix word changes the root's meaning in one short line.
• Use four newly built suffix words in spoken sentences.
• Applies this skill independently in real conversation, extending build -ly and -y words beyond the lesson.

We will perform a 90-second spoken summary that uses at least eight words built across Levels 1-4 to show our word power so far.

• Recall at least eight target words from a 100-word personal word bank shown on the slide.
• Explain the meaning of each chosen word in one short line before the delivery.
• Use at least eight target words in a 90-second spoken summary on a teacher-given topic.
• Applies this skill independently in real conversation, extending show your 100-word vocabulary power beyond the lesson.

We will compare weak and strong verb pairs (run vs dash, said vs whispered) and explain why the strong verb gives a clearer picture across five rounds.

• Identify the stronger verb in five weak / strong verb pairs read by the teacher.
• Explain why the strong verb gives a clearer picture for each of five examples.
• Use one strong verb in a spoken sentence about a teacher-given scene.
• Applies this skill independently in real conversation, extending compare weak and strong verbs beyond the lesson.

We will replace the weak verb in five slide sentences with a strong verb that gives a sharper picture, justifying each swap in one line.

• Identify the weak verb in each of five slide sentences.
• Explain why the chosen strong verb fits the sentence better than the weak one.
• Use the swapped sentence in a spoken one-line justification of why the new verb is stronger.
• Applies this skill independently in real conversation, extending replace weak verbs in sentences beyond the lesson.

We will choose the best of three candidate verbs for a sentence based on the scene described, and defend the choice across five rounds.

• Identify the scene mood for five teacher-read sentences.
• Explain in one line why the picked verb matches the scene best.
• Use the chosen verb in a spoken sentence with a one-line reason for the pick.
• Applies this skill independently in real conversation, extending choose the best strong verb beyond the lesson.

We will use four strong verbs in spoken sentences about teacher-given scenes, justifying each choice.

• Recall each of eight verbs as weak or strong.
• Explain the picture each strong verb gives in one short line.
• Use four strong verbs in a one-minute spoken scene description with one-line justifications.
• Applies this skill independently in real conversation, extending use strong verbs in sentences beyond the lesson.

We will compare weak and exact adjective pairs (big vs enormous, sad vs heartbroken) and explain why the exact word gives a clearer picture across five rounds.

• Identify the more exact adjective in five weak / exact pairs read by the teacher.
• Explain why the exact adjective gives a clearer picture for each of five examples.
• Use one exact adjective in a spoken sentence about a teacher-given scene.
• Applies this skill independently in real conversation, extending compare weak and exact adjectives beyond the lesson.

We will replace the weak adjective in five slide sentences with an exact adjective, justifying each swap in one line.

• Identify the weak adjective in each of five slide sentences.
• Explain why the chosen exact adjective fits the sentence better than the weak one.
• Use the swapped sentence in a spoken one-line justification of why the new adjective is sharper.
• Applies this skill independently in real conversation, extending replace weak adjectives in sentences beyond the lesson.

We will choose the best of three candidate adjectives for a sentence based on the scene described, and defend the choice across five rounds.

• Identify the scene mood for five teacher-read sentences.
• Explain in one line why the picked adjective matches the scene best.
• Use the chosen adjective in a spoken sentence with a one-line reason for the pick.
• Applies this skill independently in real conversation, extending choose the best exact adjective beyond the lesson.

We will use four exact adjectives in spoken sentences about teacher-given scenes, justifying each choice.

• Recall each of eight adjectives as weak or exact.
• Explain the picture each exact adjective gives in one short line.
• Use four exact adjectives in a one-minute spoken scene description with one-line justifications.
• Applies this skill independently in real conversation, extending use exact adjectives in sentences beyond the lesson.

We will compare three synonyms with different shades of meaning (small / tiny / microscopic) and explain when each fits, across four rounds.

• Identify the strongest and weakest synonym in three-word sets read by the teacher.
• Explain the shade difference between synonyms in one short line per set.
• Use the strongest-shade synonym in a spoken sentence with a one-line reason.
• Applies this skill independently in real conversation, extending compare synonym shades beyond the lesson.

We will choose the synonym with the right shade for the sentence's meaning, defending the choice across five rounds.

• Identify the shade clue in each of five slide sentences.
• Explain in one line why the picked synonym fits the shade clue.
• Use the chosen synonym in a spoken sentence with a one-line reason for the pick.
• Applies this skill independently in real conversation, extending choose right shade for sentence beyond the lesson.

We will compare antonym pairs in five slide sentences and explain how using the opposite changes the meaning, across five rounds.

