Contents · © The Very Hungry Caterpillar CC2103 3 Contents ... Reading Response Mini-Book ... In The Very Hungry Caterpillar we read about a caterpillar that becomes a beautiful

© The Very Hungry Caterpillar CC2103 3

Contents..................

TEACHER GUIDE• Assessment Rubric ..................................................................................... 4• How Is Our Literature Kit™ Organized? ................................................ 5• Graphic Organizers .................................................................................... 6• Bloom’s Taxonomy for Reading Comprehension .......................................... 7• Summary of the Story ................................................................................. 7 • Vocabulary .................................................................................................. 8• Suggestions for Further Reading .................................................................. 8• Discussion Questions .................................................................................. 9

STUDENT HANDOUTS• Spotlight on Eric Carle ................................................................................ 10• Language and Comprehension Activities Phonics ................................................................................................ 11 Word Study .......................................................................................... 17 Comprehension ..................................................................................... 23 Reading Response Mini-Book ................................................................. 29 Writing Tasks ....................................................................................... 35 Crossword ........................................................................................... 41 Word Search ........................................................................................ 42 • Vocabulary Cards ........................................................................................ 43• Comprehension Quiz ................................................................................. 46

EASY MARKING™ ANSWER KEY ............................................................. 48

GRAPHIC ORGANIZERS ........................................................................... 53

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• Click on item CC2103 – The Very Hungry Caterpillar • Enter pass code CC2103D

NAME:

...................Student Worksheet

© The Very Hungry Caterpillar CC21032A

1. What fruit or vegetable did you choose?

2. Where does it grow?

3. Why does is grow well there?

4. How long must it grow before it is ready to eat?

5. List three different ways that people eat this fruit or vegetable. Remember to number your list!

This is my drawing of a ____________________

Activity TwoHow Does Your Food Grow?

Every fruit or vegetable grows and changes before it is ready for you to eat. Choose a fruit or vegetable that you like. Find out about how it grows.

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Activity FourDie-cut Art

Eric Carle is famous for his die-cut art. His pictures in The Very Hungry Caterpillar are die-cut. Die-cut art is also called collage. Find out about how Eric Carle makes his collages so that you can try ityourself!

On a piece of construction paper or Bristol board make a collage using Eric Carl’s technique. Then answer the questions below.

1. What is your collage a picture of? What is happening in your picture?

2. What materials did you use for your collage? What kind of paper and paint? What colors did you use?

3. Tell what it was like to make your collage. Was it clean and tidy? Was it messy?

4. What part of making the collage did you enjoy the most? What part did you enjoy the least?

NAME:



Activity Six

Draw a picture of your butterfly and caterpillar.

Invent a Butterfl yImagine that you can invent a new kind of butterfl y.

Think about:

o What will it look like? What colors will it be? Will it be big or small?

o Where will it live?

o What will it eat?

o What does it look like at the caterpillar stage?

Write about your new butterfl y. Remember to give it a name (Example: Monarch)!

Name of Butterfl y: ____________________

NAME:



Activity OneIncredible Insects

Choose your favorite insect. Look for some information about your insect.

Look in books from the library or in your classroom. Then,answer the questions

below.

Write your answers in full sentences. Begin each sentence with a capital letter

and end it with a period.

1. What is the name of your insect?

2. Why is this insect your favorite?

3. How does your insect move?

4. What does your insect eat?

5. Where does your insect live?

List two more interesting facts that you have found.

1.

2.

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Activity ThreeButterflies

1. What are the names of the two different butterfi es?

2. Look at pictures of each butterfl y. How do they look alike? How do they look different?

3. Draw a picture of each butterfly.

In The Very Hungry Caterpillar we read about a caterpillar that becomes a beautiful butterfl y. Did you know there are many different kinds of butterfl ies? Find some books about butterfl ies. Look through them. Choose two different kinds of butterfl ies from the list:

Different:

Alike:

4. What would it be like if you could fl y like a butterfl y? What would you see? Where

would you go? Write your answers on a separate sheet of paper.

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Activity FiveEric Carle

Eric Carle is the author and illustrator of The Very Hungry Caterpillar and over 70 other books as well.

1. Can you name another book that was

written by Eric Carle?

2. Can you name another book that was illustrated by Eric Carle?

3. Which of Eric Carl’s books is your

favorite? Why is it your favorite?

4. If you could ask Eric Carle one question, what would it be?

5. Pretend that you have written and illustrated a book. It has just been

published. Tell what your story is about. Who is in it? What happens? Where

does the story take place? What do your pictures look like? Will you become

famous like Eric Carle?

