Caterpillars - Mondo Publishing · 2 Caterpillars Session 1 Text selection: pp. 3–18 Previewing the text 5 minutes read aloud the title and the author and illustrator credits. Discuss

Mondo Bookshop Grade 1 1

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LITERACY STANDARDS ADDRESSED IN THIS PLAN

KEY IDEA The changes that take place as caterpillars become butterflies or moths are examined in this informative book filled with illustrations.

RI.1.1 MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 Ask and answer questions about key details in a text.

RI.1.4 MAIN FOCUS Craft & Structure Sessions 1, 2, 3 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

RI.1.7 MAIN FOCUS Integration of Knowledge & Ideas Sessions 1, 3 Use the illustrations and details in a text to describe its key ideas.

RI.1.10 Range of Reading & Level of Text Complexity sessions 1, 2, 3 With prompting and support, read informational texts appropriately complex for grade 1.

SL.1.3 Comprehension & Collaboration sessions 1, 2, 3 ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

L.1.4 Vocabulary Acquisition & Use sessions 1, 2, additional Instruction determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

L.1.4c Vocabulary Acquisition & Use additional Instruction Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

RF.1.3c Phonics & Word Recognition session 2, additional Instruction know final -e and common vowel team conventions for representing long vowel sounds.

RF.1.4b Fluency session 2 read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

W.1.2 Text Types & Purposes Writing Connection Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

W.1.8 Research to Build & Present Knowledge sessions 2, 3 With guidance and support from adults, recall

information from experiences or gather information from provided sources to answer a question.

REPORT

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GuIdedreadInG

Caterpillars

Written by robyn Green Illustrated by sadie pascoe

GR_G1_B3_Caterpillars_LP.indd 1 12/1/14 3:10 PM

2 Caterpillars

Session 1 Text selection: pp. 3–18

Previewing the text 5 minutesread aloud the title and the author and illustrator credits. Discuss the front cover of the book with students. then read the back cover together.

Today we’re going to read a book titled Caterpillars. Who will share with us what they know about caterpillars?

Caterpillars are long and soft. They have lots of legs. Caterpillars turn into butterflies or moths.

Let’s look at the cover and point to the caterpillar. . . . Now read the back cover with me. . . . What do you think we will learn about caterpillars in this book?

how they change into butterflies or moths

reADing the text CLOSeLY 10 minutesexplain the learning focuses to students. then read pages 4–7 together. Provide support as necessary as you circulate and listen to individual students read. when you have finished reading pages 4–7, check students’ application of the learning focuses. Provide support if needed.

Today we will read about caterpillars. We are going to read closely and ask and answer questions so we can talk through important ideas in the book. Who has a question they’d like to share before we begin to read?

How does a caterpillar’s life begin?

Let’s read pages 4–7 to find out. . . . Who can tell us how a caterpillar’s life begins?

The book says all caterpillars hatch from tiny eggs. After they hatch, they eat a lot.

Let’s look back at the illustrations on pages 4–7. How do these illustrations give us a better understanding of how a caterpillar’s life begins?

They show how a caterpillar hatches. They show what caterpillars eat after they hatch from eggs.

Who would like to share what they think the key idea in this book is? Please tell us why.

I think it’s that caterpillars change a lot. Already I see the caterpillar growing in the pictures.

if you are satisfied that students can apply the learning focuses, have them read the rest of the book. if needed, prompt students to reread pages 4–7 and ask and answer questions about how a caterpillar’s life begins.

Today our work as readers is to ask and answer questions about details in the book and to use the illustrations and the text to figure out key ideas about caterpillars. Let’s continue reading.

LEARNINg FOCUSES RI.1.1, RI.1.7

Students read closely and use text evidence to ask and answer questions about key details, and use the illustrations and details in the text to describe key ideas.

VOCABULARY

RI.1.4 Point out the key word hatch in the text on page 4 and the key words moth and butterfly in the captions. Have students work with a partner to ask and answer questions about the meaning of each word.

Corrective FeedbackHave students closely reread the title and pages 4–7 to ask and answer questions about key details in the text. Encourage them to silently reread section by section, stopping to think and talk together about their understandings.