• Identify the antonym partner for five teacher-read words.
• Explain how the meaning changes when the antonym is used in place of the original word.
• Use the rewritten sentence in a spoken one-line explanation of the meaning change.
• Applies this skill independently in real conversation, extending compare antonym pairs sharply beyond the lesson.

We will use two synonym shades and two antonym pairs in spoken sentences across four teacher-given prompts with one-line justifications.

• Recall the shade and antonym partner for eight teacher-said words.
• Explain in one line why each chosen word fits its prompt.
• Use all four words in a four-sentence spoken mini-story with one-line justifications.
• Applies this skill independently in real conversation, extending use synonyms and antonyms beyond the lesson.

We will apply six target school-context words (assembly, recess, homework, classmate, schedule, assignment) in spoken sentences about teacher-given school situations.

• Identify the meaning of six target school-context words from teacher-read sentence examples.
• Explain in one line where and when each word is used at school.
• Use four target words in a connected four-sentence spoken description of a school day moment.
• Applies this skill independently in real conversation, extending apply smart words at school beyond the lesson.

We will compare two word choices for five school-context sentences and defend the better choice, across five rounds.

• Identify the sharper word in five school-context word pairs.
• Explain in one line why the sharper word fits the school sentence better.
• Use the chosen word in a spoken sentence with a one-line reason.
• Applies this skill independently in real conversation, extending compare word choices for school beyond the lesson.

We will plan a four-line school mini-conversation using at least five target school-context words, then perform it with the teacher.

• Identify five target school-context words from a slide bank that fit a teacher-given school situation.
• Explain how each chosen word will fit into a line of the conversation.
• Use the planned conversation with the teacher in roleplay using the five target words.
• Applies this skill independently in real conversation, extending plan a school mini-conversation beyond the lesson.

We will perform a 90-second school roleplay with the teacher using at least six rich school-context words, and explain each choice afterwards.

• Recall at least six rich school-context words from a slide bank.
• Explain in one line where each chosen word will land in the roleplay.
• Use at least six rich words across a 90-second teacher-led school roleplay with one-line justifications.
• Applies this skill independently in real conversation, extending perform a school word roleplay beyond the lesson.

We will apply six target home-context words (chores, relative, neighbour, routine, errand, family) in spoken sentences about teacher-given home situations.

• Identify the meaning of six target home-context words from teacher-read sentence examples.
• Explain in one line where and when each word is used at home.
• Use four target words in a connected four-sentence spoken description of a home moment.
• Applies this skill independently in real conversation, extending apply smart words at home beyond the lesson.

We will compare two word choices for five home-context sentences and defend the better choice, across five rounds.

• Identify the sharper word in five home-context word pairs.
• Explain in one line why the sharper word fits the home sentence better.
• Use the chosen word in a spoken sentence with a one-line reason.
• Applies this skill independently in real conversation, extending compare word choices for home beyond the lesson.

We will plan a four-line home mini-conversation using at least five target home-context words, then perform it with the teacher.

• Identify five target home-context words from a slide bank that fit a teacher-given home situation.
• Explain how each chosen word will fit into a line of the conversation.
• Use the planned conversation with the teacher in roleplay using the five target words.
• Applies this skill independently in real conversation, extending plan a home mini-conversation beyond the lesson.

We will perform a 90-second home roleplay with the teacher using at least six rich home-context words, and explain each choice afterwards.

• Recall at least six rich home-context words from a slide bank.
• Explain in one line where each chosen word will land in the roleplay.
• Use at least six rich words across a 90-second teacher-led home roleplay with one-line justifications.
• Applies this skill independently in real conversation, extending perform a home word roleplay beyond the lesson.

We will apply six character-describing words (cheerful, stubborn, generous, shy, curious, brave) in spoken sentences about teacher-given characters.

• Identify the meaning of six character-describing words from teacher-read story snippets.
• Explain in one line what kind of character each word describes.
• Use four character words in a connected four-sentence spoken description of one story character.
• Applies this skill independently in real conversation, extending apply character-describing words beyond the lesson.

We will apply six setting-describing words (gloomy, sunny, crowded, peaceful, dusty, bright) in spoken sentences about teacher-given story settings.

• Identify the meaning of six setting-describing words from teacher-read story snippets.
• Explain in one line what kind of place each word describes.
• Use four setting words in a connected four-sentence spoken description of one story setting.
• Applies this skill independently in real conversation, extending apply setting-describing words beyond the lesson.

We will apply six feeling-describing words (excited, nervous, proud, lonely, jealous, grateful) in spoken sentences about teacher-given story feelings.

• Identify the meaning of six feeling-describing words from teacher-read story snippets.
• Explain in one line what kind of feeling each word describes.
• Use four feeling words in a connected four-sentence spoken description of one character's feelings.
• Applies this skill independently in real conversation, extending apply feeling-describing words beyond the lesson.