Spotl iGht On......................

© The Very Hungry Caterpillar CC2103 10

Did You Know..?

Eric CarleEric Carle was born in 1929 in Syracuse, New York. When he was six years old his family moved to Germany.

ric went to school there. He graduated from the well known art school Akademie

der bildenden Kunste. Eric missed the United States. So, in 1952, he left Germany and came home to the U.S. Upon his return he worked as a graphic designer and an art director.

In 1967, author Bill Martin Jr. wrote Brown Bear, Brown Bear, What do you see? He asked Eric to illustrate his story. Since that book, Eric’s illustrating and writing careers have been going strong. He has over 71 million book copies sold around the world.

E

• The Very Hungry Caterpillar can be found in 30 different languages!

• The Very Hungry Caterpillar was first published over 30 years ago, in 1969!

• Eric Carle lives with his wife in Massachusetts.

Word StudYW NAME:

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© The Very Hungry Caterpillar CC210318

Activity Three

Activity Four

Adjectives

1. The words very and warm are both adjectives found in The Very

Hungry Caterpillar. They describe nouns. Find fi ve more adjectives in

the story. Write them in a list. Be sure to number your list!

Write the words in proper sentence order.1. caterpillar The hungry very is

2. long inside? he How will be

3. turned butterfl y! beautiful into He a

2. Write a full sentence using two adjectives from your list.

Phonics NAME:

...................


Activity Three

Activity Four

st ch th

1. s t a r t e d 2. __ __ r o u g h 3. __ __ i l l

4. __ __ r e e 5. __ __ u r s d a y 6. __ __ r a w b e r r y

7. __ __ e e s e 8. __ __ e r r y 9. s t o m a __ __a__ __e

Find the words in the story. Fill in the blanks with the letters from the list. The first one has been done for you.

Underline the words that have short a sound, like cat and hand.

Circle the words that have long a sound, like bake and face.

Cross out the a if it is silent, like boat.

Examples: fast way clean

1. cake 2. straw 3. salami

4. small 5. ache 6. day

7. fat 8. leaf 9. ate

10. cream 11. apple 12. came

13. beautiful 14. stayed 15. after

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Comprehension

25

Activity Three

Number the events from 1 to 10 in the order they happened in

the story.

He ate one slice of Swiss cheese.

He ate one apple.

He ate four strawberries.

He nibbled on the cocoon.

He ate one piece of chocolate cake.

He ate two pears.

He ate one nice green leaf.

He ate three plums.

He ate fi ve oranges.

He ate one slice of watermelon.

ABO

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...................WritinG Task #


Write an acrostic poem about a caterpillar.

Each line of your poem will begin with a letter in the word

“caterpillar”. Use as many describing words and actions words as

you can. Be imaginative!

5

CATERPILLAR

Activity Five

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Assessment

46

Comprehension Quiz

7

7

SUBTOTAL: /14

1. Write the correct word in each blank to finishthe sentences.

a) The caterpillar was _____________ _____________.

b) The caterpillar ate so much he had a _______________.

c) He ________________ a hole in the cocoon.

d) He stayed in the cocoon for more than two _____________.

e) He ate one piece of ________________ cake.

f) To make him feel better, he ate one _______________ ______________ ________________.

g) He turned out to be a beautiful ______________________.

30

2. Draw a line to match the day with the food thecaterpillar ate.

a) Monday Five oranges

b) Tuesday One nice green leaf

c) Wednesday Four strawberries

d) Thursday Two pears

e) Friday One piece of chocolate cake

f) Saturday Three plums

g) Sunday One apple

PuzzleNAME:

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CrosswordRead the clues below. Write the answer where you fi nd the correct number. Be careful! Some words go down. Some words go across.

Across

2. To take small, quick bites

6. The caterpillar ate a

cherry ______.

8. A butterfl y begins its life

as an _______.

9. The larvae of the butterfl y

1

2 3 4

5 6

7 8

9

Down

1. A piece of candy on a stick

3. The caterpillar ate a chocolate

________.

4. A word that means the same as

“hungry”

5. An insect with brightly colored wings

7. The silky covering made by caterpillar

WRI

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TASK

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ASSE

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2103 21 22 23 24 25

1. 2. 3.10.

1. ✔ C

2. ✔ C

3. ✔ B

4. ✔ C

5. ✔ B

1.

b) Strawberries

c) watermelon

d) stomachache

e) cupcake

f) around

g) butterfl y

2. Answers will vary

1. F

2. T

3. T

4. F

5. F

6. T

7. T

8. F

9. T

10. T

11. F

12. T

7

1

4

10

6

2

9

3

5

8

9.

