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Rachel Winterbottom
 Reading Lesson
 March 28, 2011
 Kindergarden

 Objective: Students will comprehend and retell A Very Hungry Caterpillar.
        Benchmark-- Construct meaning from what is heard/read/viewed.
        Indicator--    Retell, sequence and summarize a story.
                       Make predictions based on cues.


  Materials:
-A Very Hungry Caterpillar by Eric Carle
-“My Very Hungry Caterpillar Book” worksheets (2 each)
-Crayons/Scissors
-Stapler

 Anticipatory Set:
-Discuss with students the connection between why A Very Hungry Caterpillar fits in with the
spring theme and previous spring discussions
-What do you know already about caterpillars?

  Procedure:
-Introduction to A Very Hungry Caterpillar. Discuss the author and illustrator.
-Dedication Page explanation. What does this page mean?
-(Saturday page) Have students make a prediction. I know that good readers are able to make pre-
dictions based on what they’ve read already and what they think will happen in the future. What
happens when we eat so much food all at once? Are our tummy’s going to feel good?
-(Cocoon page) Since we made a prediction earlier, let’s make another. What do you predict hap-
pened to the caterpillar?
-We learned that by eating and eating, a little caterpillar can turn into a beautiful butterfly. We also
learned that good readers can make predictions when reading; they can be right or wrong.
-Explain the books they’re going to be making. Show the two sheets and tell them to cut them out
and put in the correct sequence; the same sequence the story we read was in. Ask how they will
know it’s the right order. Explain the last page they draw their favorite food.
-Show my example. Have students go back to their seats to cut out the pages and put in order.
When they’re ready, I’ll staple together their pages. Students then color their pages with the re-
maining time.

  Closure:
-Now we have our own Very Hungry Caterpillar books. It’s important for good readers to be able
to put parts of the story together, something you did with your book.
-When finished, students can put their books in their book collection.

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Caterpillarlesson

  • 1. Rachel Winterbottom Reading Lesson March 28, 2011 Kindergarden Objective: Students will comprehend and retell A Very Hungry Caterpillar. Benchmark-- Construct meaning from what is heard/read/viewed. Indicator-- Retell, sequence and summarize a story. Make predictions based on cues. Materials: -A Very Hungry Caterpillar by Eric Carle -“My Very Hungry Caterpillar Book” worksheets (2 each) -Crayons/Scissors -Stapler Anticipatory Set: -Discuss with students the connection between why A Very Hungry Caterpillar fits in with the spring theme and previous spring discussions -What do you know already about caterpillars? Procedure: -Introduction to A Very Hungry Caterpillar. Discuss the author and illustrator. -Dedication Page explanation. What does this page mean? -(Saturday page) Have students make a prediction. I know that good readers are able to make pre- dictions based on what they’ve read already and what they think will happen in the future. What happens when we eat so much food all at once? Are our tummy’s going to feel good? -(Cocoon page) Since we made a prediction earlier, let’s make another. What do you predict hap- pened to the caterpillar? -We learned that by eating and eating, a little caterpillar can turn into a beautiful butterfly. We also learned that good readers can make predictions when reading; they can be right or wrong. -Explain the books they’re going to be making. Show the two sheets and tell them to cut them out and put in the correct sequence; the same sequence the story we read was in. Ask how they will know it’s the right order. Explain the last page they draw their favorite food. -Show my example. Have students go back to their seats to cut out the pages and put in order. When they’re ready, I’ll staple together their pages. Students then color their pages with the re- maining time. Closure: -Now we have our own Very Hungry Caterpillar books. It’s important for good readers to be able to put parts of the story together, something you did with your book. -When finished, students can put their books in their book collection.