Groups of Three Reading Activities Card
Before Reading Activities
Purpose: to prepare for linguistic, cultural and conceptual difficulties and to activate prior knowledge.
Aim to develop knowledge in relation to overall meaning of the text, not areas of difficulties.
Scaffolding Language Scaffolding Learning Pauline Gibbons
What to do:
 read and discuss the reading activities notes above (identify unfamiliar words and discuss these or
ask the facilitator)
 select three activities from your Workshop 4 Participant’s Workbook that are appropriate to the text
 record these in the Developing Reading Activities for The Very Hungry Caterpillar by Eric Carle
framework in the Participant’s Workbook.
Activity suggestion:
Sequencing illustrations Give groups/ pairs of children a set of pictures from the book and ask them to
sequence them, prior to reading
Scaffolding Language Scaffolding Learning Pauline Gibbons
Groups of Three Reading Activities Card
Before Reading Activities
Purpose: to prepare for linguistic, cultural and conceptual difficulties and to activate prior knowledge.
Aim to develop knowledge in relation to overall meaning of the text, not areas of difficulties.
Scaffolding Language Scaffolding Learning Pauline Gibbons
What to do:
 read and discuss the reading activities notes above (identify unfamiliar words and discuss these or
ask the facilitator)
 select three activities from your Workshop 4 Participant’s Workbook that are appropriate to the text
 record these in the Developing Reading Activities for The Very Hungry Caterpillar by Eric Carle
framework in the Participant’s Workbook.
Activity suggestion:
Ask questions about the topic of the book
Ask questions about the topic of the book, but relating to the children’s own experiences.
E.g. Possum Magic What do you like to eat? What do you eat at home?
Learning to Learn in a Second Language Pauline Gibbons
Workshop 4 - Support Resource - APPLLS
Groups of Three Reading Activities Card
Before Reading Activities
Purpose: to prepare for linguistic, cultural and conceptual difficulties and to activate prior knowledge.
Aim to develop knowledge in relation to overall meaning of the text, not areas of difficulties.
Scaffolding Language Scaffolding Learning Pauline Gibbons
What to do:
 read and discuss the reading activities notes above (identify unfamiliar words and discuss these or
ask the facilitator)
 select three activities from your Workshop 4 Participant’s Workbook that are appropriate to the text
 record these in the Developing Reading Activities for The Very Hungry Caterpillar by Eric Carle
framework in the Participant’s Workbook.
Activity suggestion:
Sequencing illustrations Give groups/ pairs of children a set of pictures from the book and ask
them to sequence them, prior to reading
Scaffolding Language Scaffolding Learning Pauline Gibbons
Groups of Three Reading Activities Card
Before Reading Activities
Purpose: to prepare for linguistic, cultural and conceptual difficulties and to activate prior knowledge.
Aim to develop knowledge in relation to overall meaning of the text, not areas of difficulties.
Scaffolding Language Scaffolding Learning Pauline Gibbons
What to do:
 read and discuss the reading activities notes above (identify unfamiliar words and discuss these or
ask the facilitator)
 select three activities from your Workshop 4 Participant’s Workbook that are appropriate to the text
 record these in the Developing Reading Activities for The Very Hungry Caterpillar by Eric Carle
framework in the Participant’s Workbook.
Activity suggestion:
Reader Questions
Ask the children to pose some questions they would like answered by reading the text
Scaffolding Language Scaffolding Learning Pauline Gibbons
Workshop 4 - Support Resource - APPLLS
Groups of Three Reading Activities Card
Before Reading Activities
Purpose: to prepare for linguistic, cultural and conceptual difficulties and to activate prior knowledge.
Aim to develop knowledge in relation to overall meaning of the text, not areas of difficulties.
Scaffolding Language Scaffolding Learning Pauline Gibbons
What to do:
 read and discuss the reading activities notes above (identify unfamiliar words and discuss these or
ask the facilitator)
 select three activities from your Workshop 4 Participant’s Workbook that are appropriate to the text
 record these in the Developing Reading Activities for The Very Hungry Caterpillar by Eric Carle
framework in the Participant’s Workbook.
