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Curly Finds a Home

Written by Tony Mitton Illustrated by Jo Brooker


Everyone Curly meets has a home.Will Curly find one?


Matching Readers with Books

This book is for children who can: · read stories with one line of text per page · read sentences in which the final word changes · match pictures and text


· using picture cues to comprehend text · reading simple one-syllable and high-frequency words · identifying story elements: character · distinguishing fantasy from reality


Level 3

Vocabulary Opportunities Text Pattern

My home is a ______. Use these words as a guide to help children with vocabulary. Curly finds flower hole leaf shell stone web

Teaching Focus


· activating existing background knowledge

· word concept · vocabulary: insects

Day 1

Setting the Scene

Introduce the book to children and share an overview.Tap prior knowledge by discussing different insects and where they live.

Talk about the cover.

This is Curly the caterpillar. He looks sad. I wonder why. What do you think Curly is doing out in the snow?

Teaching TIP

You may want to have books about caterpillars and other insects available in the classroom for children to look at.

Reading the Text

Step 1: Book Talk

1. Have children look at the title page. Read the title with them.

Where do you think Curly will find a home?


Draw a house with a family in front and label the picture home. Have children practice saying home. Encourage them to say the word or words for it in their home language.

2. Ask children to look at page 2.

Who is the first creature Curly meets? Can you tell from the picture what the spider's home is? Let's read the sentence together.

3. Have children look at page 3.

I see a creature peeking out from a stone. What do you think the creature is saying to Curly? Let's read the sentence to find out.


Guided Reading Level 3

4. Have children turn to pages 4 and 5.

What creatures do you see here? What do you think a snail's home is? What about the worm's home? Let's read pages 4 and 5. What other creatures do you think Curly will meet?

Teaching TIP

Spiders are classified as arachnids, not insects. They have eight legs instead of six, and unlike most insects, do not have wings or antennae.

5. Have children look at page 6.

What do you see in the picture? What is the ladybug's home? Read the page.

6. Have children look at page 7.

What do you think Curly is thinking? Let's read page 7. Who is saying this sentence? But it's not finished. That's what those three dots mean. Where might we find the rest of the sentence? What do you think Curly's home will be?

7. Have children turn to page 8.

Were you right? Does this seem like a good place for Curly to live? Why or why not?

Coaching Point

If possible, take children outside to look for spider webs and for insects under stones and on flowers and leaves.

Step 2: Individual Reading

Have each child read the entire book at his or her own pace while remaining in the group. Observe children as they read. Think about and note, mentally or in writing, the following: · Were there opportunities for each child to problem solve, or did children read the text easily? Note in particular how children problem solved on page 7 when they encountered the ellipsis. · Which sources of information (graphophonic, semantic, syntactic) did children use in their problem solving?


Coaching Point

Guide children in using context to verify the meanings of words such as shell and hole. They might ask themselves: Could a shell be a home? Could a hole be a home?

Returning to the Text

1. Discuss the story. Use open-ended questions.

How do you think Curly felt when he found a home? The smile on his face helped us to know that he was happy. Why do you think each creature had a different kind of home?

2. Depending on children's success with the book, address one or more of the

following teaching points.

COMPREHENSION STRATEGY Activating background knowledge

Walk children through the book, discussing what they knew about each creature before they began to read. Ask how this helped them to better understand the story.

What did you do when you came to a tricky word? Did you use the pictures? Did you look at the beginning letter?


Curly Finds a Home

Level 3


LITERACY SKILLS Story elements: character

As you read the book, did you notice how Curly's expression changed? Let's compare the pictures of him on pages 2­7 (sad) with the picture on page 8 (happy). Does Curly remind you of any other people or animals you have read about in stories?

Distinguishes fantasy from reality

How do you know that this story is not real?

Discuss other stories children have read that tell about things that could never happen. 3. Invite children to reread the story in pairs.

Responding to the Text


Optional independent response activities are listed below. Reread the book. Invite children to reread Curly Finds a Home on their own. Write about the book. Invite children to write about this book in their journals or to suggest their own writing projects. Children may write the story in their own words. Or children might want to draw the homes of creatures not mentioned in the book and then label the homes and the insects that live there. Experience the book in a new way. Children can draw a picture of their own home and dictate a description of it, or they can go outdoors to find the home of a creature firsthand.

Coaching Point

Invite children to draw and label pictures of the creatures they see in the book. Staple their pictures together to make a Bug Book.


Guided Reading Level 3

Day 2

Optional Further Practice

Revisiting the Text

1. Review the story Curly Finds a Home.

Did you notice a pattern in the story? Do you think Curly's home turned out to be the best one for him? Why or why not? Where else might Curly have found a home?

2. Have children reread the story independently or in pairs. Partners can

alternate reading pages, then read the last page in unison.

Reinforcing the Text

Reinforce the ideas and skills featured in this story, using any of the following activities. Using the book for writing Select any follow-up activity from the list below, or invite children to provide their own writing project based on the book. · Children can select animals and, for each animal, complete the sentence My home is a ______. · Children can illustrate and describe what Curly does in his flower home. · Cut out magazine pictures of leaves, stones, flowers, and shells. Children can make stick-on labels to attach to the pictures.

· Mini-lesson 28: Punctuation: period · Strategy Card: Writers write about feelings. · · · · Rhyme Chart 5: Munching Teaching Card 5A: /m/M, m Rhyme Chart 9: Katey Can! Teaching Card 9A: /k/C, c and K, k

Responding to the Text

Optional independent follow-up activities are listed below. · Select a different activity from the choices listed under Responding to the Text for Day 1. · Finish the writing project started in the small-group writing lesson. · Continue working with the Wonder Writers and Word Works materials used in the small-group lesson.


A book is like a garden carried in the pocket. --Chinese Proverb

Curly Finds a Home

Level 3




4 pages

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