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Reading Lesson Activities 20170872

Reading Lesson Activities and the Western Australian Curriculum

Issac Hood
University of Norte Dame
Reading Lesson Activities 20170872

Western Australian Curriculum – English
Children’s Literature – The Very Hungry Caterpillar
Year Level – Pre Primary

Strand Reading Activity Resources
Literature Retell the Hungry Caterpillar using an Australian  An Australian Version of
Encounter literature animal The Very Hungry
Caterpillar with words
being created for Recreate the hungry caterpillar but substitute the setting left out
various reasons and and character for the Australian outback and a native
purposes and react to Australian animal. Leave out elements of the story and
the retelling of a literary as a class fill them in.
text (ACELT1580a) E.g. The joey ate a ___ and afterwards he felt ___.
1. Read the book aloud to the class
2. Pause at the blank spaces in sentences and get
the students to help fill in the missing words.
3. Once the book is complete reread it aloud
without stropping
Respond to texts Listen Draw Read  A blank copy of the
listened to, viewed or 1. Read the hungry caterpillar aloud to the students hungry caterpillar for
each student
read (ACELT1783a) but do not show them the pictures
 Textas and pencils
2. Read page by page and allow the students time
Efficient readers use all to create their own illustrations based on what
their senses to continually
they hear
create images as they read
text. The images that 3. Once you have finished re-read the book but this
individuals create are based time show the pictures
on their prior knowledge. 4. Afterwards give students a few minutes to
Sensory images created by discuss in pairs what the differences were and to
readers help them to draw
present their illustrations to each other
conclusions, make
predictions, interpret
information, remember
details and assist with
overall comprehension
(First Steps. Pg. 118)
Share feelings and Guess Listen Share
thoughts about the 1. Students make predictions in their groups based
events and characters in on the illustrations on the first and last page
texts (ACELT1783) 2. Groups pair up and share ideas, discussing what
they think and why
Predicting helps readers to 3. The teacher reads the hungry caterpillar aloud
activate their prior 4. Students pair up and reflect on how they felt
knowledge about a topic, so
they begin to combine what
compared to their predictions and what actually
they know with the new happened.
material in the text.
Predictions are based on
clues in the text such as
pictures, illustrations,
subtitles and plot.
Reading Lesson Activities 20170872

Strand Reading Activity Resources
Language Reading to guess  Photo copies of the
Respond to images and 1. In a small group, students are given 2 pages with hungry caterpillar
words in texts a page missing in between
(ACELA1786a) 2. They must read both pages and then create their
own page to replace the missing one
Efficient readers take 3. Students must try and use the context of both
information from a text and pages to create the missing page
add their own ideas to make
inferences. During the
4. At the end all the pages are put together and then
process of inferring, readers compare how similar the original book is to the
make predictions, draw student made
conclusions and make (This task is facilitated by the teacher during an activity
judgments to create their rotation session)
interpretations of a text.
Respond to vocabulary Sorting the Book
used in everyday 1. The teacher reads through the book aloud
experiences 2. They must use the book to categorise words, into
(ACELA1437a) either naming, doing or describing words
3. The teacher will pause at a word and then
discuss with students as to where the word
belongs in the categories
4. Throughout the book students should cover at
least 2 words from each category

Understand that How does he feel  Big picture of the
language can be used to 1. Read the hungry caterpillar aloud to the class hungry caterpillar
explore ways of 2. Whilst reading have one face stuck onto the  4 caterpillar faces to
stick on
expressing needs, likes picture of the hungry caterpillar
and dislikes - There are 4 faces that can be used
(ACELA1429) Happy, hungry, sick, full
3. Whilst reading the teacher will stop at selected
As students read and use parts of the book and ask students if they think
synthesising, the face should change
they stop at selected places
in a text and think about
4. The teacher will ask why the students think the
what has been face should change and how they know what the
read. This encourages them hungry caterpillar is feeling
to keep track of what is
in the text.
Reading Lesson Activities 20170872

Strand Reading Activity Resources
Literacy Mat Reading
Use interaction skills 1. The teacher reads the book aloud to the students
including listening on the mat
while others speak, 2. The teacher stops at appropriate places in the
using appropriate voice book to ask the students questions
levels, articulation and 3. At first the teacher asks questions but as the
body language, gestures reading goes on the students are guided into
and eye contact asking their own questions about what will
(ACELY1784) happen next
4. E.g. Teacher “if I stopped reading now, what
Efficient readers continually questions would you ask me about the rest of the
think of questions before, book?”
during and after reading to
assist them to comprehend
5. Throughout the lesson students practice their
text. whole body listening skills by sitting up straight,
not calling out and looking at the teacher etc.
Deliver short oral What Am I  Clue cards related to the
presentations to peers 1. Students have a deck of Clue Cards very hungry caterpillar
(ACELY1647) 2. Each card has a picture from something in the
book, the very hungry caterpillar
Students may need extra 3. The card will have clues on it describing the
encouragement to create
picture on the card. For example if there was a
images with lots of detail or
those that go beyond the picture of an ice cream, the card might say, its
literal information in the very cold, it tastes sweet, its pointy and it looks
text. pink and white.
4. One student will present the clue to the other
student and then the second student must skim
through the book and try and guess what the clue
was describing.

Department of Education, 2013. First Steps: Reading Resources.

Tierney, R. J. (1985). Reading strategies and practices. A compendium. Allyn and Bacon

Order Dept., 200 Old Tappan Rd., Old Tappan, NJ 07675.