Activity suggestion:
Before and After Chart Piece of paper with 2 columns, brainstorm all you know about the topic,
list in before column, what I know about ...
After reading add to second column What we have learnt. Can be completed over time.
Groups of Three Reading Activities Card
During Reading Activities
Purpose: to model good reading strategies, make explicit some of the unconscious processes
used by fluent readers, and the interactive nature of reading
Scaffolding Language Scaffolding Learning Pauline Gibbons
What to do:
 read and discuss the reading activities notes above (identify unfamiliar words and discuss these or
ask the facilitator)
 select three activities from your Workshop 4 Participant’s Workbook that are appropriate to the text
 record these in the Developing Reading Activities for The Very Hungry Caterpillar by Eric Carle
framework in the Participant’s Workbook.
Activity suggestion:
Modelled reading - Read the text aloud and try to bring the book alive, use expression, and
pausing to add interest. Read the book more than once.
Scaffolding Language Scaffolding Learning Pauline Gibbons
Workshop 4 - Support Resource - APPLLS
Groups of Three Reading Activities Card
During Reading Activities
Purpose: to model good reading strategies, make explicit some of the unconscious processes
used by fluent readers, and the interactive nature of reading
Scaffolding Language Scaffolding Learning Pauline Gibbons
What to do:
 read and discuss the reading activities notes above (identify unfamiliar words and discuss these or
ask the facilitator)
 select three activities from your Workshop 4 Participant’s Workbook that are appropriate to the text
 record these in the Developing Reading Activities for The Very Hungry Caterpillar by Eric Carle
framework in the Participant’s Workbook.
Activity suggestion:
Pause and predict - Stop reading the book and ask the children what they think will happen
next? What a character might be thinking? Feeling?
Learning to Learn in a Second Language Pauline Gibbons
Groups of Three Reading Activities Card
During Reading Activities
Purpose: to model good reading strategies, make explicit some of the unconscious processes
used by fluent readers, and the interactive nature of reading
Scaffolding Language Scaffolding Learning Pauline Gibbons
What to do:
 read and discuss the reading activities notes above (identify unfamiliar words and discuss these or
ask the facilitator)
 select three activities from your Workshop 4 Participant’s Workbook that are appropriate to the text
 record these in the Developing Reading Activities for The Very Hungry Caterpillar by Eric Carle
framework in the Participant’s Workbook.
Activity suggestion:
Buddy Reading - Reading to younger buddies provides opportunities for older readers to model
fluent reading. It gives weaker older readers opportunities to practise on easier books
Reading Resource Book, First Steps
Workshop 4 - Support Resource - APPLLS
Groups of Three Reading Activities Card
During Reading Activities
Purpose: to model good reading strategies, make explicit some of the unconscious processes
used by fluent readers, and the interactive nature of reading
Scaffolding Language Scaffolding Learning Pauline Gibbons
What to do:
 read and discuss the reading activities notes above (identify unfamiliar words and discuss these or
ask the facilitator)
 select three activities from your Workshop 4 Participant’s Workbook that are appropriate to the text
 record these in the Developing Reading Activities for The Very Hungry Caterpillar by Eric Carle
framework in the Participant’s Workbook.
Activity suggestion:
Beat the Buzzer Quiz - Practise scanning to locate specific details to answer quiz questions
Reading Resource Book, First Steps
Groups of Three Reading Activities Card
During Reading Activities
Purpose: to model good reading strategies, make explicit some of the unconscious processes
used by fluent readers, and the interactive nature of reading
Scaffolding Language Scaffolding Learning Pauline Gibbons
What to do:
 read and discuss the reading activities notes above (identify unfamiliar words and discuss these or
ask the facilitator)
 select three activities from your Workshop 4 Participant’s Workbook that are appropriate to the text
 record these in the Developing Reading Activities for The Very Hungry Caterpillar by Eric Carle
framework in the Participant’s Workbook.
