The Very Hungry Caterpillar by Eric Carle
|It Looked Like Spilt Milk |
|Written and Illustrated by Charles G. Shaw |
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|Key Concepts |Using your imagination to see things differently |
| |Paying attention to and appreciating the natural world |
| |Identification and classification of objects in our environment |
| |Talk about weather and colors of the rainbow |
| |Words from the Text: |Types of Clouds: |
|Vocabulary |spilt |cumulus |
| |Great-Horned Owl |cirrus |
| |imagine |stratus |
| |storm | |
| |fog |Related Words: |
| |rainbow |snow |
| | |sky |
| | |ice |
| | |lightning |
| | |thunder |
| | |temperature |
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|Related Books |
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|Little Cloud by Eric Carle |
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|A little cloud becomes all sorts of things—sheep, an airplane, trees, a hat—before joining other clouds and raining. |
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|The Cloud Book by Tomie de Paola |
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|Introduces the ten most common types of clouds, the myths that have been inspired by their shapes, and what they can tell about coming weather changes. The first |
|eleven pages are the most appropriate for preschoolers. |
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|The Farmer’s Almanac |
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|A traditional guide to weather conditions, phases of the moon, etc. |
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|Weather Words and What They Mean by Gail Gibbons |
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|Gibbons defines and illustrates temperature, air pressure, moisture, and wind, putting the words in large type and a dialogue balloon, then breaks them down even |
|further: moisture is illustrated as rain, drizzle, hail, snow, etc. |
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|Clouds, Rain, and Fog by Fred and Jeanne Biddulph |
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|This big book is an effective way to introduce weather vocabulary. With its colorful photographs and easy-to-understand text, the book captures children’s attention |
|and keeps them engaged (available at the FLRC). |
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|What Do You See in a Cloud? by Allan Fowler |
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|Great non-fiction book for the preschool classroom. The full page photographs of cloud formations are outstanding. |
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|Clouds and Weather (Peterson First Guides) by John A. Day and Vincent J. Schaefer |
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|FLRC has a variety of adult science guides such as this, as well as posters and charts related to weather and clouds. |
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|The Wind Blew by Pat Hutchins |
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|In this humorous book, the wind blows so strongly, it snatches up objects one by one, even the wig on a judge’s head. The background of each illustration foreshadows |
|the next object to be whisked away, and the rhymes help children read along. |
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|We heard the story: |
|It Looked Like Spilt Milk |
|By Charles G. Shaw |
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|The story had pictures of clouds of many different shapes. |
|Let’s look at the clouds together. You can tell me what things you see in the clouds and I’ll tell you what I see. |
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|Nosotros oímos el cuento: |
|It Looked Like Spilt Milk Parecia como leche derramada |
|Por Charles G Shaw |
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|Vamos a mirar las nubes. Usted puede contarme qué cosas usted ve en las nubes y yo voy a decirle que es lo que yo veo. |
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|For the Teacher |
|About the book |
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|About the Story |
|Each page of the book shows a different shape in bright white on a dark blue background. On every page, the phrase repeats, “Sometimes it looked like spilt milk (or |
|whatever shape is on the page), but it wasn’t spilt milk…” The reader doesn’t learn until the end of the book that all the white shapes are just clouds floating in the|
|sky. |
|The beauty of this book is that it builds a foundation for children to think about rain, weather, spring, and the way the world around us transforms. Once children |
|discover this book, they begin pointing out shapes of clouds all the time. |
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|About the Author and Illustrator |
|[pic] |
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|Charles G. Shaw was a Modernist painter during the interwar abstract art movement. Supported by an inheritance with Woolworth lineage, Shaw was, as the NYT put it, |
|“rich but rarely idle.” By age nine, Shaw was already an avid painter. During the twenties, he turned to writing and produced a novel and a Broadway play. Even while |
|engaged in other pursuits, he continued to paint, and art became his focus by the 30s. In 1947, he published It Looked Like Spilt Milk, which he both wrote and |
|illustrated. |
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|For the Teacher |
|Reading the book |
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|Getting Started |If you are emphasizing letter recognition in your class, hold up a letter S and a letter M and tell the children: “These letters are a |
|[pic] |clue to two important words in the title of the book I am going to read today.” Have children say the letter you are showing them. Then |
