Sequencing – Beginning, Middle and End (Very Hungry Caterpillar)

Alternative Titles: The Mitten by Jan Brett (This book is similar to The Very Hungry Caterpillar in that it follows a sequence of events and introduces children to new vocabulary, sequencing and seriation)

Suggested Instructional Strategies

W:	Guide students to listen for and recognize the beginning, middle and end as presented in the story
H:	Hands on activities and visual supports; while reading the story highlight (stress vocally) what happens at the beginning of the story, the middle of the story, and the end of the story providing visual supports for each
E:	Children will make their own chart that corresponds to the beginning, middle and end of their school day
R:	Recalling several events that happened in the beginning of the story; what happened in the middle of the story; and what happened at the end of the story
E:	Re-creation of their own graphic organizer what they do at the beginning of their school day, the middle, and the end
T:	Preferential seating, large pictures, hands on examples of items in story
O:	Visual support of story sequence; modeling activities; large and small group instruction

Instructional Procedures

Teacher will introduce the book by asking students to consider the title. Ask, "What do you think a very hungry caterpillar eats?" and allow students an opportunity to share their ideas. Teacher reads the book to the class. Teacher pauses to identify the parts of the text. For instance, before reading the first page say, "Let's see what happens at the beginning of the book." When you get to the part where the caterpillar begins to eat you might say, "Here comes the middle of the story." Finally, as the caterpillar builds his cocoon you might wonder aloud, "I think this is the ending of the book."

After you have read the book, draw a three-column chart on the board or chart paper, with the column labels, "Beginning," "Middle," and "End." Since you are modeling this for students, think aloud while you say something such as, "What happened at the beginning of The Very Hungry Caterpillar? Well, in the beginning, there was an egg. The caterpillar was born in the beginning of the story. Let's see. I'll look back at the book to find out what else happened at the beginning of the story. At the beginning of the story, it was Sunday."

Record these ideas in the "Beginning" column of your chart.

There was an egg.
The caterpillar was born.
It was Sunday.

Complete the next part of the chart with students, asking the question, "What happened in the middle of the story? What happened at the end of the story?" If a student offers an idea that fits better in another section of the chart, you might reply with a comment such as, "Oh, I remember that part, too. I think it would be great to add that to the 'end' section of our chart."

Give students the opportunity to complete their own charts coinciding with what they have done at the beginning of their school day, the middle of their school day and the end of their school day. Invented spelling, dictation, pictures (drawn or cut from magazines) are all acceptable. For example:

Beginning Middle End

I ride bus to school I eat lunch I get my coat on

Hang up coat I play with my friends I get on bus

Say hi to teacher/friends I make a craft I go home

Formative Assessment

(1.6.2) The children will share experiences individually and in groups by reviewing their charts about their daily routine. The teacher could also point out the pattern to their day.

Related Materials & Resources

www.cmc-math.org

www.makinglearningfun.com/themepages/HungryCaterpillarLiftandPaste.htm

Author

Linda Moore, Early Intervention Special Education Teacher, IU#5 Lorri Schulz, Speech Therapist, IU#5

Date Published

November 06, 2012

Sequencing – Beginning, Middle and End (Very Hungry Caterpillar)