We will build a 90-second spoken mini-story using at least three character words, two setting words, and two feeling words from earlier in this level.

• Recall at least seven target story words from a slide bank.
• Explain where each chosen word will land in the start middle or end of the story.
• Use at least seven target words across a 90-second spoken mini-story to the teacher.
• Applies this skill independently in real conversation, extending build a rich-word mini-story beyond the lesson.

We will break ten prefixed words into root and prefix and explain how each prefix changes the root's meaning, across two rounds.

• Identify the root in five prefixed words like 'unhelpful' or 'rebuild'.
• Explain in one line how each prefix changes the root's meaning.
• Use one broken-down word in a spoken sentence explaining how the prefix changes the meaning.
• Applies this skill independently in real conversation, extending split root and prefix beyond the lesson.

We will break ten suffixed words into root and suffix and explain how each suffix changes the root's meaning, across two rounds.

• Identify the root in five suffixed words like 'helpful' or 'quickly'.
• Explain in one line how each suffix changes the root's meaning.
• Use one broken-down word in a spoken sentence explaining how the suffix changes the meaning.
• Applies this skill independently in real conversation, extending split root and suffix beyond the lesson.

We will break eight long words like 'unhelpful' or 'rebuilders' into prefix + root + suffix and explain each part's job, across two rounds.

• Identify all parts (prefix / root / suffix) of five long teacher-said words.
• Explain in one line what each part of the word adds to the meaning.
• Use one fully broken-down word in a spoken sentence explaining each part's job.
• Applies this skill independently in real conversation, extending break long words into parts beyond the lesson.

We will defend the meaning of six broken-down words by explaining each part, across six teacher-given words.

• Recall the parts of six teacher-said words.
• Explain the meaning of each broken-down word in one short line per word.
• Use three broken-down words in spoken sentences with their meaning defences.
• Applies this skill independently in real conversation, extending defend broken-word meanings beyond the lesson.

We will combine teacher-given roots with prefixes to build six new words, and explain each new meaning, across two rounds.

• Identify which prefix fits each of six teacher-given roots.
• Explain in one line what each new prefix-built word means.
• Use three newly built words in spoken sentences with a one-line meaning explanation.
• Applies this skill independently in real conversation, extending combine root with prefix beyond the lesson.

We will combine teacher-given roots with suffixes to build six new words, and explain each new meaning, across two rounds.

• Identify which suffix fits each of six teacher-given roots.
• Explain in one line what each new suffix-built word means.
• Use three newly built words in spoken sentences with a one-line meaning explanation.
• Applies this skill independently in real conversation, extending combine root with suffix beyond the lesson.

We will build six words from prefix + root + suffix combinations and defend each meaning, across two rounds.

• Identify a prefix and a suffix that can pair with each of six teacher-given roots.
• Explain in one line what each fully built word means.
• Use three built words in spoken sentences with one-line meaning defences.
• Applies this skill independently in real conversation, extending build prefix-root-suffix words beyond the lesson.

We will defend the best-built word for each of five teacher-given sentences by explaining the parts, across five rounds.

• Identify the missing word slot in each of five teacher-read sentences.
• Explain in one line why the best-built word fits the slot.
• Use the built word in a spoken sentence with a one-line defence of why each part fits.
• Applies this skill independently in real conversation, extending defend best-built word pick beyond the lesson.

We will predict the meaning of six unseen long words by breaking them into parts, before the teacher reveals the meaning.

• Identify the parts in six unseen long words like 'misunderstanding' or 'preprocessor'.
• Explain each predicted meaning in one short line using the parts.
• Use one predicted word in a spoken sentence and check the prediction with the teacher.
• Applies this skill independently in real conversation, extending predict long-word meanings beyond the lesson.

We will defend the predicted meaning of six unseen long words by naming each part's job, across two rounds.

• Identify each part's job (prefix / root / suffix) in six unseen long words.
• Explain in one line what each part adds to the meaning of the full word.
• Use two predicted words in spoken sentences with one-line defences.
• Applies this skill independently in real conversation, extending defend predicted word meanings beyond the lesson.

We will decode six unseen long words inside five slide sentences using word parts plus sentence clues, across two rounds.

• Identify each unseen long word in five slide sentences.
• Explain in one line how parts plus sentence clues give the meaning.
• Use one decoded word in a spoken sentence with a one-line meaning defence.
• Applies this skill independently in real conversation, extending decode long words in sentences beyond the lesson.

We will decode three unseen long words in a teacher-read short story using word parts and story clues, and use each in a spoken summary line.