| |hold up a copy of It Looked Like Spilt Milk (Big Book available from the FLRB) and ask if they see the special letters (S and M) in the |
| |title of the book. Read the title of the book, the author’s and the illustrator’s names and begin! |
| |Show the cover of the book It Looked Like Spilt Milk and tell the children, “We are going to play a guessing game as we read the book |
| |and you can tell me what you think each shape looks like.” |
| |A different way to begin: pull out a few flannel board shapes for the book and ask the children what they look like. Then ask them to |
| |guess what today’s book will be about. |
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|As You Read |Note: The following suggestions and questions are not necessarily meant to be used the first time you read a book, or to be used all at |
| |once. Often it’s best to read through a book once and then reread it on subsequent days, taking into account the children’s attention |
| |span and interest. Repeated readings and incorporating story-related activities into multiple classroom areas can turn a story into a |
| |far-reaching learning experience. |
| |When you read the phrase “sometimes it looked like _____” pause and let children respond. Using the phrase “but it wasn’t ____” and have|
| |the children shake their heads and finish the sentence. |
| |As you read, you may want to use flannel board shapes for each page (available at the FLRC, or you can trace the template patterns on |
| |milk filters, coffee filters, or white felt and cut the shapes out). |
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|Reinforce What’s Learned/ |Note: Ask the children to respond to all or some of the open-ended questions below. As they share, write down the children’s responses |
|Open-Ended Questions |on a large sheet of paper or a whiteboard (a mind map works well). Use one of the questions as your small group activity, prompting the|
| |children to draw a picture and write or dictate their responses. |
| |What does the sky look like today? What does your favorite sky look like? |
| |Draw and Write: It looked like__________. But it wasn’t________. (picture prompt paper available from the FLRC) |
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| |Ask the children to respond to all or some of the open-ended questions below: |
| |What does the sky look like today? Are there clouds? What do they look like? |
| |What do you think clouds feel like? What do they taste like? |
| |As they share, write down the children’s responses on a large sheet of paper or a whiteboard (a mind map format works well). Use one of|
| |the questions as your small group activity, prompting the children to draw a picture and write or dictate their responses. |
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| |Use the Eric Carle book Little Cloud and talk about different types of clouds (cirrus, cumulus, etc.) |
| |Show photographs of clouds during a thunderstorm, sun shower, snow storm, etc. Encourage children to talk about their experiences with |
| |these different weather conditions. |
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|Related Finger-play or Song |I Can Sing a Rainbow (FLRC) |
| |Props from Family Literacy prop bag |
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| |Who Has Seen the Wind? by Christina Rosetti |
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| |Who has seen the wind? |
| |Neither I nor you: |
| |But when the leaves hang trembling, |
| |The wind is passing through. |
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| |Who has seen the wind? |
| |Neither you nor I: |
| |But when the trees bow down their heads, |
| |The wind is passing by. |
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|In the Classroom |
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|Nutrition Experience |Library Area |
|Rice Krispies Treats (recipe card) |Check related book list for other stories to have on your bookshelf. (Give |
|As children heat the marshmallows in the microwave, talk about how they look like clouds |the list to your librarian to reserve copies of these books in advance and |
|as they puff up. Keep a cloud chart or book available as a reference. |check with the FLRC). |
|Note: Send home the bilingual recipe card when you read the book and/or make the recipe. |Make a class book using the cloud prints made and labeled by the children |
|Cream transforms into different forms just as water changes from water vapor into liquid |(see Art Area activities). |
|water, frozen water, etc. Two ways to demonstrate this are: |Flannel board figures for retelling the story (can be checked out from FLRC |
|Whip heavy cream from liquid into a fluffy topping. |or use template in this curriculum to create your own). |
|Have kids make butter by shaking cream in a jar with a marble. | |
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|Math and Manipulative |Science Area |
|Simple cloud graph: |Display posters of types of clouds |
|When the day is cloudy, have the children put a cloud |Have prisms available for children to explore (FLRC) |
|symbol or sticker on the calendar. At the end of the |Liter bottle tornado: get a tube attachment for two plastic soda bottles and swirl them to make a mini |
|month, make a bar graph showing the number of days that |tornado. |
|were cloudy versus semi-cloudy or sunny. |Make big bubbles with the following recipe: |
|Advanced cloud graph: |16 c. warm water |
|For a more involved project, record on the calendar what |1 C. Joy or Dawn Dish soap |
|kind of clouds appeared if the day was cloudy (cumulus, |2 T. Baking Powder (not baking soda) |
|cirrus and stratus). Then make a graph showing how many |Stir and let settle overnight. |
|days had which types of clouds. |Foam is a bubble buster! Scrape off foam that forms after periodic use on the top of your bubble tray. |
| |Don’t shake bubble mixture. |
