Glad, Sad, Mad


Read and write words that end in -ad.

Lesson Plan

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Target Words:

  • glad
  • sad
  • mad
  • Dad 


  • Tad, Brad, Chad, and Dad graphics (see below)
  • Word cards (see below)
  • Craft sticks
  • Glad, Sad or Mad story (see below)

State and Model the Objective  
Tell the children that they are going to hear a story about a boy who felt glad, sad, and mad, and read and write words that end in -ad, such as lad, bad, and rad.

Practice the skill within an activity
Glad, sad, or mad?

  • Before the activity, attach the Tad, Dad, Chad, and Brad graphics (see below) to craft sticks to make stick puppets.
  • Introduce children to the stick puppets, demonstrate the glad, mad, and sad emotions, then have the children make the corresponding face.
  • Read the Glad, Sad, or Mad story (see below), holding up the correct puppet as each name is spoken.  
  • After each sentence, ask the children, “Is Tad glad, sad, or mad?”  
  • Repeat the story as many times as desired allowing different children to participate in the four different roles.

Apply the skill
Identify target words

  • Have the children stand side by side at one end of the room and tell them you will stand at the other end and show them word cards.
    • If the word card ends with -ad like mad and sad, they can walk forward 3 steps.
    • If the word card doesn’t end with -ad, then they need to 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 with you when they reach you.

Write about the activity

  • Have the children create their own little books by drawing 3 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.


SEEL At Home

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Read and write words that end in -ad.

  • Face graphics (see below)
  • Glad, Sad, or Mad story (see below)

Activity: Glad, Sad, or Mad

  • Make different faces with your child to match how you look when you are glad, sad, or mad.  
  • Read the Glad, Sad or Mad story (see below) with your child, pausing at the end of each sentence to ask, “Is Tad glad, sad, or mad?”
  • Have your child answer saying, “Tad is ____!” and then both make the matching face.
  • Read the story again with your child, having him or her read each -ad word as you come to it (support as needed).
  • Give your child the face graphics (see below) and help him or her draw Tad when he is glad, sad, and mad, then label each face accordingly.
  • Without showing your child the face picture, invite your child to read the emotion word and then make the face at each other.

seel at home


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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/.)