8.

1. next

2. still

3. Very

4. much, hungry

5. little

1. On Fridays, Mom, Dad

2. Every, I

3. Do, Christmas, Hanukah

4. Mr., Mrs. Roy

5. The Very Hungry Caterpillar

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Comprehension

23

Activity OnePut a check mark (¸) next to the answer that is correct.

1. What was wrong with the caterpillar?

A He was very tired.

B He was very dirty.

C He was very hungry.

2. In which season could the story have taken place?

A In winter

B In fall

C In summer

3. How many days was the caterpillar inside its house?

A For almost a month

B For just over two weeks

C For a week, from Monday to Sunday

4. Why did the caterpillar eat through the food instead of

eating the whole thing?

A The caterpillar was a picky eater.

B The caterpillar was on a diet.

C The caterpillar ate as he was going through the food.

5. At the end of the story, what did the caterpillar turn into?

A A beautiful spider

B A beautiful butterfl y

C A beautiful bee

EASY MARKING ANSWER KEY

The Very Hungry Caterpillar

©Classroom Complete Press Domain Targets - Common Core State Standards for Language Arts CC2103

RSL.K.1 With prompting and support, ask and answer questions about key details in a text. RSL.K.2 With prompting and support, retell familiar stories, including key details. RSL.K.3 With prompting and support, identify characters, settings, and major events in a story. RSL.K.4 Ask and answer questions about unknown words in a text. RSL.K.5 Recognize common types of texts. RSL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. RSL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear. RSL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RSL.K.10 Actively engage in group reading activities with purpose and understanding. RSL.1.1 Ask and answer questions about key details in a text. RSL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RSL.1.3 Describe characters, settings, and major events in a story, using key details. RSL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. RSL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. RSL.1.6 Identify who is telling the story at various points in a text. RSL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. RSL.1.9 Compare and contrast the adventures and experiences of characters in stories. RSL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. RSL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RSL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RSL.2.3 Describe how characters in a story respond to major events and challenges. RSL.2.4 Describe how words and phrases supply rhythm and meaning in a story, poem, or song. RSL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. RSL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RSL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RSL.2.9 Compare and contrast two or more versions of the same story by different authors or from different cultures. RSL.2.10 By the end of the year read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with

scaffolding as needed at the high end of the range. RSFS.1.1 Read with sufficient accuracy and fluency to support comprehension. A) Read grade-level text with purpose and understanding. B) Read grade-level

prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. C) Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

RSFS.1.1 Demonstrate understanding of the organization and basic features of print. A) Recognize the distinguishing features of a sentence. RSFS.1.2 Demonstrate understanding of spoken words, syllables, and sounds. A) Distinguish long from short vowel sounds in spoken single-syllable words. b.

Orally produce single-syllable words by blending sounds, including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds.

RSFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs. B) Decode regularly spelled one-syllable words. C) Know final -e and common vowel team conventions for representing long vowel sounds. D) Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. E) Decode two-syllable words following basic patterns by breaking the words into syllables. f. Read words with inflectional endings. G) Recognize and read grade-appropriate irregularly spelled words.

RSFS.1.4 Read with sufficient accuracy and fluency to support comprehension. A) Read grade-level text with purpose and understanding. B) Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. C) Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

RSFS.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. A) Distinguish long and short vowels when reading regularly spelled one-syllable words. B) Know spelling-sound correspondences for additional common vowel teams. C) Decode regularly spelled two-syllable words with long vowels. D) Decode words with common prefixes and suffixes. E) Identify words with inconsistent but common spelling-sound correspondences. F) Recognize and read grade-appropriate irregularly spelled words.

RSFS.2.4 Read with sufficient accuracy and fluency to support comprehension. A) Read grade-level text with purpose and understanding. B) Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. C) Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

WS.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

WS.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. WS.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal

words to signal event order, and provide some sense of closure. WS.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as

needed. WS.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. WS.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use

linking words to connect opinion and reasons, and provide a concluding statement or section. WS.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or

section. WS.2.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings,

use temporal words to signal event order, and provide a sense of closure. WS.2.8 Recall information from experiences or gather information from provided sources to answer a question.

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Contents · © The Very Hungry Caterpillar CC2103 3 Contents ... Reading Response Mini-Book ... In The Very Hungry Caterpillar we read about a caterpillar that becomes a beautiful