• Identify three unseen long words in a teacher-read short story.
• Explain each decoded meaning in one short line using parts plus story clues.
• Use each decoded word in a one-line spoken summary of the story.
• Applies this skill independently in real conversation, extending decode long words in stories beyond the lesson.

We will plan a 60-second spoken topic using at least eight rich words from the personal word bank, and justify each pick to the teacher.

• Identify at least ten rich words from a slide word bank for a teacher-given topic.
• Explain in one line why each chosen word fits the topic.
• Use the plan to deliver a 60-second spoken topic with one-line justifications afterwards.
• Applies this skill independently in real conversation, extending plan a rich-word topic beyond the lesson.

We will compare a weak-word and a rich-word version of the same 60-second topic, and explain why the rich-word version is stronger.

• Identify the rich words in two side-by-side versions of the same topic.
• Explain why the rich-word version sounds stronger in one short line per swap.
• Use the rebuilt rich version in a 60-second spoken delivery with one-line justifications.
• Applies this skill independently in real conversation, extending compare two topic versions beyond the lesson.

We will adjust word choices for two different listeners (a young sibling vs a teacher) for the same 45-second topic, and defend each choice.

• Identify the listener-appropriate version among three slide options for a topic.
• Explain in one line why each adjusted word fits its listener.
• Use both versions in two 45-second spoken deliveries with one-line defences.
• Applies this skill independently in real conversation, extending adjust word choices for listener beyond the lesson.

We will deliver a 90-second spoken topic using at least ten rich words across categories, with one-line meaning defences after.

• Recall at least twelve target rich words from a slide bank for a topic.
• Explain in one line the role each chosen word plays in the topic.
• Use at least ten target words in a 90-second spoken topic with post-delivery meaning defences.
• Applies this skill independently in real conversation, extending deliver a rich-word spoken topic beyond the lesson.

We will construct five rich-word short sentences for a teacher-given topic, and read each one aloud with a one-line word-choice defence.

• Identify the strongest rich word for each of five teacher-given sentence frames.
• Explain in one line why each chosen word fits its sentence frame.
• Use each constructed sentence in a spoken read-aloud with a one-line word-choice defence.
• Applies this skill independently in real conversation, extending construct rich-word short sentences beyond the lesson.

We will construct a three-sentence paragraph using at least six rich words from the word bank, and read it aloud with one-line defences.

• Identify six target words from a slide word bank for a teacher-given paragraph topic.
• Explain in one line where each chosen word will land in the paragraph.
• Use the constructed paragraph in a spoken read-aloud with one-line word-choice defences.
• Applies this skill independently in real conversation, extending construct a three-sentence rich paragraph beyond the lesson.

We will revise a four-sentence teacher-given weak paragraph into a rich version using at least seven rich words, and defend each swap.

• Identify the weak words in a four-sentence teacher-given paragraph.
• Explain in one line why each rich-word swap is sharper.
• Use the revised rich paragraph in a spoken read-aloud with one-line swap defences.
• Applies this skill independently in real conversation, extending revise weak paragraph to rich beyond the lesson.

We will construct a five-sentence short story using at least eight rich words across character / setting / feeling categories, and read it aloud with one-line defences.

• Recall at least ten rich words across categories from a slide word bank.
• Explain where each chosen word will land in the story in one short line.
• Use the planned story in a spoken read-aloud with one-line word-choice defences.
• Applies this skill independently in real conversation, extending construct a rich-word short story beyond the lesson.

We will plan a two-minute final Word Power topic using at least twelve target words across all categories learned, with one-line picks per word.

• Identify a teacher-offered topic plus twelve target words from a slide word bank.
• Explain in one line why each chosen word fits the part of the topic it goes in.
• Use the plan to draft a one-line pick justification for each chosen word.
• Applies this skill independently in real conversation, extending plan final word power topic beyond the lesson.

We will rehearse the two-minute final Word Power topic twice with the teacher, adjusting word choices after each round of feedback.

• Identify two word-choice tweaks suggested by the teacher after the first rehearsal.
• Explain in one line why each tweak makes the topic stronger.
• Use the rehearsed version in a third short rehearsal with smoother delivery.
• Applies this skill independently in real conversation, extending rehearse final word power topic beyond the lesson.

We will deliver the two-minute final Word Power topic using at least twelve rich words, with no notes, in one full take.

• Recall the twelve target rich words to land in the delivery.
• Explain in one line the role each rich word will play in the topic.
• Use the full plan to deliver the two-minute topic in one take with the teacher watching.
• Applies this skill independently in real conversation, extending deliver final word power topic beyond the lesson.

We will defend the twelve rich-word choices made in the final delivery, one line per word, across all twelve words.

• Recall each of the twelve words used in the final delivery from a slide playback list.
• Explain in one short line why each word was the right pick for its spot.
• Use one-line defences for all twelve words back-to-back with the teacher.
• Applies this skill independently in real conversation, extending defend your final word choices beyond the lesson.

