Lesson 29: Teacher Answer Key & Guide
TEACHER KEY
Time & Observation
Connecting Sight with Verb Tense: This lesson trains children to tie temporal reality directly to grammatical tense. Present sight invites see; remembered morning sight invites saw; completed experiences invite have/has/had seen.
Section 1: In the Schoolroom (Using "see" in present time):
• Model 1: I see a tall wooden clock ticking upon the schoolroom wall.
• Model 2: I see clean slates and sharpened pencils resting on our desks.
Section 2: The Morning Walk (Using "saw" in simple past):
• Model 3: I saw two gray squirrels gathering acorns near the oak tree.
• Model 4: I saw the baker's wagon rolling down the cobblestone road.
Section 3: Out of Doors (Using helping verbs with "seen"):
• Model 5 [have seen]: We have seen the swallows building their nests under the barn roof.
• Model 6 [has seen]: Brother has seen a little brown rabbit hiding in the tall clover.
• Model 7 [had seen]: The children had seen the morning rainbow before the rain ceased.
1. Omission of Helping Verb: Watch for sentences like *"I seen a squirrel."* Remind the student: *"Seen cannot walk alone; it needs its little helper have, has, or had."*
2. Double Past: Watch for *"I have saw."* Prompt: *"Saw is strong enough to stand by itself without any helper."*
| Evaluation Focus |
Exemplary (Proficient) |
Developing (Needs Support) |
| Tense & Verb Form |
Perfect application of see (present), saw (simple past), and have/has/had seen. |
Misapplies verb forms or pairs have/has with saw. |
| Sensory Details & Completeness |
Each statement is a rich, complete sentence providing concrete descriptive details. |
Overly sparse statements (e.g. *"I see a desk."*) or incomplete fragments. |
| Mechanics & Penmanship |
Initial capitals on every sentence; appropriate terminal periods; neat handwriting. |
Missing capitalization or ending punctuation; hurried letterforms. |