®
Guided
Reading
Caterpillars
REPORT
Written by Robyn Green
Illustrated by Sadie Pascoe
KEY IDEA The changes that take place as caterpillars become butterflies or moths are examined
in this informative book filled with illustrations.
LITERACY STANDARDS ADDRESSED IN THIS PLAN
RI.1.1
RI.1.4
MAIN FOCUS Key Ideas & Details Additional Instruction Identify frequently occurring root words (e.g., look)
and their inflectional forms (e.g., looks, looked,
looking).
MAIN FOCUS Craft & Structure Ask and answer questions to help determine or
clarify the meaning of words and phrases in
a text.
MAIN FOCUS Integration of Knowledge & Ideas Sessions 1, 3 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 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 Read grade-level text orally with accuracy,
appropriate rate, and expression on successive
readings.
W.1.2
With prompting and support, read informational
texts appropriately complex for grade 1.
SL.1.3
Ask and answer questions about what a speaker
says in order to gather additional information or
clarify something that is not understood.
ISBN 978-1-62889-055-6
Vocabulary Acquisition & Use Sessions 1, 2, Additional Instruction 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.
Comprehension & Collaboration Sessions 1, 2, 3 L.1.4
Vocabulary Acquisition & Use Ask and answer questions about key details in
a text.
Sessions 1, 2, 3 RI.1.7
L.1.4c
Sessions 1, 2, 3 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.
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.
Mondo Bookshop Grade 1 1
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Session 1 Text Selection: pp. 3–18
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.
Previewing the Text 5 minutes
Read aloud the title and the author and illustrator credits. Discuss the front
cover of the book with students. Then read the back cover together.
oday we’re going to read a book titled Caterpillars. Who will share with us
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what they know about caterpillars?
Caterpillars are long and soft. They have lots of legs. Caterpillars turn into
butterflies or moths.
et’s look at the cover and point to the caterpillar. . . . Now read the back
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cover with me. . . . What do you think we will learn about caterpillars in this
book?
how they change into butterflies or moths
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.
READING the Text CLOSELY 10 minutes
Explain 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.
oday we will read about caterpillars. We are going to read closely and ask
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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?
ELL SUPPORT
Vocabulary Support
vocabulary such as caterpillar,
hatch, and eggs in context
using the ELL vocabulary
strategies in Getting Started.
et’s read pages 4–7 to find out. . . . Who can tell us how a caterpillar’s life
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begins?
The book says all caterpillars hatch from tiny eggs. After they hatch, they
eat a lot.
et’s look back at the illustrations on pages 4–7. How do these illustrations
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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.
ho would like to share what they think the key idea in this book is? Please
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tell us why.
I think it’s that caterpillars change a lot. Already I see the caterpillar
growing in the pictures.
Corrective Feedback
Have 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.
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.
oday our work as readers is to ask and answer questions about details in the
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book and to use the illustrations and the text to figure out key ideas about
caterpillars. Let’s continue reading.
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DISCUSSING the Text 10 minutes
Invite students to share questions they had as you read. Encourage them to
identify key details and to ask for clarification if needed.
he book includes a lot of information about the changes that caterpillars go
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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.
et’s turn to pages 10 and 11 and think this through. . . . Who can use the
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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.
ow let’s talk about some words that might be new to you. Reread the
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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
he word pupa names one; the word pupae names more than one. What
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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.
SL.1.3 Discussion
Collaborative
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
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.
Confirm students’ good use of the learning focuses and encourage them to
keep them in mind whenever they read for information.
ou asked and answered questions about details in this book, and you used
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the text and illustration to describe some of the key ideas. Remember to do
this whenever you read to find information.
E-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’S
CHOICE COMPREHENSION: ASK AND ANSWER QUESTIONS
E-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.
RI.1.1 COMPREHENSION
Ask and Answer Questions
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Session 2 Text Selection: pp. 3–18
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.
Returning to the Text 5 minutes
Ask 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 minutes
Explain 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.
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.
oday as we reread, we’ll continue to ask and answer questions about
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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.
SL.1.3
Discussion
Collaborative
DISCUSSING the Text 10 minutes
Facilitate 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.
et’s look back through the text and talk about some of the interesting words
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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.
et’s see if we can figure it out. Listen again as I reread pages 12–14. . . . Who
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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.