| |The FLRC has giant bubble wands to borrow |
| |For more bubble fun: Go to |
| |Clouds (The Water Cycle) |
| |Make a mini-water cycle by placing a small amount of water into a clear, sealed plastic baggie. Hang it in |
| |the sunlight and watch the water condense upon the sides of the bag after it evaporates. It will then rain |
| |down the sides of the bag, creating a cycle. |
| |If it is possible, boil some water in a Pyrex pot, so the children can see the water bubbling. (This shows |
| |that the molecules are really jumping.) Ask the children how they feel when they walk upon a hot beach. Do |
| |they walk slowly and heavily, or do they jump lightly across it? How would they feel if they were on the |
| |stove—would they stand still, or jump up to get out of the heat? |
| |The next time it rains, find a puddle and time how long it takes for it to evaporate. What kinds of weather |
| |conditions were present? Compare it to other days with puddles of the same size. What makes the water |
| |molecules jump out of the puddle? (Sunlight and windy conditions make evaporation happen most rapidly.) |
| |Build a terrarium using recycled soda bottles. Cut the top off the bottle and keep the cap on it. Place |
| |small pebbles in the bottom of the container, place a layer of top soil on that, plant some small plants |
| |which like a humid environment in the soil, and water the soil. Cap the terrarium with the top of the |
| |bottle. The plants’ leaves will transpire unwanted water into the air, and it will rain down the sides of |
| |the terrarium. (You will have to occasionally replenish some water, because this is not a totally sealed |
| |environment.) |
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|Dramatic Play |Art Area |
|Have various tempos and rhythms of music and have |Cloud Prints |
|children move as if they were different kinds of |Have children dab white tempera paint on a sheet of blue construction paper or have them drop paint with |
|clouds (for example: a slow-moving cloud on a summer|eye-droppers. |
|day, a fast, strong thunder cloud, etc.) |Have them fold the paper in half like a book, press it together and open it up to see the shape that is formed. |
|Do movement activities with each child waving a wind|With white crayon, write down what the child thinks it looks like (the child can write on the paper too). |
|catcher. |At snack time or circle time, have each child hold up their picture and ask the group what they think it looks |
| |like. |
| |Laminate the pictures and make them into a class book to keep in the book area. |
| |Finger Painting |
| |The Eric Carle book Little Cloud has beautiful finger painting clouds on the frontice piece. Show it to the |
| |children to preview this activity. |
| |Put a big sheet of paper on the floor and have children finger paint in the style of Eric Carle. After the paper |
| |dries, teachers and children can cut it into shapes that represent clouds. Mount these on blue paper on a bulletin|
| |board. |
| |Cloud Wind Catcher |
| |Supplies: cloud shapes cut from white card stock or a white paper plate, crepe paper streamers in rainbow colors |
| |cut in lengths of 6-8”, hole punch, yarn, white school glue, cotton balls |
| |Directions: Give each child a paper cloud (older children can cut out their own shape). Punch two holes near the |
| |top for a loop of yarn. Children use a dot of glue for each cotton ball they attach to the cloud shape. Help each |
| |child select six crepe paper streamers (one for each color in the rainbow). The teacher may put a dot on the |
| |children’s cloud for each color to guide them in creating the correct order of the rainbow. This is a good time to |
| |use prisms to identify the order of a rainbow’s colors (ROY G. BIV). |
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| |Music and/or Movement |
| |Rain Circle: Form a circle. The leader of the group starts a motion/sound and in turn, each person copies the leader’s motion until it |
| |comes all the way around. Then the leader starts the second motion and so on until “the sun comes out.” |
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| |The motions: hand rubbing (wind starts), finger snapping (little raindrops), thigh clapping (big raindrops), feet stomping (thunder), |
| |high clapping (big raindrops), finger snapping (little raindrops), hand rubbing (wind), hands over head (“the sun!”). |
| |If the children have made cloud wind catchers (or you have other wind catchers), play music with a variety of tempos. Direct the |
| |children to swing high, swing low, swing fast, swing slow. |
| |Go outside and observe how the wind moves wind catchers (use the cloud wind catchers or pinwheels if you’ve made them). Talk about what|
| |direction the wind is coming from and how strong or gentle it is. |
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|Sensory Table |Small Group Activity |
|Kids can finger paint with shaving cream or float mounds of shaving cream on |Draw and Write: What does the sky look like today? What does your favorite sky look |
|water like clouds in the sky. |like? |
| |Draw and Write: It looked like__________. But it wasn’t________. (picture prompt |
| |paper available from the FLRC) |
| |Using realistic photo kits, create matching, sequencing, and bingo games. You can make|
| |them using this website: |
| |Make color copies of cloud photographs and create a lotto or matching game for |
| |children to play in a small group (FLRC has cloud photographs). |
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|Field Trip or Special Guest |Bus Curriculum |
|This is a great book to incorporate into a trip to your neighborhood park. While|Have kids look out the window of the bus and talk about what they see in the sky. |
|you walk and play, look at the sky and talk about what you see and what the |Take along a field guide to clouds and weather (FLRC) to inspire and answer questions.|
