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Reading Lessons for

Alaska State Standards

Grade 1 Teacher Materials

Mastery Packet 3 copy of The Very Hungry Caterpillar
Lesson 6 copies of sequence paper, index cards
Student Materials
scissors, glue

PERFORMANCE STANDARD:
R1.1a Distinguish, reproduce, and manipulate the sounds in words.
R1.1b Use a combination of the following to read and comprehend text:
! knowledge of phonics, alphabet, alphabetic principle; e.g. recognition of letter shapes, letter
names, letter/sound relationships, initial/final consonants, vowels, letter patterns;
! picture and visual cues;
! sight recognition of high frequency vocabulary words;
! word structure, e.g. root words, prefixes, suffixes, rhyming words;
! language structure, e.g. word order, grammar;
! meaning structure, e.g. prior knowledge and context;
! text structure, e.g. read left to right.
R1.2a Comprehend literal meaning from text.

(Bold area is the performance standard or standard area being addressed in the lesson.)

Phonological Phonics Text Fluency Vocabulary

Awareness Instruction Comprehension Instruction Instruction
Instruction Instruction

Accent long vowel The Hungry Practice and

sounds/ Caterpillar by Eric perform To Market,
code mark macron Carle To Market
sequencing

Approximately Approximately Approximately Approximately

15 minutes 15 minutes 20 minutes 5 minutes

PHONOLOGICAL AWARENESS INSTRUCTION

Direct Instruction
Review Language Deck. Show the front of the cards and read the definition on the back asking students to
follow along.

Teacher says: Listening-learning position, please. (Write the symbol for syllable or show Language Card.)

This is the symbol for syllable. We have learned that every time the mouth opens, a syllable is formed.
Hold your chin lightly in both hands and say Bobby’s name. (Substitute the name of a student in the class
that has two syllables, with the first syllable accented.)
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Students: Bob by.

Teacher says: How many times did your mouth open?

Students: Two times.

Teacher says: When we said Bobby’s name did we pronounce both syllables the same? (Say the word
several more times exaggerating the accent on the first syllable.)

Students: No, we said the first syllable different from the second syllable.

Teacher says: (Pronounce the bolded words in the paragraph below in a monotone, accenting each
syllable and word in exactly the same way.)

In English, we do not speak like this all of the time. We speak in a more rhythmic way, like I am doing
now. Let’s say Bobby’s name again, in the usual way. Hold your chin lightly in both hands, say “Bobby”
and tell me which syllable opens the mouth wider.

Students: BOB’by. My mouth opened wider when I said the first syllable.

Teacher says: Which syllable did we pronounce louder?

Students: We pronounced the first syllable louder.

Teacher says: Repeat the name again, and tell me which syllable has a higher pitch. BOB’by
(Demonstrate high and low pitch if necessary.)

Students: BOB’by. My voice was higher when I said the first syllable.

Teacher says: When you pronounced the first syllable, your mouth opened wider, your voice was louder
and higher. In other words, you accented the first syllable. When any syllable is accented, the mouth opens
wider, the voice is louder and higher.

When a word or syllable is

accented, the mouth opens
wider and the voice is louder
and higher.

Activity
Teacher says: What is a syllable?

Students: One opening of the mouth.

Teacher says: (Write in cursive.)

tip

How many syllables does this word have?

Students: Only one because there is only one sounded vowel.

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Teacher says: I will say a word. You echo the word. Cup your chin in both hands very lightly, and each
time you feel you mouth open, that is a syllable. Raise one finger if the word has one syllable, raise two
fingers if the word has two syllables. Let’s try some.

man pumpkin hammer peach dog

contest surprise cake habit begin

desert butter laughter bug soapy

Now, let’s listen for the accented syllable. Will the accent be on the first or second syllable? We can tell
where the accent is because our mouths will open wider and our voice will be louder and higher. (Say the
word “louder”, loud and the word “higher” high. Repeat the words and have students discover which
syllable is accented. Understanding accent is important for spelling as well as pronouncing words
accurately.)

NOTE:
Practice listening for accented syllables at least one a week until syllable division practice is begun. This
kind of practice activity can be done prior to other kinds of reading practice.