ELL SUPPORT

Vocabulary Support vocabulary such as caterpillar, hatch, and eggs in context using the ELL vocabulary strategies in Getting Started.



DiSCUSSing the text 10 minutesinvite students to share questions they had as you read. encourage them to identify key details and to ask for clarification if needed.

The book includes a lot of information about the changes that caterpillars go through. Who would like to share a question they had as we were reading?

I wanted to know how caterpillars grow out of their skins.

Let’s turn to pages 10 and 11 and think this through. . . . Who can use the text and illustrations to tell us how a caterpillar grows out of its skin?

The skin of a caterpillar splits. The caterpillar crawls out. A caterpillar grows bigger and bigger. It can grow out of its skin more than once.

Focus on the words pupae and pupa on page 12.

Now let’s talk about some words that might be new to you. Reread the sentences on page 12 with me. . . . Point to the word pupae. This is a tricky word to read, so say it with me.

pupae

Now point to the word pupa in the captions. Say pupa with me.

pupa

The word pupa names one; the word pupae names more than one. What clues help you know what pupae are?

The sentence says “All caterpillars become pupae.” The illustrations show caterpillars changing into pupae. I think caterpillars are pupae at one time in their lives. It is a step caterpillars go through as they change into butterflies.

Confirm students’ good use of the learning focuses and encourage them to keep them in mind whenever they read for information.

You asked and answered questions about details in this book, and you used the text and illustration to describe some of the key ideas. Remember to do this whenever you read to find information.

E-RESOURCEE-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note this session’s learning focuses. Observe each student’s articulation and use of text evidence to evaluate effective use of the learning focuses.

TEACHER’SCHOICE COMPrehenSiOn: ASK AnD AnSwer QUeStiOnS E-RESOURCEE-RESOURCE Formative Assessment have students use the blackline master on page 10 to ask and answer questions about details in the text. review students’ answers as you evaluate their mastery of the learning focus.

DISCUSSION TIP

Reassure students that it is okay to ask questions in order to get help or clarify something they don’t understand.

L.1.4 VOCABULARY Word Meaning

SL.1.3 DISCUSSION Collaborative

COMPREHENSION SHARE

Look at the illustrations to see if they show details that connect to the key idea. Use the illustrations and details in the text to talk about the key idea.

RI.1.1 COMPREHENSION Ask and Answer Questions


4 Caterpillars


retUrning tO the text 5 minutesAsk students to reflect on their reading in Session 1. Prompt them to recall how they applied the learning focuses.

Let’s talk about what we did in the last session.

We read a book about caterpillars. We asked and answered questions about the text. We used the pictures and the words to help us talk about the book and to figure out important ideas.

reADing the text CLOSeLY 10 minutesexplain the new learning focus. invite students to read pages 4–7 with you once more. Check in to see how well they have understood the focus. if you are satisfied that students can apply it, set the reading assignment for the session. if not, provide corrective feedback as suggested on page 2 of this lesson plan.

Today as we reread, we’ll continue to ask and answer questions about important details in the book, and we’ll also ask and answer questions about interesting or unfamiliar words that we come across in our reading. Let’s start by rereading pages 4–7 together. . . . As we were reading, I noticed the word eucalyptus on page 7. Let’s say the word together.

eucalyptus

Who has an idea about the meaning of eucalyptus?

I think it is a plant with leaves that some caterpillars eat.

Why do you think it means that?

The sentence on page 7 says, “This caterpillar eats mainly eucalyptus leaves.” The picture on page 7 shows the caterpillar eating leaves from a plant, so eucalyptus is a plant with leaves that some caterpillars eat.

Formative Assessment: Phonics and Fluency Listen to each student read a portion of the text. Observe how they decode various spellings of long a in words such as mate (p. 16), lay (p. 16), and laid (p. 17). Pay close attention to fluency as well. if students need additional practice with decoding or fluency, provide the necessary support at the end of the session. Ask students to note words or phrases they find challenging for discussion after the reading.

DiSCUSSing the text 10 minutesFacilitate a discussion in which students identify words that they feel should be discussed. encourage them to ask and answer questions about the words, as well as any details that support key ideas. Provide clarification as needed.