Activity suggestion:
Beat the Buzzer Quiz - Practise scanning to locate specific details to answer quiz questions
Reading Resource Book, First Steps
Workshop 4 - Support Resource - APPLLS
Groups of Three Reading Activities Card
After Reading Activities
Purpose: These activities assume the children know the text and have no comprehension
difficulties and uses the text as a springboard and may fulfil any of these three purposes
1. Use the familiar text as basis for language study
2. Allow students to respond creatively to what they have read.
3. Focus students more deeply on the information of the text
Scaffolding Language Scaffolding Learning Pauline Gibbons
What to do:
 read and discuss the reading activities notes above (identify unfamiliar words and discuss these or
ask the facilitator)
 select three activities from your Workshop 4 Participant’s Workbook that are appropriate to the text
 record these in the Developing Reading Activities for The Very Hungry Caterpillar by Eric Carle
framework in the Participant’s Workbook.
Activity suggestion:
Innovate the ending
Write a new ending, in groups or as a whole class.
Scaffolding Language Scaffolding Learning Pauline Gibbons
Groups of Three Reading Activities Card
After Reading Activities
Purpose: These activities assume the children know the text and have no comprehension
difficulties and uses the text as a springboard and may fulfil any of these three purposes
4. Use the familiar text as basis for language study
5. Allow students to respond creatively to what they have read.
6. Focus students more deeply on the information of the text
Scaffolding Language Scaffolding Learning Pauline Gibbons
What to do:
 read and discuss the reading activities notes above (identify unfamiliar words and discuss these or
ask the facilitator)
 select three activities from your Workshop 4 Participant’s Workbook that are appropriate to the text
 record these in the Developing Reading Activities for The Very Hungry Caterpillar by Eric Carle
framework in the Participant’s Workbook.
Activity suggestion:
Ask children true/false questions OR fact/ opinion statements related to the text,
Ask the children to make up their own statements, true/false
Learning to Learn in a Second Language Pauline Gibbons
Workshop 4 - Support Resource - APPLLS
Groups of Three Reading Activities Card
After Reading Activities
Purpose: These activities assume the children know the text and have no comprehension
difficulties and uses the text as a springboard and may fulfil any of these three purposes
7. Use the familiar text as basis for language study
8. Allow students to respond creatively to what they have read.
9. Focus students more deeply on the information of the text
Scaffolding Language Scaffolding Learning Pauline Gibbons
What to do:
 read and discuss the reading activities notes above (identify unfamiliar words and discuss these or
ask the facilitator)
 select three activities from your Workshop 4 Participant’s Workbook that are appropriate to the text
 record these in the Developing Reading Activities for The Very Hungry Caterpillar by Eric Carle
framework in the Participant’s Workbook.
Activity suggestion:
Venn Diagrams Use two or more overlapping circles to compare topics, characters, plots, or
facts
Reading Resource Book, First Steps
Groups of Three Reading Activities Card
After Reading Activities
Purpose: These activities assume the children know the text and have no comprehension
difficulties and uses the text as a springboard and may fulfil any of these three purposes
10. Use the familiar text as basis for language study
11. Allow students to respond creatively to what they have read.
12. Focus students more deeply on the information of the text
Scaffolding Language Scaffolding Learning Pauline Gibbons
What to do:
 read and discuss the reading activities notes above (identify unfamiliar words and discuss these or
ask the facilitator)
 select three activities from your Workshop 4 Participant’s Workbook that are appropriate to the text
 record these in the Developing Reading Activities for The Very Hungry Caterpillar by Eric Carle
framework in the Participant’s Workbook.
Activity suggestion:
What’s your story? Teaches students about the structure of a text. Give students a recording
sheet with headings linked to the text e.g. setting, characters, events, text type and theme. After
several of these activities, students can compare texts
Reading Resource Book, First Steps
Workshop 4 - Support Resource - APPLLS