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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.”
ow that we know what cocoons are, who has a question to share about
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cocoons?
Are all caterpillar cocoons the same?
he words in the book don’t tell us this. Who has an idea about how we can
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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.
et’s look at pages 14 and 15. Point to the illustrations as I read the captions
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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.”
retend you are a moth or a butterfly curled up inside its cocoon. Now show
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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.
L.1.4 VOCABULARY
Additional Strategies
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 ____.
ou understood that you can ask and answer questions as you read to help
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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.
emember to ask and answer questions whenever you read a text with a lot
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of information and unfamiliar words so you can learn more.
E-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’S
CHOICE 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.
RF.1.3c Phonics & word
recognition
Long Vowel Sounds
Mondo Bookshop Grade 1 5
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et’s practice reading words with the long a sound using our Sound and Say
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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.
RF.1.4b
fluency
Accuracy, Rate, and Expression
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’S
RI.1.4
COMPREHENSION
Clarify Word Meaning
CHOICE COMPREHENSION: CLARIFY WORD MEANING
E-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’S
W.1.8, RI.1.7
Writing
Gather Information
CHOICE Constructed Response: collect text evidence
E-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.
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Session 3 Text Selection: pp. 3–18
Returning to the Text 5 minutes
Explain 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.
emember to read closely. Find important ideas by asking and answering
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questions about details and words in the text and using the illustrations to
help you.
Reading the Text CLOSELY 10 minutes
Review 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.
oday we’re going to put together everything we learned in the past two
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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.
e can talk through this question using details from the text. Who can say
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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.
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.
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.
All female moths and butterflies must lay eggs.
Discussing the Text 10 minutes
Prompt a discussion that continues to link the three learning focuses, and
provide clarification whenever needed.
SL.1.3 Discussion
Collaborative
e’ve already talked about some of the interesting words in this book. Who
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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?
et’s talk through your question. Who can find another illustration in the book
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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
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ho else has a question that can help us better understand important ideas
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in the book?
Why did the author include a fold-out page at the back of the book?
et’s think about that question—who can explain what the fold-out page
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shows?
the life cycle of a moth
ho can explain how the fold-out page gives us a better understanding of
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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.
ou can ask questions if you don’t understand what your partner says. Listen
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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’S
W.1.8, RI.1.7
Writing
Respond to Question
TEACHER’S
CHOICE
CHOICE constructed Response: Write to source
E-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.
Writing Connection
W.1.2
Writing
Explanatory
Writing AN Explanation
Reinforce ideas in this book by having students write about the stages a
caterpillar goes through to become a butterfly or moth.
ou have done a great job reading about caterpillars, and I think you’ll also
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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.
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TEACHER’S
CHOICE
Additional Instruction
word study
Inflectional 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.
L.1.4c VOCABULARY
Inflectional Forms
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.
ho can find another word that is formed with hatch, say its ending, and tell
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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.
VOCabulary
Multiple 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.
et’s find the word leaves on page 7. Look at the illustrations on pages 6 and
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7. Who can tell me the meaning of leaves?
Leaves are flat, green parts of plants. Leaves grow on the stalk of a plant.
he word leaves is used as a noun, or a naming word, here. Now let’s think of
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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.
phonics
Use 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.
L.1.4 VOCABULARY
Multiple-Meaning Words
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.
RF.1.3c Phonics & Word
recognition
Long Vowel Sounds
et’s practice some more words with the long a sound. Here is the word laid.
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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
ow, here is another word with the same long a sound as laid. (Point to the
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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?
/ā /
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Name
Date
Comprehension: Ask and Answer
Questions
Write questions you had about key details in Caterpillars. Then write the
answers you found. Tell where you found the answers in the book.
Answers I Found
Where I Found My Answer
© Mondo Publishing
Questions I Had
Score:
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Name
Date
Comprehension: Clarify Word Meaning
Write 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.
What I Think the Word
Means
© Mondo Publishing
Questions I Had
Details That Helped Answer
My Question
Score:
Mondo Bookshop Grade 1 11
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Name
Date
Constructed Response
Look at the pictures in the book Caterpillars. How
do the pictures help you better understand how
caterpillars grow and change?
© Mondo Publishing
The pictures help me understand how caterpillars grow and change by
Score:
12 Caterpillars
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