Let’s look back through the text and talk about some of the interesting words we read. Who has a question about a word they’d like to share?

I remember reading the word cocoons on page 12. I think cocoons are the coverings around caterpillar pupae, but I’m not sure.

Let’s see if we can figure it out. Listen again as I reread pages 12–14. . . . Who can name a word from these pages that means almost the same as cocoons?

cases

Think about what cases are. Now, what do you think cocoons are?

Cocoons are cases that caterpillars make for themselves.

LEARNINg FOCUSES RI.1.1, RI.1.4

Students continue to read closely and use text evidence to ask and answer questions about key details. They use questions and answers to determine or clarify the meaning of interesting or unknown words in the text.

COMPREHENSION SHARE

It may be helpful to ask yourself who, what, where, when, why, or how questions after you read a few pages of the book. Doing this will help you understand what you read.

SL.1.3DISCUSSION Collaborative



Will you tell us why you think that?

The pictures show caterpillars making cocoons and being inside cocoons. Page 14 says “All caterpillars change into moths or butterflies inside their cases.”

Now that we know what cocoons are, who has a question to share about cocoons?

Are all caterpillar cocoons the same?

The words in the book don’t tell us this. Who has an idea about how we can figure out the answer?

We can look at the illustrations.

Let’s do that now and talk through the answer.

The illustrations show cocoons that look different. The monarch’s cocoon looks like a leaf. The cabbage white caterpillar’s case looks bumpy. The silkworm cocoon is yellow and fuzzy. The emperor gum’s cocoon looks like it has dried leaves on it. I don’t think all cocoons are the same.

Focus on the word emerging in the captions on page 14.

Let’s look at pages 14 and 15. Point to the illustrations as I read the captions aloud. . . . I noticed that all these captions include the word emerging. Let’s try to figure out what emerging means. Who has an idea about how we can figure this out?

The pictures help. It looks like the caterpillars are coming out of their cocoons.

Who has an idea about what the word emerging means?

I think emerging means “coming out.”

Pretend you are a moth or a butterfly curled up inside its cocoon. Now show me how you look as you are emerging.

Confirm students’ good use of the learning focuses and encourage them to keep the focuses in mind whenever they read an informative text. remind them of the importance of asking and answering questions to gather information.

You understood that you can ask and answer questions as you read to help you figure out the meaning of interesting or unknown words. Who can tell us how we used questions and answers as we read?

We asked and answered questions about details to help us understand important ideas. We asked an answered questions about words we did not know so we could know what they mean.

Remember to ask and answer questions whenever you read a text with a lot of information and unfamiliar words so you can learn more.

E-RESOURCEE-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note the session’s learning focuses. Observe each student’s articulation and use of text evidence to evaluate effective use of the learning focuses.

TEACHER’SCHOICE PhOniCS AnD FLUenCY FOLLOw-UP Phonics Practice write mate, lay, and laid on a whiteboard or easel. Underline the a and e of mate, the ay of lay, and the ai of laid. guide students to use the Sound and Say routine to read these words.

L.1.4 VOCABULARY Additional Strategies

RF.1.3c PHONICS & WORD RECOgNITION Long Vowel Sounds

VOCABULARY

Have a discussion about the meanings of other key domain-specific words or phrases such as breathing hole on pages 8 and 9. Provide sentence frames:I wondered about the word ____. I think it means ____ because ____.


6 Caterpillars

Let’s practice reading words with the long a sound using our Sound and Say strategy. We’ll try it together. (Point to the underlined letters of the word.) Sound it. (Students say the underlined sound.) Now say the word. (Repeat for the next word.) Let’s go back to pages 16 and 17 and read these words in our books.

Fluency Practice Chorally reread pages 16–18 with students. remind them to make their voices sound like yours as you read. As you read, model reading at an even, steady pace appropriate for an informative text, pause at the period at the end of sentences, and read the question on page 18 with proper intonation.

