The session began with Demetria introducing spelling and grammar through a clear focus on verbs. She started by asking the student what they had done that morning, prompting responses such as “walked,” “ate,” and “brushed.” These action words were written down and used to demonstrate that verbs show what someone does or what is happening in a sentence. This practical connection to the student’s own experiences helped make the concept immediately meaningful. She explained the definition of a verb in simple language, then modelled several examples, highlighting the verb in each sentence and thinking aloud to show her reasoning.
The student practised identifying verbs by underlining them in short sentences and sorting words into categories. When confusion arose between nouns and verbs, Demetria used guiding questions rather than direct correction, encouraging the student to think more carefully about each word’s function. Positive reinforcement and specific feedback supported the student’s confidence and engagement. Short spelling activities and quick games were incorporated to reinforce learning and maintain focus.
Overall, the lesson was structured, interactive, and responsive to the student’s needs, demonstrating effective scaffolding, clear explanations, and strategies that supported both spelling development and grammatical understanding

Nabil Harrar