Childrens

Children's' Balanced Literacy Project

Name: Margaret Hoffmann Grade Level 1
Trade Books or Anthology Titles Used: The Very Hungry Caterpillar, Eric Carle
Related Literature: From Caterpillar to Butterfly, Deborah Heiligman

NYS ELA STANDARD(S):
Standard 1: Students will read, write, listen and speak for information and understanding.
Standard 2: Students will read, write, listen and speak for literary response and expression.
Standard 4: Students will read, write, listen and speak for social interaction.

Key Ideas: Days of the week
                    Sequencing of events
                    Life cycle of a caterpillar/butterfly
                    Healthy/Unhealthy foods

Objectives/Goals:

Monday:          1. Students will retell familiar story with beginning, middle and
                                end.(Knowledge)
                           2. Students will identify elements of plot, character and setting.
                                (Knowledge)
                           3. Students will identify days of the week in sequence. (Knowledge)

Tuesday:            1. Students will recognize and identify different sounds of the letter C.
                            (Knowledge)
                            2. Students will put into order story sequence of events. (Comprehension)

Wednesday:        1. Students will illustrate life cycle of caterpillar. (Application)
                            2. Students will compose own written version of story. (Synthesis)
                            3. Students will categorize food groups. (Synthesis)

Day 1 Monday

I. 800A-815A READING
Independent Reading Cooper 26
A. DEAR Time-Drop Everything and Read
B. Students choose a book from unit area or one we have read as a class. Available titles to students:
Monarch Butterflies-Gail Gibbons
Cricket in a Thicket-Aileen Fisher
Amazing Butterflies and Moths-John Still
The Butterfly Alphabet Book-Brian Cassie
I'm a Caterpillar-Jean Marzollo
Where Butterflies Grow-Joanne Ryder
A Monarch Butterfly's Life-John Himmelman
Gotta Go! Gotta Go!-Sam Swope
Waiting for Wings-Lois Ehlert

II. 815A-830A WORD WORK
Spelling PTU 58-64
A. Teacher modeled writing. Write spelling words on individual word wall cards to be put on theme board. PTU 71-77
B. Say word, spell word, say word, Everyone say word, spell word, say word. Now say word, chant letters and body spell them (YMCA style), say word. Do all the words this way.
C. Word list Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, hungry, caterpillar, cocoon, ate, butterfly.

III. 830A-845A        READING - Comprehension Cooper 73-75
Activating Schema about days of week and sequence
A. Guided Questions to stimulate discussion Cooper 35-36
        1. Does everyone remember hw we use our calendar in class so we know what month it is,
            what day of the week it is and what the year is? Who knows what the days of the
            week are? What day of the week is today?
        2. Do you think that each day we do things in an order? (Arise in the morning, brush our
            teeth, eat breakfast, etc.)
        3. Who can tell us what order they did things in today? What happens in the classroom
            each day we come to school?
        4. Do you think that everyone has an order to how they do some things each day?
            What about animals? Do they have an order? What do you think a caterpillar does
            each day? What types of food do you think they eat each day? Do you think they
            have breakfast, snack, lunch and dinner like we do?

Tell students that they are going to learn more about the days of the week by reading about a very special caterpillar and his order of events during the week.

IV.845A-900A WRITING
Shared Writing Cooper 40
A. Building background-Ask children what they know about caterpillars?
B. Teacher modeled writing KWL chart about caterpillars.

V. 900A-930A READING
Read Aloud Cooper 41
A. The Very Hungry Caterpillar-Eric Carle- Act out story while reading using green sock caterpillar puppet and felt board.
B. Purpose for reading-Think about what order the caterpillar does things, first, second, third, next and last.
C. Reader response- review sequence of events using felt board. Give different fruit pieces to the children. Put days of week on board. Reread book as you come to the appropriate item have child put it on the board under the correct day.

VI. 930A-945A WRITING-Comprehension
Interactive Writing Cooper 40
A. Story Map Cooper 77

VII. 945A-1000A WRITING
Shared Writing Cooper 40
A. Go back to KWL chart and add more information, what we know, want to know, what we learned.