TEACHER’SCHOICE COMPrehenSiOn: CLAriFY wOrD MeAningE-RESOURCEE-RESOURCE Formative Assessment have students use the blackline master on page 11 to clarify the meaning of unfamiliar words from the text. review students’ answers as you evaluate their mastery of the learning focus.

TEACHER’SCHOICE COnStrUCteD reSPOnSe: COLLeCt text eviDenCeE-RESOURCEE-RESOURCE Formative/Summative Assessment Use the blackline master on page 12 to introduce the constructed response question: Look at the pictures in the book Caterpillars. How do the pictures help you better understand how caterpillars grow and change? have students use self-stick notes to mark places in the book that help them answer the question. Point out that the details they include can come from the illustrations, as well as the main text. review students’ self-stick notes as you evaluate their mastery of the learning focus.

RF.1.4bFLUENCY

Accuracy, Rate, and Expression

W.1.8, RI.1.7WRITINg

gather Information

RI.1.4COMPREHENSION

Clarify Word Meaning



retUrning tO the text 5 minutesexplain that students will now reread Caterpillars on their own. encourage them to read independently with as little interruption as possible. Provide support when needed. Observe students’ fluency and make a judgment as to whether or not they need additional fluency practice.

Remember to read closely. Find important ideas by asking and answering questions about details and words in the text and using the illustrations to help you.

reADing the text CLOSeLY 10 minutesreview the learning focuses and have students read pages 4–7 independently. Check their application of the focuses as you have done previously. then have students independently read the rest of the book.

Today we’re going to put together everything we learned in the past two sessions. We’ll ask and answer questions about the text and interesting words in it, and we’ll use the illustrations to help us think through important ideas. Now reread pages 4–7 on your own. . . . Who had questions as they reread the beginning of the book?

I noticed the eggs of different moths and butterflies in the illustrations on pages 4 and 5. That made me wonder if all moths and butterflies lay eggs.

We can talk through this question using details from the text. Who can say what page 4 tells us?

All caterpillars hatch from tiny eggs.

If all caterpillars hatch from eggs, then all female moths and butterflies must . . . you finish the sentence.

All female moths and butterflies must lay eggs.

DiSCUSSing the text 10 minutesPrompt a discussion that continues to link the three learning focuses, and provide clarification whenever needed.

We’ve already talked about some of the interesting words in this book. Who has a question about another word?

I noticed the word shedding on the pullout page at the back of the book. What does it mean?

Let’s talk through your question. Who can find another illustration in the book that looks like the picture titled “caterpillar shedding skin” on the pullout page?

The illustration on page 11 looks almost the same.

Who can tell me what the illustration on page 11 shows?

a caterpillar’s three stages of growth

I think we need more information to figure out what shedding means. Let’s look at page 10. Who can tell me what is happening here?

The caterpillar is growing out of its skin.

Now tell me what shedding means.

growing out the skin, or losing its skin


LEARNINg FOCUSES RI.1.1, RI.1.4, RI.1.7

Students continue to read closely and use text evidence to ask and answer questions about key details and word meaning. They use the illustrations and details in the text to describe key ideas.

VOCABULARY

RI.1.4 Remind students to ask and answer questions about words they don’t understand. Encourage them to share their questions and answers with the group.

SL.1.3 DISCUSSION Collaborative

TEACHER TIP

Remind students to use the illustrations to help them understand the text. Have them ask themselves what the illustrations add to their understanding.


8 Caterpillars

Who else has a question that can help us better understand important ideas in the book?

Why did the author include a fold-out page at the back of the book?

Let’s think about that question—who can explain what the fold-out page shows?

the life cycle of a moth

Who can explain how the fold-out page gives us a better understanding of the important ideas in the book?

The page puts all the details in the book together. It shows all the steps a caterpillar goes through to change into a butterfly.

encourage students to share their understandings with a partner.

You can ask questions if you don’t understand what your partner says. Listen carefully to your partner and wait for your turn to speak.

We can figure out important ideas and interesting words by asking and answering questions as we read. We can use illustrations to find information that is not in the text.

