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Lesson Plan

Word Study with Henry and Mudge

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Word Study with Henry and Mudge

Grades K – 3
Lesson Plan Type Standard Lesson
Estimated Time Six 30- to 40-minute sessions
Lesson Author

Margaret Bouchard

Worcester, Massachusetts


International Literacy Association



From Theory to Practice



Research shows that guided reading provides practice that helps students build their decoding and fluency skills. Struggling readers need instruction in word recognition to improve not only their reading skills but also their writing and spelling skills. In this multisession lesson, students participate in a guided reading of a familiar text—Henry and Mudge. Students then reread the text in small groups to better understand the story. In the sessions that follow, students use sentence strips to practice high-frequency words, distinguish between a base word and a suffix, write new sentences using high-frequency and story words, and read a new passage.

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Tyner, B. (2004). Small-group reading instruction: A differentiated teaching model for beginning and struggling readers. Newark, DE: International Reading Association.

  • Guided rereading provides connected practice that builds automatic decoding and fluency. Small-group differentiated reading gives students comprehensive reading, writing, and word-study instruction.

  • Struggling readers need word-recognition instruction that includes high-frequency words and systematic word study. (See Sessions 3 and 4)

  • Students use their word knowledge to not only read, but to write and spell, making connected reading and writing practice with high-frequency words and targeted spelling patterns an important part of the instructional process. (See Session 5)

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