Closing
Teacher says: (Show accent Language Card. Say the first sentence in a monotone voice.) Today, we
discovered that we don’t talk like robots. Our voice goes up and down, and loud and soft. Our mouth opens
wider for accented syllables in words. Say “rabbit”. How many syllables? Which one was accented?

PHONICS INSTRUCTION
Direct Instruction
Teacher says: Listening-learning position, please. (Write the symbol for vowel on the board.)

V
What kind of sound is a vowel sound, open or closed?

Students: Vowel sounds are open sounds.

Teacher says: (Add an arrow beside the V symbol.)

V
What kind of syllable ends in a vowel, open or closed?

Students: A syllable ending in a vowel is called an open syllable, because the mouth is open when vowel
sounds are made.

Teacher says: Are all syllables pronounced the same, or are some syllables or words accented more than
others?

Students: Some are accented more than others.

Teacher: (Write the word I on the board in cursive if you are using cursive handwriting.)

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The word I is always an important word, and important words are usually accented. There is a code mark
for accent.

I
We know that each of the vowels can stand for at least two different sounds, a long and a short sound. the
long sound of a vowel is the same as its name. There is a way to tell when a vowel sound will be short, and
when it will be long. Look at the word I. What kind of letter is i, a vowel or a consonant?

Students: i is a vowel.

Teacher says: This is an open syllable, because open syllables end with a vowel. Is this word accented?

Students: Yes.

Teacher says: We can say that this is an open, accented syllable. The vowel in an open accented syllable
is long. We have another code mark to show that a vowel should be pronounced long, or the same as its
name. [Place a macron, (m a cron) over the vowel.]

I
This is a macron. Say “macron”.
Repeat after me. A macron…

Students: A macron…

Teacher says: …is a code mark…

Students: …is a code mark…

Teacher says: ….to indicate a long vowel sound.

Students: ……to indicate a long vowel sound.

Teacher says: Any time you see a vowel (write V) in an open (add arrow V ), accented (place

an accent V ) syllable, it is long. (Place a macron V .) Code long vowels with a macron.

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Closing
Show students the Language cards to be used to review the symbols. Have students look at the front of the
card while you read the back asking students to repeat it with you. Cards will be added to the Language
Deck for review.

A macron is a code
mark to indicate a
long vowel sound.

front back

The vowel in an open

V accented syllable is long.
Code with a macron.

front back

TEXT COMPREHENSION INSTRUCTION

Direct Instruction
Sequencing

NOTE:
The Very Hungry Caterpillar by Eric Carle will be used in the next few lessons. This book is in most
classrooms or libraries. It can be ordered on Amazon.com. There are used additions that can be purchased
as well.

Teacher says: Today we will be reading a book by an author named Eric Carle. Have any of you read this
book? It is about a caterpillar. What is a caterpillar? (Show pictures from other books.) Does anyone
know what happens to caterpillars? We have been learning about fruit in our vocabulary lessons. The
caterpillar eats a lot of fruit in this story. Let’s read the story and see what happens to the caterpillar.
(During the story, stop and ask students to predict what will happen next, what will happen when the
caterpillar eats the junk food, and ask why they think he ate a leaf.)

Teacher says: Who can tell me what happened first in the story? (Continue with retelling the sequence of
events in the story.)

Activity
Distribute the sequence paper (Student Form #1) for The Hungry Caterpillar. Ask students to name the
items on the paper. Talk about the food that may have made the caterpillar sick. Have students cut out the
pictures on the broken lines. Glue pictures to index cards. Have students retell the story to a partner after
they have placed the cards in the correct sequence. Ask for volunteers to retell the story for the class.
Students may number the back of the card if they are having difficulty remembering the sequence.
Students may take the cards home and retell the story to their family.

Closing
Place your hands around your chin. Say very. How many syllables in the word? Hungry? Caterpillar?
We read and retold the story about a caterpillar. What happened to the caterpillar at the end of the story?
Is this a true story? (Explain how the idea of a caterpillar being hungry and eating a lot is true of
caterpillars. And, they do make a cocoon and turn into butterflies. But the part about eating one apple, and
two pears, and so forth, is made up by the writer. He really just saw this happen in his own mind as he
wrote the story.
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FLUENCY INSTRUCTION
Activity
Have students practice and perform To Market, To Market.

Read to the class for ten to fifteen minutes daily. Select books or poetry on the intellectual level of
your students, not the students’ instructional reading level.

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