We will identify root, prefix, and suffix in 10 multi-syllable words and explain each part's role.

• Identify definitions of root, prefix, and suffix from a labeled slide with 5 example words (unhappy, replay, kindness, predict, runner).
• Explain what each part does to the base meaning using 3 worked examples with side-by-side comparison.
• Break down 6 new multi-syllable words into root + affix parts and label each part on a slide chart.
• Build 4 new valid English words by combining a given root with different prefixes/suffixes and explain how meaning shifts.

We will break down 12 multi-part words into morphemes and explain the meaning of each part.

• Identify the breakdown rule (split at affix boundaries) with 3 example words on slide.
• Walk through "unbelievable" → "un + believ + able" with the meaning of each piece annotated.
• Break down 8 unfamiliar words (preview, recyclable, untouchable, instructor, transformation, biodegradable, mismanagement, irreplaceable) with labels.
• Evaluate 3 candidate breakdowns shown on slide for accuracy, correcting errors and justifying the right split.

We will predict the meaning of 8 unknown multi-part words using only their parts and justify each prediction.

• Identify the predict-meaning rule (root meaning + prefix modifier + suffix change = full meaning) on slide.
• Walk through 3 worked predictions (rewritable, unhelpful, biographer) explaining the inference chain.
• Predict meaning of 6 new words (transcontinental, malfunction, hyperactive, etc.) using only their parts, then justify each guess in a full sentence.
• Compare predicted meaning to dictionary meaning for 4 words on slide and explain when prediction worked or failed.

We will build 8 new valid English words by combining given roots, prefixes, and suffixes and explain each meaning.

• Identify a slide bank of 5 roots, 5 prefixes, and 5 suffixes with meanings.
• Show 3 example combinations (re+act+ion, un+kind+ness, pre+view) demonstrating valid word formation.
• Combine roots + affixes to build 6 valid English words and define each based on its parts.
• Defend why 4 student-built words are valid English vs gibberish by checking real usage and justifying with reasoning.

We will decode 12 closed, open, and hyphenated compounds and explain how each part contributes to meaning.

• Identify the 3 compound types (closed: sunlight; open: ice cream; hyphenated: mother-in-law) on slide.
• Show how meaning comes from combining part meanings in 4 examples across all 3 types.
• Sort 12 compounds into the 3 types and explain meaning of each from its parts.
• Create 4 new closed compounds from given word pairs and write a sentence using each, evaluating clarity.

We will identify 8 blended words (brunch, smog, motel, podcast) and explain the two source words.

• Identify 8 blended words on slide with their two source words shown.
• Explain how each blend combines source words (breakfast + lunch = brunch) with stress on which letters are kept.
• Match 8 new blended words (jeggings, vlog, brexit, glamping) to their source words and explain each meaning.
• Create 4 new blended words from given word pairs and judge whether they sound natural and useful in English.

We will classify 15 multi-part words as compounds, blends, or affixed and justify each classification.

• Identify the 3 classification rules (compound = 2 full words; blend = 2 partial words; affixed = root + prefix/suffix) on slide.
• Explain why "sunflower" is compound, "smog" is blend, "unhappy" is affixed using each rule.
• Classify 10 new mixed words into the 3 categories with one-sentence justification for each.
• Create 1 word of each type from given parts and evaluate which type produces the most useful new vocabulary.

We will write a 5-sentence story using at least 6 compound and 2 blended words.

• Identify the story-frame and a slide word bank of 12 compounds + 4 blends.
• Read a model story using 6 compounds + 2 blends with each target word highlighted.
• Plan a 5-sentence story by selecting which target words fit which sentences and outlining the plot.
• Write and read aloud the story; evaluate which compound choices added the most clarity or vividness.

We will identify 6 word families and 4-5 members of each (act → action, react, actor, active, actively).

• Identify the word-family rule (members share a root) on slide with 2 model families.
• Show how "act" produces 5 family members through different affixes, with each member's part of speech labeled.
• Identify members of 5 new families (form, place, sign, light, port) and list each with meanings.
• Compare 2 candidate family lists on slide for the root "form" and evaluate which is more complete with justification.

We will build a word-family tree for one root showing 6+ members across different parts of speech.

• Identify the word-tree structure (root at trunk; branches = noun / verb / adjective / adverb forms) on slide.
• Walk through a model tree for root "create" (create, creation, creative, creatively, creator, recreation).
• Build a tree for a new root choosing 6+ members across at least 3 parts of speech.
• Evaluate a candidate tree on slide by checking each member truly shares the root, and suggest 2 missing members.