VIII. 1000A-1015A WRITING
Independent writing Cooper 32
A. Start individual caterpillar books.
B. Children are to fill in the blanks with they type of food they would eat (the last sentence on Sunday is completed by telling something that they would do ex: go on a diet, play football-the caterpillar turned into a butterfly) cut out each sentence strip and paste each on a separate piece of construction paper.
C. Let children draw or cut out pictures of foods from magazines to illustrate
D. Teacher circulates and holds writing conferences. Cooper 412

IX. 1015A-1030A WORD WORK
Phonemic Awareness PTU 36
A. Give children days of week handout
B. Let children cut words out
C. Sing days of the week song
D. Have children identify each word and put in sequence
E. Count how many days in the week there are/how many words
F. Next, have children cut each word into letters
G. Have children scramble and unscramble letters to make the words
H. Count how many letters in each word
I. Have children say each letter and sound as they put the word together. Blend sounds to say word.

Day 2 Tuesday

I. 800A-815A READING
Independent Reading Cooper 26
A. DEAR time-Drop Everything And Read
B. Use same unit books listed for Monday

II. 815A-830A WORD WORK
Spelling PTU 58-64
A. Point to word on word wall, say word, chant letters and body spell letters, say word.
B. Use word list from Monday

III. 830A-845A READING
Shared Reading Cooper 36
A. The Very Hungry Caterpillar-Eric Carle
B. Purpose for reading: Tell children to look for words that start with the letter C
C. Have children read along as much as capable, saying days of week, repetitive text, and what the caterpillar ate.
D. During reading repeat flannel board/puppet activity -give children fruit pieces to put under days of week when we get to that part.

IV. 845A-900A WORD WORK
Phonics Cooper 502-511
Letter C /k/ /s/ /ch/
A. Introduce different C sounds by using familiar words
cat /k/ city /s/ church /ch/ write on chart paper
B. Ask children what words that start with the letter C did they find in our book The Very Hungry Caterpillar
C. There are 12 words, -caterpillar, Carle (author), Christa (dedication), came, chocolate, cake, ice cream, cone, cheese, cherry, cupcake, cocoon.
D. As children tell you the words write them on a separate chart paper
E. Have children decide what sound each word has /k/ /s/ /ch/
F. What other words do they know that start with C? What C sound do they have?
G. Home/School connection-homework- Calvin Caterpillar worksheet. Cooper 454

V. 900A-915A WRITING
Shared Writing Cooper 40
A. Once C sound is decided, have a child come write it on the chart under appropriate heading. Sharing the pen activity PTU 21
B. Child writes as class calls out spelling of word
C. Do all 12 words from book and any other words children come up with

VI. 915A-1015A WORD WORK/READING/WRITING
Small groups/collaborative activities/children to rotate in 15 minute intervals. Teacher works in word work area. Children work together in other 3 areas.
Teacher to explain independent work activities prior to engagement. 915A-930A
Word Work
Phonics PTU 29
A. Beginning sounds- use the patterns of the foods the caterpillar ate to make cards with the beginning letters (a,p,p,s,o,c,i,p,s,s,i,s,c,w) of the foods
B. Have students match the beginning sound to the foods using food templates
C. Challenge activity-place food patterns in a pocket chart, say a sound, and then have student pick one food item that matches the given sound
Word Work and Reading Comprehension
Word skills/Spelling and Sequencing
A. Using days of week letters from yesterday, have children paste letters into correct order, one word per paper
B. Give children story sequencing cards in random order, have them paste the appropriate picture on the correct day of the week
C. Children will illustrate a cover, and label the leaf, caterpillar, cocoon, butterfly pages (using theme board/word wall as spelling reference)
D. Children will put all papers in order of sequence, what happened first, second, next, last
E. Children will bind all papers into a book using yarn and a 3-hole punch
F. Home/School connection-children will take books home and read/tell story to their parents. Cooper 454
Reading
Cooperative Reading Cooper 32
Role playing Cooper 107
A. Students will read the book together
B. Students will act out or retell the story using the sock puppet and flannel board pieces
Writing
Independent Writing Cooper 32
A. Children are to continue to work on their caterpillar books. Follow guidelines from yesterday. Publish.