TEACHER’SCHOICE COnStrUCteD reSPOnSe: write tO SOUrCeE-RESOURCEE-RESOURCE Formative/Summative Assessment have students use the blackline master on page 12 to write a response to the question: Look at the pictures in the book Caterpillars. How do the pictures help you better understand how caterpillars grow and change? tell students that they can use their self-stick notes to help them write their answer.

TEACHER’SCHOICE writing Connection

writing An exPLAnAtiOnreinforce ideas in this book by having students write about the stages a caterpillar goes through to become a butterfly or moth.

You have done a great job reading about caterpillars, and I think you’ll also be good at writing about them. Think about changes a caterpillar goes through, from the time it hatches from an egg to the the time it turns into a butterfly or moth. On a blank sheet of paper, write an explanation that tells the changes the caterpillar goes through. You can use the fold-out illustration in the back of the book to help you write your explanation.

W.1.8, RI.1.7WRITINg

Respond to Question

W.1.2WRITINg

Explanatory



wOrD StUDYInflectional Endings help students identify how inflectional endings change a root word. Focus on the words hatch (p. 4), hatched (p. 5), and the word hatching in the diagram on the fold-out page.

Who can say what the word hatch means on page 4?

The word means “to come out of an egg.”

Who can find a word on page 5 that is formed with the word hatch?

hatched

Who would like to explain how hatched is different from hatch?

The word hatched ends with -ed. The word hatched tells about the past.

Who can find another word that is formed with hatch, say its ending, and tell how the word is different from hatch?

Hatching. The word is on the fold-out page. The ending is -ing and the word tells about the present.

vOCAbULArYMultiple Meanings have students find the word leaves on page 7. Discuss the meaning of the word as it is used in the text. then introduce the verb leaves and have students distinguish between the noun and the verb.

Let’s find the word leaves on page 7. Look at the illustrations on pages 6 and 7. Who can tell me the meaning of leaves?

Leaves are flat, green parts of plants. Leaves grow on the stalk of a plant.

The word leaves is used as a noun, or a naming word, here. Now let’s think of another meaning for leaves. Listen to this sentence: He leaves his desk. What does leaves mean in the sentence and how is the word used?

It means “goes away from.” Leaves is a verb, or action word, in this sentence.

PhOniCSUse the Sound and Say routine for more practice with similarly spelled words. guide students to identify the letters and sounds that differ in a list of words drawn from the text or that you have created in advance. Depending on the ability of your group, you can work with word pairs (lay, laid) or a word bank containing several pairs of words for students to locate.

Let’s practice some more words with the long a sound. Here is the word laid. We read this word in the book we just finished. Let’s say each sound in laid. (Say each sound in laid.) Which letters make the long a sound?

ai

Now, here is another word with the same long a sound as laid. (Point to the word lay.) Which letters make the same long a sound?

ay

Let’s say the sounds together. What word?

lay

Which sound was the same as from laid?

/a /

TEACHER’SCHOICE Additional instruction

L.1.4c VOCABULARY Inflectional Forms

L.1.4 VOCABULARY Multiple-Meaning Words

RF.1.3c PHONICS & WORD RECOgNITION Long Vowel Sounds

VOCABULARY

You may want to keep an illustrated word wall with pairs of multiple-meaning words; for example, a picture of leaves and a picture of someone who leaves a building. Post brief meanings for words that cannot be pictured.


10 Caterpillars

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Comprehension: Ask and Answer QuestionsWrite questions you had about key details in Caterpillars. Then write the answers you found. Tell where you found the answers in the book.

Questions i had Answers i Found where i Found My Answer

Score:



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Comprehension: Clarify word MeaningWrite questions you had about new words in the book Caterpillars. Then look for answers in the text. Write details from the text that answer your questions. Then write what you think each word means.

Questions i hadDetails that helped Answer

My Questionwhat i think the word

Means

Score:


12 Caterpillars

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Constructed responseLook at the pictures in the book Caterpillars. How do the pictures help you better understand how caterpillars grow and change?

The pictures help me understand how caterpillars grow and change by

Score:


Caterpillars - Mondo Publishing · 2 Caterpillars Session 1 Text selection: pp. 3–18 Previewing the text 5 minutes read aloud the title and the author and illustrator credits. Discuss

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