®
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.
Session Learning Focus/Standards
Students
Session 1 Text Selection: pp. 3–18
RI.1.1 Ask and answer questions about key details in a text.
RI.1.4 Ask and answer questions to help determine or clarify the meaning
of words and phrases in a text.
RI.1.7 Use the illustrations and details in a text to describe its key ideas.
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.
Comments for future instruction:
X = not demonstrated/not articulated
✓= demonstrated/articulated
Previewing the Text 5 minutes
oday we’re going to read a book titled Caterpillars. Who will share with us what they know
T
about caterpillars?
et’s look at the cover and point to the caterpillar. . . . Now read the back cover with me. . . .
L
What do you think we will learn about caterpillars in this book?
READING the Text CLOSELY 10 minutes
oday we will read about caterpillars. We are going to read closely and ask and answer
T
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?
Let’s read pages 4–7 to find out. . . . Who can tell us how a caterpillar’s life begins?
Mondo Bookshop Grade 1 1
et’s look back at the illustrations on pages 4–7. How do these illustrations give us a better
L
understanding of how a caterpillar’s life begins?
Who would like to share what they think the key idea in this book is? Please tell us why.
oday our work as readers is to ask and answer questions about details in the book and to
T
use the illustrations and the text to figure out key ideas about caterpillars. Let’s continue
reading.
DISCUSSING the Text 10 minutes
he book includes a lot of information about the changes that caterpillars go through. Who
T
would like to share a question they had as we were reading?
et’s turn to pages 10 and 11 and think this through. . . . Who can use the text and
L
illustrations to tell us how a caterpillar grows out of its skin?
ow let’s talk about some words that might be new to you. Reread the sentences on page 12
N
with me. . . . Point to the word pupae. This is a tricky word to read, so say it with me.
Now point to the word pupa in the captions. Say pupa with me.
he word pupa names one; the word pupae names more than one. What clues help you know
T
what pupae are?
ou asked and answered questions about details in this book, and you used the text and
Y
illustration to describe some of the key ideas. Remember to do this whenever you read to
find information.
2 Caterpillars
®
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.
Students
Session 2 Text Selection: pp. 3–18
Session Learning Focus/Standards
RI.1.1 Ask and answer questions about key details in a text.
RI.1.4 Ask and answer questions to help determine or clarify the meaning
of words and phrases in a text.
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.
Comments for future instruction:
X = not demonstrated/not articulated
✓= demonstrated/articulated
Returning to the Text 5 minutes
Let’s talk about what we did in the last session.
Reading the Text CLOSELY 10 minutes
oday as we reread, we’ll continue to ask and answer questions about important details in
T
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.
Who has an idea about the meaning of eucalyptus?
Why do you think it means that?
Mondo Bookshop Grade 1 1
DISCUSSING the Text 10 minutes
et’s look back through the text and talk about some of the interesting words we read. Who
L
has a question about a word they’d like to share?
et’s see if we can figure it out. Listen again as I reread pages 12–14. . . . Who can name a
L
word from these pages that means almost the same as cocoons?
Think about what cases are. Now, what do you think cocoons are?
Will you tell us why you think that?
Now that we know what cocoons are, who has a question to share about cocoons?
he words in the book don’t tell us this. Who has an idea about how we can figure out the
T
answer?
Let’s do that now and talk through the answer.
et’s look at pages 14 and 15. Point to the illustrations as I read the captions aloud. . . .
L
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?
Who has an idea about what the word emerging means?
retend you are a moth or a butterfly curled up inside its cocoon. Now show me how you
P
look as you are emerging.
ou understood that you can ask and answer questions as you read to help you figure out
Y
the meaning of interesting or unknown words. Who can tell us how we used questions and
answers as we read?
emember to ask and answer questions whenever you read a text with a lot of information
R
and unfamiliar words so you can learn more.
2 Caterpillars
®
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.
Session Learning Focus/Standards
Students
Session 3 Text Selection: pp. 3–18
RI.1.1 Ask and answer questions about key details in a text.
RI.1.4 Ask and answer questions to help determine or clarify the meaning
of words and phrases in a text.
RI.1.7 Use the illustrations and details in a text to describe its key ideas.
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.
Comments for future instruction:
X = not demonstrated/not articulated
✓= demonstrated/articulated
Returning to the Text 5 minutes
emember to read closely. Find important ideas by asking and answering questions about
R
details and words in the text and using the illustrations to help you.
Reading the Text CLOSELY 10 minutes
oday we’re going to put together everything we learned in the past two sessions. We’ll ask
T
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?
We can talk through this question using details from the text. Who can say what page 4 tells us?
Mondo Bookshop Grade 1 1
If all caterpillars hatch from eggs, then all female moths and butterflies must . . . you finish
the sentence.
Discussing the Text 10 minutes
e’ve already talked about some of the interesting words in this book. Who has a question
W
about another word?
et’s talk through your question. Who can find another illustration in the book that looks like
L
the picture titled “caterpillar shedding skin” on the pullout page?
Who can tell me what the illustration on page 11 shows?
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?
Now tell me what shedding means.
Who else has a question that can help us better understand important ideas in the book?
Let’s think about that question—who can explain what the fold-out page shows?
ho can explain how the fold-out page gives us a better understanding of the important
W
ideas in the book?
ou can ask questions if you don’t understand what your partner says. Listen carefully to your
Y
partner and wait for your turn to speak.
2 Caterpillars