We will pick the correct family member to fill blanks in 10 context sentences and justify each.

• Identify the rule (use noun form for subject/object; verb form for action; adjective for description; adverb for manner) on slide.
• Show one example using "act, action, active, actor, actively" in 5 different sentence frames with reasoning.
• Fill 10 sentences with the right family member from a given root, justifying part of speech for each.
• Write 4 original sentences each using a different family member of one root, and evaluate variety achieved.

We will play a 6-round word family game scoring points for correct members and creative use in sentences.

• Identify game rule (1 point per correct family member, 2 points for creative use in sentence) on slide.
• Play 1 example round using root "port". (transport, import, export, portable, porter).
• Play 4 more rounds using different roots (sign, struct, form, ject); score each based on correctness and variety.
• Reflect on which family produced the most useful new vocabulary and explain why one root yielded more than another.

We will recognize 10 common Latin roots (port, dict, spect, vis, audi, scrib, fract, vict, mort, terr) and 3+ derived words each.

• Identify 10 Latin roots and their meanings (port=carry, dict=say, spect=look, vis=see, audi=hear, scrib=write, fract=break, vict=conquer, mort=death, terr=earth) on slide.
• Match each root to 3 derived English words and explain the meaning trace from root to word.
• Identify which root powers each of 10 unfamiliar words and define each word using the root.
• Choose 4 roots and brainstorm 3 derived words per root; evaluate which root produces the most useful family.

We will decode the meaning of 12 unfamiliar Latin-derived words using only the root and context.

• Identify the decoding rule (find the root, recall its meaning, apply context) on slide with 2 model decodings.
• Walk through decoding "prediction" (pre + dict + ion = saying before). showing each step.
• Decode 8 Latin-derived words (visible, audition, scribble, prescription, prospect, victorious, immortal, terrarium) from their roots.
• Evaluate 2 candidate decodings on slide and pick the more accurate one, justifying with the root meaning.

We will use 10 Latin-derived words in original sentences showing accurate meaning and context.

• Identify a slide bank of 10 Latin-derived words with their definitions.
• Show 3 model sentences using these words, with context cues highlighted.
• Write 6 original sentences using 6 different Latin-derived words, each showing the root's meaning in context.
• Evaluate which 2 of our 6 sentences best showcase the root meaning and explain why with reasoning.

We will identify the source language of 10 English words using letter-pattern and suffix clues and justify each guess.

• Identify 5 origin patterns on slide (Latin: -tion/-ment, formal/legal; Greek: -ology/-ics, scientific; French: -tte/-eau, food/fashion; Hindi: short-i ending, Indian context; German: long compound nouns).
• Walk through 4 worked examples showing how each pattern reveals origin (information→Latin, biology→Greek, ballet→French, jungle→Hindi).
• Identify source language of 6 new words using pattern clues and explain reasoning for each.
• Compare 2 candidate origins for one ambiguous word (e.g., "garage" - Latin or French?) and pick the more likely one with justification.

We will recognize 10 common Greek roots (graph, phon, bio, geo, photo, tele, therm, chron, hydro, micro) and 3+ derived words each.

• Identify 10 Greek roots and their meanings (graph=write, phon=sound, bio=life, geo=earth, photo=light, tele=far, therm=heat, chron=time, hydro=water, micro=small) on slide.
• Match each root to 3 derived English words and trace the meaning from root to word.
• Identify which root powers each of 10 unfamiliar words (telegraph, biography, photosynthesis, etc.) and define each.
• Combine 2 Greek roots to build 4 compound technical words (microphone, thermometer, hydroelectric) and evaluate their accuracy.

We will decode 10 Greek-compound words (those combining 2 Greek roots) and explain each part.

• Identify the Greek-compound rule (Greek roots often combine without affixes: tele+graph, photo+graph) on slide.
• Walk through decoding "biography" (bio + graph + y = life writing) and "telephone" (tele + phon = far sound).
• Decode 7 new Greek-compound words (microscope, photograph, hydroponics, chronograph, thermodynamic, etc.) into both roots.
• Create 3 new plausible Greek-compound words from given root pairs and evaluate whether they could function as real words.

We will use 10 Greek-derived science words in original explanations about real-world topics.

• Identify a slide bank of 10 Greek-derived science words (photosynthesis, geology, hydroelectric, microscope, etc.) with definitions.
• Show 3 model explanations using these words in real science contexts (a plant story, an earthquake report, a power-plant tour).
• Explain 6 real-world phenomena using 6 different Greek-derived science words, with the root meaning shown.
• Evaluate which explanation used vocabulary most precisely and refine one weaker explanation with sharper vocabulary.

We will build one Latin root web and one Greek root web with 6+ derived words each and compare which yields richer vocabulary.

