5 teacher’s guide caty the caterpillar -...

Number of Words: 175

L E S S O N 5 T E A C H E R ’ S G U I D E

Caty the Caterpillar by Myka-Lynne Sokoloff

Fountas-Pinnell Level HRealistic FictionSelection SummaryThe Kids’ Club hears bad news: Pet Place may close. Bob, the teacher, suggests having a pet fair to raise money. The kids plan a fair and bring their pets. Davy doesn’t have a pet, but he fi nds a caterpillar and names her Caty. During the fair, Caty disappears. Later, the kids hear that Pet Place will stay open. Caty is found, too. She is now a butterfl y!

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Characteristics of the Text Genre • Realistic fi ction

Text Structure • Third-person narrative • Organized chronologically• Simple narrative; clear beginning, middle, and end

Content • Children organize a pet fair. • Insects can be good—though short term—pets.

Themes and Ideas • Most children like pets.• Children can work together to help their community.• Caterpillars change into butterfl ies.

Language and Literary Features

• Simple language and dialogue

Sentence Complexity • Short, simple sentences• All sentences in predictable subject-verb order

Vocabulary • Most words familiar through oral language• A few longer words important to story content, such as caterpillar and butterfl y

Words • Most words are one- or two-syllable• A minimum of less familiar two- to four-syllable words such as bursting, suddenly,

caterpillarIllustrations • Colorful illustrations support the text, especially the surprise ending

Book and Print Features • Nine pages of text; illustrations on every page • Several pages have illustrations with labels• Legible signs and newspapers

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

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Target Vocabulary

bursting – full and ready to break open suddenly, p. 8

noises – loud sounds , p. 5noticed – having seen, felt, or

heard something

quiet – to make very little or no sound, p. 3

share – to use or do something with others

sprinkled – scattered small pieces or drops of something.

suddenly – without warning, p. 7wonderful – very good

Caty the Caterpillar by Myka-Lynne Sokoloff

Build BackgroundHelp children use what they know about insects to build interest by asking questions such as: Have you ever tried to keep an insect as a pet? Do you think an insect can be a good pet? Read the title and author and talk about the cover illustration. Tell children that this story is realistic fi ction, so the characters act like real people.

Introduce the TextGuide children through the text, noting important ideas, and helping with unfamiliar language and vocabulary so they can read the text successfully. Here are some suggestions:

: Explain that this is a story about a boy named Davy. Davy is the only kid at the Kids’ Club who doesn’t have a pet. Suggested language: Turn to page 2. Here is a picture of the teacher and some of the children at Kids’ Club. What is the teacher doing? The fi rst two sentences read: One day the Kids’ Club got bad news. “Pet Place may close,” said Rosa. What do you think Pet Place is? What do you think Kids’ Club is?

Page 3: Explain that the boy in the picture is Davy. The highlighted word tells about Davy. He is quiet. Davy is not talking. I wonder why Davy is being quiet.

Page 4: Have children turn to page 4. What has Davy found? Read the label in the picture: caterpillar. What do you think Davy is going to do?

Page 8: Point out the highlighted word: bursting. Something that is bursting is very full. Davy’s head was bursting with ideas. Look at the illustration. Can you tell what ideas are in Davy’s head?

Now turn back to the beginning of the story and read to fi nd out what happens to Davy and his caterpillar.

2 Lesson 5: Caty the Caterpillar Grade 2© Houghton Mifflin Harcourt Publishing Company

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ReadAs children read Caty the Caterpillar, observe them carefully. Guide them as needed, using language that supports their problem solving ability.

Remind children to use the Visualize Strategy and to use story details to picture what is happening as they read.

Discuss and Revisit the TextPersonal ResponseInvite children to share their personal responses to the book. Suggested language: How do you think Davy felt when Caty was missing? How would you feel?

Ways of ThinkingAs you discuss the text, help children understand these points:

Thinking Within the Text Thinking Beyond the Text Thinking About the Text

• The Kids’ Club decides to have a pet fair to help Pet Place stay open.

• Davy has no pet, but he fi nds a caterpillar to bring to the pet fair.

• Davy’s caterpillar disappears during the fair.

• Pet Place stays open, and Caty turns into a butterfl y.

• Children can take action to help their community.

• Sometimes you have to think creatively to get what you need.

• If you are patient, most things will work out.

• The events in the story are realistic.

• The sentences in the dialogue are very short, not like real conversation.

• The illustrations have a lot of words that help readers understand the story, including labels, newspaper stories, and signs.

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

Choices for Further Support• Fluency Invite children to choose a passage from the text to act out. Remind them to

show feeling by using appropriate stress on the words as they speak.

• Comprehension Based on your observations of the children’s reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind children to go back to the text to support their ideas.

• Phonics/Word Work Provide practice as needed with words, using examples from the text. Remind children that there are many high-frequency words in the story that they know, such as in, on, for, with, where, you, it, one, day, was, will, have, can. Have children refer to the classroom word wall, if possible, and make a list of the words they know in the story.



