Rebecca Gof

Word Study Lesson Plan

April 15, 2015
Freckleface Strawberry and the Dodgeball Bully by Julianne Moore
Freckleface Strawberry and the Dodgeball Bully: Freckleface
Strawberry loves when her parents have to go into work, because it
means that she gets to go to Early Bird. Early Bird is a program she
goes to in the morning before school, if her parents have to be in work
early, and she gets to play on the playground with the kids. She only
likes to go when it is nice outside, because when it is raining she has to
play Dodgeball inside with Windy Pants Patrick. He is the mean
Dodgeball bully who hits everyone with the ball. Today, she is going to
pretend she is a monster, and when she does she is the last person
standing and when Patrick hits her with the ball it does not hurt. She
tells Patrick she is a monster and it did not hurt and it frightens him.
Now her and Patrick are friends, because they no longer scare each
other.
Introduce Freckleface Strawberry and the Dodgeball Bully by Julianne
Moore to the students. Allow them to take a book walk and view the
various illustrations. Allow students to verbally make predictions about
what they think will happen. Students will verbally list the highfrequency words they see during the book walk. (For example; play,
before, monster, playground, because, too, sometimes, practiced.)
Day 1:
Objective: Students will be able to recognize past, present, and future
tenses in verbs by creating sentences for the same task but for
diferent times.
Standard:
CCSS.ELA-LITERACY.L.1.1.E
Use verbs to convey a sense of past, present, and future (e.g.,
Yesterday I walked home; Today I walk home; Tomorrow I will walk
home).
Teacher will read the book aloud, putting emphasis on the tenses. (For
example, She PLAYS tetherballSomebodys hate FLEW ofShe
WOULD stay in the back.)
Teacher will review tenses and give examples of each. Giving
sentences in each tense. Students will choose a task (playing, running,
walking, etc.) they will take the task and use it on three diferent times;
past, present, and future. Labeling each as they write it.

Day 2:
Objective: Students will be able to build upon their knowledge of past,
present, and future tenses by changing the ends of words to change
tenses.
Standard:
CCSS.ELA-LITERACY.RF.1.3.F
Read words with inflectional endings.
While reading through the story, students will keep an ear open for
words with inflectional endings (rains, raining, plays, playing.)
Teacher will post a word wall featuring words in their plain form (bat,
mix, snow, peck) and work with the students to add inflectional
endings (bats, mixes, snowing, pecked.)
Teacher will administer a new word wall for students to add inflectional
endings. They will just have to change the endings of the word to make
new words and determine if the tense if past, present, or future.
Day 3:
Objective: Students will be able to distinguish between long and short
syllables by sorting words into the right categories.
Standard:
CCSS.ELA-LITERACY.RF.1.2.A
Distinguish long from short vowel sounds in spoken single-syllable
words.
Teacher will review long vowel sounds and short vowel sounds. On the
board for the students to see, teacher will post words with long and
short a,e,i,o, and u words. Together, the teacher and students will
discuss which words have long vowels and which have short vowels.
Each student will be given a stack of words with the diferent vowel
sounds and they will have to decide which category each word goes
into.
Day 4:
Objective: Students will be able to build upon their knowledge of
phonemes and blends by creating their own word wall of single-syllable
words.

Standard:
CCSS.ELA-LITERACY.RF.1.2.B
Orally produce single-syllable words by blending sounds (phonemes),
including consonant blends.
Teacher will review one-syllable words that have blending sounds,
giving a few examples to refresh the students memory (PLay, STop,
THRow). Teacher will reread story and students will clap every time
they hear a single-syllable word with a blend. One the board the
teacher will ask the students to verbally call out some of the words
they clapped for. Once written on the board, the students will have to
decide where the blend is and the teacher will highlight the blend.
Students will be able to use this word wall to refer back to. Students
will know have to come up with their own word wall, separated by the
diferent blends. They will have to choose 5 diferent blend types and
write five words for each blend. Students will be working in partners.
Day 5:
Objective: Students will be able to distinguish between common
consonant digraphs by creating their own word families book.
Standard:
CCSS.ELA-LITERACY.RF.1.3.A
Know the spelling-sound correspondences for common consonant
digraphs.
Teacher will review common consonant digraphs. On the board the
teacher will draw pictures of objects that have consonant digraphs
(wheel, thumb, shoe, cherry.) Students will be able to come up to the
board to draw their own consonant digraph example. Teacher will ask
students to read through story and place post-its on examples of
consonant digraph examples (funny THING, just THEN, but WHERE,
threw the CHALK)
Students will be given booklets. One page each for CH, SH, TH, WH. On
each page the students will draw three pictures of examples for each
of the diferent consonant digraphs. This will be their common
consonant digraph word families book.