VII. 1015A-1030A WRITING
Independent writing Cooper 32
Teacher to circulate around room observing and assisting where necessary. Hold mini writing conferences with students. Cooper 412
A. Journal writing Cooper 250-257
Topic: What is your favorite word/object that starts with the letter C and why do you like it?
B. Illustrate when writing completed

Day 3 Wednesday

I. 800A-815A READING
Independent Reading Cooper 26
A. DEAR time- Drop Everything And Read
B. Use same unit books listed for Monday

II. 815A-830A WORD WORK
Spelling PTU 58-64
A. Point to word on word wall, say word, chant letters and body spell letters, say word.
B. Use word list from Monday

III. 830A-835A WORD WORK
Phonemic Awareness PTU 40-47
A. Sing poem "Butterfly Cycle"

IV. 835A-845A        READING-Comprehension Cooper 73-75
Activating schema about caterpillar life cycle
A. Guided questions to stimulate discussion Cooper 35-36
   1. Ask children to think of things that change
   2. Do trees change? How?
   3. Do pets change? How?
   4. Have you changed? In what ways?
   5. Help children recognize that all living things grow and change
   6. Listen to examples children may have

V. 845A-900A READING
Shared Reading Cooper 36
A. The Very Hungry Caterpillar- Eric Carle
B. Purpose for reading: In what 4 ways do caterpillars change?
C. Put days of week name cards over students' heads and ask them to line up in the correct order in the front of the room
D. Pass our the flannel board pieces randomly to students and tell them each to give their piece to the person who is wearing the day the caterpillar ate their item
E. Everyone actively read story together, students in front act out and hold up items
F. Teacher do a quick assessment, did students get sequence of events and days of week right Cooper 467-499
G. Reader response-review 4 stages of caterpillar life cycle (egg, caterpillar/larva, pupa/cocoon/chrysalis and adult/butterfly). Show each life cycle demonstrated on page in book.
H. Home/school connection-Butterfly life cycle worksheet Cooper 454

VI. 900A-915A WORD WORK
Vocabulary Cooper 192-194
A. On chart paper draw pictures of caterpillar/butterfly life cycle
B. Label each stage
C. Have children predict meaning of words and write down child produced definition (teacher modeled guided writing)
D. Children to predict and discuss what happens inside the cocoon

VII. 915A-930A        WRITING
Shared writing Cooper 40
A. Guided questions to develop prior knowledge Cooper 35-36
   1. Remind children that the caterpillar in the story had a stomachache at the end of the story. Have any of them ever had a stomachache?
   2. What caused the stomachache?
   3. What is and example of a healthy food? An Unhealthy food?
B. Create a Venn diagram on chart paper healthy food/junk food
C. Have children tell you what the caterpillar ate and let them write the word or draw a picture of the food in the appropriate category (EX. apple-healthy, lollipop-junk food)
D. Add any other foods that the children can think of and classify
E. Home/school connection-students take home Journal of food and write down what they eat for a week. We will add some of the results to our Venn diagram next week as we continue a nutrition theme.

VIII. 930A-1010A        WRITING
Writing workshop Cooper 442-445
A. Butterfly poem
   1. Write the word butterfly vertically on your paper
   2. Think of words that start with the letter "B" and write the first line of poem Ex. Butterflies are beautiful or Baby caterpillars on a leaf. Notice each sentence in the example started with the letter B.
   3. The next line starts with a word that begins with U, then T, continue until finished (Teacher model writing on overhead)
   4. Today in the writing process we will brainstorm and draft. Tomorrow we will conference and revise. On Friday we will edit and publish. You will put your final copy on the butterfly paper.
   5. Teacher circulates room while students work in pairs.

IX. 1010A-1030A READING
Reading Workshop Cooper 435-440
A. Students who have completed their caterpillar books may take the "Author's Chair" and share them with the class. Cooper 346.

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