Writing about ReadingCritical ThinkingHave children complete the Critical Thinking questions on BLM 5.7.

RespondingHave children complete the activities at the back of the book. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.

Target Comprehension SkillStory Structure

Target Comprehension Skill Remind children that stories have characters, a setting,

and events that happen in order. Model the skill, using a “Think Aloud” like the one below:

Think Aloud

The main character in this story is Davy. First, Davy has a problem. He does not have a pet to bring to the pet fair. How does he solve his problem? What does he do next? Davy fi nds a caterpillar, gives her a name, and makes her his special pet. But then Davy’s pet gets lost. He looks and looks for her. What happens last? Finally, Davy fi nds his pet. She has turned into a butterfl y!

Practice the SkillHave children write two sentences telling what happens next after the other children show what their pets can do.

Writing Prompt: Thinking About the TextHave children write a response to the prompt on page 6. Remind them that when they think about the text, they refl ect back on it. They notice why it is special or unusual.

Assessment Prompts• Look at this sentence again: Suddenly, Davy couldn’t fi nd Caty. What does the word

suddenly mean in this sentence?

• Why is Davy happy at the end of the story?



Read directions to children.

Think About It Read and answer the questions.

1. What did Davy bring to the pet fair?

He brought a caterpillar.

2. Where do you think Caty went when Davy couldn’t

fi nd her?

Possible response: She left to turn into a butterfl y.

3. What were the two problems in this story?

How were they solved?

Pet Place was going to close. The kids had a pet fair to raise

money to save it. Also, Davy lost his caterpillar. It came back

as a butterfl y.

Making Connections The kids in Caty the Caterpillar and Teacher’s Pets had many different pets. Which pet do you like best? Why?

Write your answer in your Reader’s Notebook.

Name Date

Grade 2, Unit 1: Neighborhood Visit9

Caty the CaterpillarThink About It

Lesson 5B L A C K L I N E M A S T E R 5 . 7

Think About It© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

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First Pass

English Language DevelopmentReading Support Make sure the text matches the child’s reading level. Language and content should be accessible with regular teaching support.

Vocabulary Discuss the meaning of the word bursting (page 8) and give examples of its use in other contexts. Ask children to suggest things that could be very full and bursting, for example: a bag, a box, a balloon, a desk, etc.

Oral Language DevelopmentCheck children’s comprehension, using a dialogue that best matches their English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the child.

Beginning/Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: What is the boy’s name in the story?

Speaker 2: His name is Davy.

Speaker 1: Where does the story take place?

Speaker 2: at Kids’ Club

Speaker 1: Who is Caty?

Speaker 2: Davy’s caterpillar

Speaker 1: Why does Davy want a pet?

Speaker 2: Davy wants a pet to bring to the pet fair.

Speaker 1: What happens to Caty at the pet fair?

Speaker 2: Caty gets lost.

Speaker 1: Why is Caty missing for two weeks?

Speaker 2: Caty is busy turning into a butterfl y.

Speaker 1: At the end of the story, what two good things happen?

Speaker 2: Pet Place stays open and Davy fi nds Caty.



Name Date

Caty the CaterpillarThinking About the Text

Think about the questions below. Then write your answer in one paragraph.

Look at the illustrations on pages 6 and 8. What did you learn from the illustrations and the labels that you didn’t learn from the words in the story? What is interesting or unusual about these pages?


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Think About It Read and answer the questions.

1. What did Davy bring to the pet fair?

2. Where do you think Caty went when Davy couldn’t

fi nd her?

3. What were the two problems in this story?

How were they solved?

Making Connections The kids in Caty the Caterpillar and Teacher’s Pets had many different pets. Which pet do you like best? Why?

Write your answer in your Reader’s Notebook.

Name Date

Caty the CaterpillarThink About It

Lesson 5B L A C K L I N E M A S T E R 5 . 7



1413532

Student Date

Caty the CaterpillarRunning Record Form

Lesson 5B L A C K L I N E M A S T E R 5 . 1 1

Caty the Caterpillar • LEVEL H

Behavior Code Error

Read word correctly ✓cat 0

Repeated word, sentence, or phrase

®cat

0

Omission —cat 1

Behavior Code Error

Substitution cutcat 1

Self-corrects cut sccat 0

Insertion the

cat 1

Word told Tcat 1

page Selection Text Errors Self-Corrections

4

5

The Kids’ Club planned the

pet fair.

Davy looked for a pet.

He saw a caterpillar.

He picked it up.

“I’ll call you Caty,” said Davy.

Soon it was time for the

pet fair.

“My dog can shake hands,”

said Rosa.

“My mouse can make noises,”

said Ray.

Comments: Accuracy Rate (# words read

correctly/48 × 100)

%

Self-Correction Rate

(# errors + # Self-Corrections/ Self-Corrections)

1:



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