Glad, Sad, Mad

Objective

Blend a beginning consonant or consonant blend with -ad to make words such as glad, sad, and mad.

Lesson Plan

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Target Words:

  • glad
  • sad
  • mad
  • Dad 

Materials:

  • Tad, Brad, Chad, and Dad graphics
  • Word cards
  • Craft sticks
  • Glad, Sad or Mad target text

Overview
The children will act glad, mad, and sad as they add sounds to the -ad ending to make words such as lad, bad, and rad.

Literacy Activities
Glad, sad, or mad?

  • Attach the Tad, Dad, Chad, and Brad graphics to craft sticks to make stick puppets.
  • Show the puppets to the children and explain that you will read a story about how the puppets feel glad, mad, and sad.
    • Demonstrate glad, mad, and sad emotions.
    • Have the children mimic the corresponding faces.
  • Read the Glad, Sad, or Mad target text, and hold up each puppet when it is mentioned in the text. 
    • Pause after each sentence and ask the children, “Is Tad glad, sad, or mad?”  
  • Reread the text, allowing different children to participate in the four different roles. 
  • Repeat the activity as many times as desired.

More Practice
Identify target words

  • Have the children stand side by side at one end of the room.
  • Stand at the other end of the room and show the children the word cards, one at a time.
    • If the word card ends with -ad, they should take three steps forward.
    • If the word card doesn’t end with -ad, they should take one step backward.
  • The word cards can be shuffled and repeated as many times as necessary for the children to reach your side of the room.
  • Have the children read the -ad word cards aloud when they reach you.

Write about the activity

  • Have the children create their own little books by drawing three different pictures of Tad: a sad one, a mad one, and a glad one.
  • Tell the children to label each page according to how Tad is feeling (e.g., “Tad is glad.”).
  • Staple the pages together to form a book, and allow the children to take turns reading their book to another classmate.

SEEL Target Texts

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Glad, Sad, or Mad

Tad rides the bus to school.  
Tad sits by his best friend, Brad. 
Tad sees the bad bully, Chad, at school.  
Chad steals Tad’s lunch.  
Tad plays with Brad during recess.
Tad falls down and hurts his knee. 
Dad picks up Tad from school.
Tad loves spending time with Dad.
Tad plays soccer with his team.
Tad loses his soccer game.
When Tad gets home, he plays with Brad.

Printouts

SEEL At Home

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Objective
Blend a beginning consonant or consonant blend with -ad to make words such as glad, sad, and mad.

Materials

  • Face graphics
  • Glad, Sad, or Mad target text

Activity: Glad, Sad, or Mad

  • With your child, practice making different faces that express the feelings glad, sad, or mad.  
  • Read the Glad, Sad or Mad target text with your child.
    • Pause at the end of each sentence and ask, “Is Tad glad, sad, or mad?”
    • Have your child answer with, “Tad is ___!” and then make the matching face.
  • Read the story again with your child, having him or her read each -ad word (support as needed).
  • Give your child the face graphics and help him or her draw glad, sad, and mad Tad.
    • Make the graphics into flashcards by labeling each face on the back of each graphic.
  • Without showing your child the face picture, invite your child to read the emotion word and then make the face. 
  • Let your child flip the card over to see if he or she has made the correct face.

Glad, Sad, Mad

Standards

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CCSS.ELA-LITERACY.RF.K.3.B: Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

CCSS.ELA-LITERACY.RF.K.2.D: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)

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