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La oruga muy hambrienta
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La oruga muy hambrieenta - Lesson #5
LESSON V (Reading)
¿Qué pasa en el cuento, La oruga muy hambrienta?


  • While preparing to read the story let the students sit on the floor or in any comfortable location. As you read, introduce the new words such as, la oruga/the caterpillar, la luna/the moon, el sol/the sun, el huevecillo/the little egg by pointing to the pictures and creating a word-action that the students can imitate. (For example, hold your hands in a large round circle over your head for the sun and begin opening and closing your hands around the circle shape to indicate shinning/brillando. Rub your stomach for hambrienta.) At the end of the story let the students fly around like butterflies.
  • Read the story a second time and have half of the class do the actions from the first reading and the other half will hold up a picture (you have given them previously) of one of the foods. Pause for the students to chime in with the names of the foods that they know. The third time you read the story switch the studentsí roles. And, as you are reading about the foods the students are familiar with ask them questions that review the previously learned language such as: ¿Tiene la manzana semillas? ¿Es el bizcocho de chocolate salado?
  • Give pictures of the vocabulary words from the story to the students. Read the story again and have the students create a physical storyline by standing in the order of the story events holding the pictures that depict the event. Next, "read" a simplified story from the student storyline using, primero/first, for the beginning line of the story and the days of the week for the next part, and, Y en fin/And finally, for the last line. (Primero el huevecillo reposa sobre una hoja. El domingo una oruga salió del huevo... ¡Y en fin la oruga se convertió en una bellísima mariposa!) Pause frequently in your second "reading" of the student storyline so that they can add the missing sentences.

Assessment: Are the students indicating comprehension by raising the correct visual or doing the appropriate action or do they need assistance? Are the students able to contribute to the "reading" of the student storyline or do they need more experience hearing it read and additional practice with the vocabulary and phrases?

  • Students will understand and enjoy listening to the story, La oruga muy hambrienta?
  • Students will say the sentences from a simplified storyline.

la oruga, la luna, el/un huevecillo, el/un huevo, una/la hoja, el/un sol, el/un capullo, un/el agujero, una/la mariposa primero, en fin
Story Text
Simplified storyline (see Activity Sheet #5)

1.1  Students provide information when they add words to the student storyline "reading"
1.2  Students interpret spoken language when they listen to and interact with the story
5.2  Students further the goals of life-long learning when they enjoy listening to and interacting with the story


  • the book, La oruga muy hambrienta
  • pictures of vocabulary words
  • the simplified storyline from Activity Sheet #5