• Identify the word-web structure with one Latin root model (dict) and one Greek root model (graph) on slide.
• Walk through model webs for "dict" (dictionary, predict, contradict, verdict, edict, dictator) and "graph" (telegraph, biography, paragraph, autograph, graphic, calligraphy).
• Build 1 Latin root web and 1 Greek root web with 6+ derived words each.
• Compare the 2 webs and evaluate which root yielded richer cross-domain vocabulary, justifying with examples from science, arts, and daily life.

We will spot Latin or Greek roots in 8 real news headlines and decode each unfamiliar word.

• Identify the spotting rule (scan for known roots; check meaning fits headline context) on slide.
• Walk through 2 model headlines with roots highlighted and decoded.
• Spot roots in 6 new headlines and decode each unfamiliar word using its root.
• Evaluate which headlines best showcase root-decoding power and explain why some words still need a dictionary.

We will decode 12 subject-area words (science, social studies, math) using Greek or Latin roots and define each.

• Identify the subject-roots rule (science uses Greek; math/law uses Latin) with 2 examples each on slide.
• Walk through decoding "photosynthesis," "democracy," "multiplication" using their roots.
• Decode 8 new subject-area words across 4 subjects using root analysis and define each.
• Compare a Latin-derived and Greek-derived word for the same idea (e.g., aqua/hydro) and evaluate which one English uses more often and why.

We will compare 6 Latin-Greek root pairs that share a meaning and analyze when each is used in English.

• Identify 6 paired Latin-Greek roots with shared meanings (aqua/hydro=water, terra/geo=earth, multi/poly=many, etc.) on slide.
• Show how English chose Latin for daily words and Greek for scientific ones (aquarium vs hydroelectric).
• Sort 12 English words into Latin-derived or Greek-derived and justify each choice.
• Evaluate why English keeps both root systems and argue which one is more useful for a Grade 4-6 student today.

We will use roots to decode 8 unfamiliar words in a 200-word mystery passage and rewrite the passage with simpler vocabulary.

• Identify the mystery passage on slide with 8 hard words underlined.
• Walk through decoding the first 2 hard words using roots, with reasoning aloud.
• Decode the remaining 6 hard words using roots and write the inferred meaning beside each.
• Rewrite a 4-sentence section of the passage replacing hard words with simpler synonyms and evaluate which version reads better.

We will identify 6 number prefixes (uni, bi, tri, quad, multi, mono) and decode 10 words using these prefixes.

• Identify 6 number prefixes and their meanings on slide (uni=1, bi=2, tri=3, quad=4, multi=many, mono=one).
• Match each prefix to 2 example words (unicycle, bicycle, tricycle, quadrilateral, multimedia, monorail).
• Decode 8 unfamiliar number-prefixed words (binoculars, trilogy, multimillionaire, monologue) and define each.
• Create 4 new words by combining number prefixes with given roots and evaluate which are real English vs invented.

We will identify 6 direction prefixes (sub, super, trans, inter, intra, circum) and decode 10 words using these prefixes.

• Identify 6 direction prefixes and their meanings on slide (sub=under, super=above, trans=across, inter=between, intra=within, circum=around).
• Match each prefix to 2 example words (submarine, supermarket, transport, international, intranet, circumnavigate).
• Decode 8 unfamiliar direction-prefixed words (substandard, superhuman, transcribe, interstate, intramural, circumstance) and define each.
• Evaluate which 4 of 8 candidate words are correctly built (real English) vs misformed and explain each judgment.

We will use 12 number-direction prefixed words in original sentences showing accurate meaning and direction.

• Identify a slide bank of 12 prefixed words (combining both number and direction prefixes) with meanings.
• Show 3 model sentences using these words with the prefix meaning made explicit.
• Write 6 original sentences using 6 different prefixed words, with each prefix meaning shown in the context.
• Evaluate which 2 sentences best showcase the prefix meaning and revise one weaker sentence with sharper context.

We will decode 10 math and science terms built from number-direction prefixes and explain the term meaning.

• Identify the math/science prefix list on slide (bi-, tri-, quad-, sub-, super-, trans-) with example terms.
• Walk through decoding "bilingual," "triangle," "submarine," "transparent" using prefix + root.
• Decode 6 new technical terms (bisect, transcontinental, subterranean, polygon, subsonic, supernova) and define each.
• Evaluate which 3 decoded terms most clearly reflect their prefix meaning and explain how the prefix changed the root.

We will use 6 negation prefixes (un, in, dis, non, im, ir) to negate 12 words and explain meaning shifts.

