The hungry kitten
Written by Beverley Randell Illustrated by Leanne Fleming
Overview The little kitten is hungry. The big cat and the big dog tell the little
kitten to go away. They will not share their food. A boy and his mom see the
little kitten. What do you think the boy and his mother will do?
Reading Vocabulary Words hungry p. 2, kitten p. 2, away p. 4,
care p. 14, stay p. 16
Phonics Skill Onomatopoeia
Reading Fluency Point Reads every word; does not skip or substitute words
Word Count: 95 Comprehension Strategy Asks if it makes sense and sounds right
Reading Strategy Looks at the picture and the first letter
High-Frequency
Words
1 Before Reading
Hello Build Background
• Introduce the book by reading the title, talking about the cover illustration,
stay and sharing the overview.
this • Point out details in the cover illustration that help to read the text. Say I see
a kitten in the picture. I know kitten begins with /k/. I see the letters k-i-t-t-e-n
will
together. I can read the word kitten. When you come to a word you don’t know,
like look at the picture and the first letter to help you.
• Have children tell what they know about being hungry. Ask What do you do
when you are hungry? How do you get the food that you eat? Explain that some
animals need to get their own food. Ask How might a kitten get food? Would
the other animals want to share their food? Why? Why not?
Focus on Reading Vocabulary
• Write each vocabulary word on a separate blank sheet of paper. Place
the sheets with hungry and kitten on the table. Discuss the connection
these two words have. Verbally use hungry and kitten in a sentence. Have
children say a sentence of their own. Continue with the other words.
• Model filling in a Word Wheel organizer. Write hungry in the middle. Write
or draw things that can be hungry in the Yes sections and things that can
not in the No sections. Discuss how they all relate.
Focus on Phonics Onomatopoeia
• On chart paper, write “Grrr,” said the dog. “Meow,” said the cat. Explain that
some words sound like or imitate the thing or action being talked about.
Say Listen as I make a sound like a dog: grrr. Repeat for cat and meow.
• Have children state other words that show onomatopoeia and add those to
the chart paper.
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Focus on Fluency ESL/ELL
On chart paper, write The hungry little kitten went away. Model reading aloud.
Explain that when we read, we should read every word and not skip or On chart paper, write
substitute words. Cover one word with a sticky note and read aloud. Explain adjectives that show feeling:
that when we skip or substitute words, the sentence does not make sense. hungry, tired, happy, thirsty,
sick. Read each one with
Focus on Comprehension children. Act out each one
Explain that every reader should self-check by asking questions: Does it make and have children role-play
sense? Sound right? On chart paper, write “Meow,” said the _____. Read the with you. Model asking and
incomplete sentence. Ask What makes sense/sounds right here? Elicit responses. answering questions about
Write them on sticky notes. Use the sticky notes to complete the sentence and how others feel: Are you
read aloud. Ask Does it sound right/make sense?
hungry? Yes, I am. No, I’m not.
Repeat for each adjective.
2 Reading the Text Have children work in pairs.
Children can take turns asking
Book Talk and answering questions.
Cover Read aloud the title with children. Point out the author’s and
illustrator’s names. Say I see a little kitten. I wonder if there are
any other animals. What do you think the little kitten will do? Invite
children to point out details and make predictions.
Pages 2–3 Ask What do you think the little kitten is saying/wants to do? Read
page 2 aloud. Pause when you get to kitten. Read the sentence
again. Say Yes, the word kitten makes sense and sounds right.
Pages 4–5 What happened here? What do you think the cat is saying? How do
you think the little kitten feels?
Pages 6–7 What is the hungry little kitten going to do? What do you think is
going to happen next? Say I see a kitten. I know kitten begins with
/k/. I see the first letter k. I can read kitten. I remember to look at Reading
Strategy
the picture and the first letter.
Remind children of the
Pages 8–9 What is the kitten/dog doing? Why is the kitten running away?
skills and strategies when
Model reading Grrr. Say I remember to read Grrr so it sounds like
assistance is needed. Say
the dog.
We should self-check as we
Pages 10–11 Why do you think the little kitten went away? How does he feel? are reading. We should ask
ourselves questions: Does it
Pages 12–13 What do you think the boy is saying? What do you think will make sense? Does it sound
happen next? right?
Pages 14–15 What are the boy and his mother doing? What do you think will
happen to the kitten?
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Individual Reading
Have each child read the whole book at his or her own pace while remaining
in the group. Observe children as they read. Make note, mentally or in writing,
how each child is or is not using the skills and strategies being focused on in
this lesson:
1. Are children able to identify and read the reading vocabulary words
without assistance?
2. Are children able to identify and read words showing onomatopoeia?
3. Are children reading every word and not skipping or substituting words?
4. Are children self-monitoring by asking if it makes sense and sounds right?
5. Are children looking at the picture and the first letter when reading?
3 Text Reading Review
Reading Vocabulary Review
• On chart paper, write these incomplete sentences: The kitten wants food and
is _____. I want to take _____ of the kitten. The dog wants the kitten to
go _____. I want the kitten to _____ with us. The _____ is a good pet. Ask
children Does it make sense/sound right? Write the vocabulary words on
sticky notes. Working with children, use them to complete the sentences.
• Have children highlight or add and illustrate the reading vocabulary words
Phonics Review
Write Grrr and Meow on chart paper. Model reading. Remind children that
these words sound like or imitate the thing or action being talked about.
Revisit the list of onomatopoeia words children made before reading. Ask
children to read and imitate the sounds they represent.
Fluency Review
Have children read the book in pairs. Partners can take turns and alternate
Cross-Curricular reading pages. Remind children to read every word and not to skip or
Connection: substitute words.
Science
Comprehension Review
Using available resources,
Revisit the responses children made to complete the sentence “Meow,” said
help children discover facts
the _____. Ask children if there were any tricky words in the story and what
about which animals make
strategies they used. Remind children to ask Does it make sense/sound right?
good pets. The animals’
diets, needs, and habitats Connection for Writing
are facts that relate Have children choose a character in the book and draw a picture of it. Have
directly to the story. children include a speech balloon telling what the character is saying. Children
can also write sentences telling what is happening in the picture. Have children
share their writing with the group.
62 Platinum PM Teacher’s Guide
PM Platinum Yellow The hungry kitten 9992790288
The hungry kitten The hungry kitten
PM Platinum Yellow PM Platinum Yellow
F/P: D F/P: D
DRA: 4 DRA: 4
9992790288 9992790288
The hungry kitten The hungry kitten
PM Platinum Yellow PM Platinum Yellow
F/P: D F/P: D
DRA: 4 DRA: 4
9992790288 9992790288