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DODO Learning
Think Once. In Both Languages.
Lesson 04
Little DODO · Phase 3

Action Words in Toad's Story Trouble

Frog and Toad Are Friends · pp. 20-29 · Format B · Disposition: Observing & Describing · 25 min
Frog and Toad Are Friends
Pages this lesson: 20-29
Fluency · Chant
Rhythmic chant teaching action verbs and sequencing through the steps of making a sandwich.
Action Verbs · Sequencing · Repetitive Refrain · Rhythm And Fluency
Introduce

Vocabulary Exploration· 5 min

Sound focus: action verbs ending in -ed
Target words
  1. walked 22: “Toad walked up and down on the porch for a long time.”
  2. stood 24: “Then Toad went into the house and stood on his head.”
  3. poured 25: “Then Toad poured a glass of water over his head.”
  4. banged 27: “Then Toad began to bang his head against the wall.”
Toad tries so many things to think of a story. Let's find the action words that show what he does. Each time we find one, we'll act it out together.
Exploration steps
  1. Show each action word card and act out the movement together
  2. Clap the syllables in walked-stood-poured-banged
  3. Hunt for these action words on Toad's trying pages
Expected responses
  • walked up and down
  • he stood on his head
  • poured water
Differentiation

Quiet kids: pair with action partner for movements; fast finishers: find more action words on other pages.

Transition cue

Pat head twice — Story Time.

Anticipated pitfalls

Don't skip the movement — kids who can't decode yet need the kinesthetic anchor.

Why this matters: Act first, then say the word — movement anchors meaning for pre-readers.

Reading in Class· 10 min

Required reading pages: 20-29
Opening move: Point to Frog in bed on page 20 — ask what color he looks.
Frog asks Toad the same question three times. Let's listen for it, then say it together each time. Ready? Why are you doing that strange thing, Toad?
Read-aloud steps
  1. Picture-walk pages 20-29: Frog sick in bed, Toad trying hard, Frog telling the story at the end
  2. Read aloud once at storytelling pace, pausing at each thing Toad tries
  3. Read again with students chorusing the question refrain each time Frog asks
Call-and-response refrains
  1. Why are you standing on your head? 24: “"Why are you standing on your head?" asked Frog.”
  2. Why are you pouring water over your head? 25: “"Why are you pouring water over your head?" asked Frog.”
  3. Why are you banging your head against the wall? 27: “"Why are you banging your head against the wall?" asked Frog.”
Expected responses
  • Why are you standing on your head?
  • Why are you pouring water?
  • He keeps asking why
Differentiation

Struggling readers: point to Frog's speech bubbles during chorus; fast finishers: count how many things Toad tries.

Transition cue

Knock three times — Questions Time.

Anticipated pitfalls

Don't let one loud voice drown the chorus — count to three before accepting answers.

Why this matters: The three why-questions build rhythm — chorus them so kids own the pattern.

Questions Time· 7 min

Comprehension questions
  1. Which action word on this page shows what Toad did first? 22: “Toad walked up and down on the porch for a long time.”
  2. Find the action word that tells what Toad did with water. 25: “Then Toad poured a glass of water over his head.”
Extension

Pick one action word. Use it in a sentence.

28: “He walked up and down on the porch, but he could not think of a story.”

What students produce: One sentence using walked, stood, poured, or banged.

Now you get to make your own sentence with one of Toad's action words. Pick walked, stood, poured, or banged. What will you say?
Expected responses
  • I walked to school
  • My dog stood up
  • She poured the juice
Differentiation

Quiet kids: offer sentence starter 'I walked to...'; fast finishers: use two action words in one sentence.

Transition cue

Tap nose three times — Wrap-Up Time.

Anticipated pitfalls

Don't correct grammar during sharing — celebrate the action word use first.

Why this matters: Picture prompt first — kids who can't write yet can still point and say the sentence.

Conclusion· 3 min

Routine: I Noticed · Disposition: Observing & Describing
Student-facing prompts
Recap: I noticed Toad tried four things to...
Take-home: Tonight, notice action words at home. Tell one tomorrow.
Today we noticed all the action words Toad used when he tried to think of a story. What did you notice about how he moved?
Expected responses
  • He walked and walked
  • He did silly things
  • Toad tried really hard
Differentiation

Quiet kids: point to one picture of Toad trying; fast finishers: notice which action word Toad did longest.

Anticipated pitfalls

Don't rush the noticing — let kids point to the pictures while they talk.

Why this matters: Same close every day — kids own the noticing frame.