• Identify 6 negation prefixes and the spelling rule (in- before most; im- before m/p; ir- before r) on slide.
• Show 4 examples (unhappy, invisible, dishonest, nonsense) with before/after meaning comparison.
• Negate 8 base words using the right prefix (mature, possible, regular, agree, sense, mortal, comfortable) and explain each.
• Evaluate 4 candidate negations on slide for spelling correctness and explain the rule that applies in each case.

We will use 5 reversal prefixes (de, re, anti, mis, counter) to transform 12 base words and explain each shift.

• Identify 5 reversal prefixes and their meanings on slide (de=remove, re=again, anti=against, mis=wrong, counter=opposite).
• Show 4 examples (deactivate, replay, antifreeze, misjudge, counterattack) with meaning trace.
• Apply reversal prefixes to 8 base words (activate, build, virus, lead, claim, count, code, fortify) and define each result.
• Compare 2 reversal prefixes applied to the same base word (e.g., misuse vs disuse) and evaluate which is more common.

We will choose the correct prefix from 4 options to complete 10 sentences and justify each choice.

• Identify the choosing rule (consider meaning + spelling + register) with one example on slide.
• Show 2 worked examples where one prefix is right and 3 are wrong, with reasoning.
• Complete 8 sentences picking the right prefix from 4 options each, justifying each choice.
• Evaluate 2 cases where 2 prefixes could both work and argue for the better choice with context evidence.

We will give a 1-minute mini-argument using at least 6 negation-prefix words to defend or oppose a topic.

• Identify the argument frame (claim → reason → vocabulary → conclusion) with 3 negation words shown.
• Hear a model argument using 6 negation words on a slide topic (e.g., "homework is necessary").
• Plan an argument selecting which 6 negation words fit the chosen topic and outlining claim + reason.
• Deliver the 1-minute argument and evaluate which 2 negation words added the most strength to the case.

We will speed-decode 15 prefixed words in 5 minutes using only the prefix and a known base.

• Identify the speed-decode rule (spot prefix, recall meaning, attach to base) with 3 timed examples on slide.
• Watch teacher decode 5 examples in 30 seconds with reasoning aloud.
• Decode 10 prefixed words against a 5-minute timer; check answers as a class.
• Evaluate which prefix family was hardest for you and explain what slowed the decoding.

We will justify the meaning of 8 unfamiliar prefixed words using only prefix knowledge in full sentences.

• Identify the justification frame ("The word means ___ because the prefix ___ means ___ and the base is ___") on slide.
• Watch teacher justify 2 examples (predetermined, antibiotic) using the frame.
• Justify meanings of 6 unfamiliar prefixed words using the frame in full sentences.
• Evaluate 2 candidate justifications and pick the more rigorous one, explaining the reasoning gap in the weaker one.

We will spot the wrong prefix use in 10 sentences and correct each with the right prefix.

• Identify common wrong-use patterns (un- where in- is needed; mis- where dis- is needed) on slide.
• Walk through 3 worked corrections (undecent → indecent; mishonor → dishonor; unactive → inactive) with reasoning.
• Spot and correct 6 wrong-prefix sentences, replacing each with the right prefix.
• Evaluate why English picks specific prefixes for specific roots and propose a memory rule for tough cases.

We will read a 200-word passage with 10 prefixed words, decode each using prefix strategy, and summarize the passage.

• Identify the passage on slide with 10 prefixed words highlighted.
• Watch teacher decode the first 3 words using prefix strategy in real time.
• Decode the remaining 7 prefixed words and write inferred meanings beside each.
• Summarize the passage in 4 sentences using 5 of the decoded words and evaluate how prefix knowledge changed reading speed.

We will use 4 noun-making suffixes (-tion, -ment, -ness, -ity) to convert 12 verbs/adjectives to nouns.

• Identify 4 noun suffixes and their patterns (-tion makes act/result; -ment makes act/result; -ness makes quality; -ity makes quality) on slide.
• Show 4 worked conversions (act→action, treat→treatment, kind→kindness, real→reality) with meaning shift.
• Convert 8 base words (educate, judge, dark, special, develop, sad, possible, generous) into nouns using the right suffix.
• Evaluate 4 candidate conversions for accuracy (e.g., "happiment" wrong vs "happiness" right) and explain why.

We will use 3 agent suffixes (-er, -or, -ist) to name 12 doers and explain the trade rule.

• Identify the agent-suffix rule (-er/-or = one who does; -ist = one who specializes) with examples on slide.
• Show 4 worked examples (teach→teacher, act→actor, art→artist, science→scientist) explaining why each suffix was chosen.
• Form 8 agent nouns from base words (write, drive, paint, music, biology, dance, journal, type) using the right suffix.
• Evaluate 4 candidate agent words and judge which English actually uses (e.g., "writist" wrong vs "writer" right) with reasoning.