|clouds look like. | |
|Even if you’re inside the classroom, you can always look out the window and talk| |
|about the clouds and the weather. | |
|Adaptations of Activities |
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|Assessments | |
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|Social/Emotional Needs |Shaving cream and finger painting can be very therapeutic in calming children with social/emotional needs. |
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|Infant/Toddler |This book is highly recommended for infants because of the strong contrast between the white and dark blue on each page. You can|
| |mount pages of the book on the room’s walls, especially near the changing station, to stimulate very young children’s minds. |
| |Many infant books are not used beyond the age of infancy due to their content; this book is versatile enough to be used from |
| |infancy through kindergarten. |
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|School-Age |Meteorology, the weather, and the study of clouds offer many tie-ins of interest to school-age children. |
| |The Science Area activities in this curriculum also engage older children. |
| |Bring in weather maps from the daily newspaper to look at forecasts and guess whether they will come true. Later, talk about |
| |whether the forecasts were accurate. Alternatively, use the weather predictions in The Farmer’s Almanac (FLRC). |
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|Cultural Adaptations |Tomie de Paola’s The Cloud Book goes through sayings or beliefs about the weather from various cultures, such as “Red skies at |
| |night, sailor’s delight/Red skies in the morning, sailors take warning” and “Rain by seven, clear by eleven” (pages 19 – 28). |
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|Activities for Volunteers |Read the book using the tips in the “As you read” and “Reinforce what’s learned” portion of the teachers’ curriculum. |
| |Have the child/children retell the story using flannel board pieces (available from the FLRC). |
| |Use the open-ended questions “What does the sky look like today? Are there clouds? What do they look like?” and “What do you |
| |think clouds feel like? What do they taste like?” Ask students to share their responses through drawing and writing. |
| |Draw and Write: Draw and Write: What does the sky look like today? What does your favorite sky look like? (picture prompt paper |
| |available at FLRC) |
| |Draw and Write: It looked like__________. But it wasn’t________. (picture prompt paper available from the FLRC) |
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|For the Parent-Child Activity |
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|Group Read Aloud |This is a fun choral reading for the whole group, works out well as a transition from the meal to the classroom. Use the big |
| |book version or posters to be sure everyone can see the illustrations. |
| |Instruct adults to pause and read the response: “But it wasn’t spilt milk” with their child. Have the audience predict what each |
| |cloud represents. |
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|Take Home or Table-Based |Create homemade binoculars out of two toilet paper roles or a telescope out of a paper towel roll. Or, with older children, use |
|Activities |real binoculars. These are great for using while playing “I Spy.” |
| |Make pinwheels out of paper, (FLRC). |
| |The FLRC has templates for flannel board figures. Trace each shape onto milk filters, coffee filters, or white felt and cut the |
| |shapes out to retell the story at home. |
|For Parenting Education |
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|Parenting Message |Help your children notice and appreciate things in their own environment that are often overlooked. It is a great gift for your |
| |child to be able to enjoy the simple things in life and to exercise their imagination. |
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|Home Visit |Bring a copy of the book, the related Parent Book Letter and recipe card. |
| |You may wish to bring materials for making flannel board figures or a mini book so that families can retell the story at home |
| |(FLRC). |
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|Parent Group |Note: One of the best ways for parents to learn is through sharing their strategies with each other, because the most relevant |
| |and useful ideas often come from the parents themselves. Be sure to listen and record ideas from the group itself, giving the |
| |majority of the time to their thoughts; they will usually bring up the points you want to mention naturally, and you can just |
| |fill in any gaps at the end. |
| |Talk about the game “I Spy.” Ask who has played the game, and if someone has, ask them to explain it. During the game, an adult |
| |starts by saying, “I spy with my little eye,” (using hands to represent binoculars) or, “I hear with my little ear,” (cupping a |
| |hand around an ear) and then describes the sight or sound. For example, “I spy with my little eye something green.” Then the |
| |child asks questions to figure out what that something green is. Switch roles to have the child lead the game. |
| |Ask parents to share their ideas on the following: |
| |What are some ways you can foster your child’s interest in the environment? |
| |Have you gone, or could you go, on a walk and find shapes in nature and play “I Spy”? Where are good places to walk? |
|For Adult Education |
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|ESL |Introduce the function of “but” in English. Write a few sample sentences (“She was nice, but lazy,” etc.) and have students |
| |brainstorm more. Give them sentence strips to pair together with “but” in-between them. |
| |Talk about contractions: start with I’m, you’re, he’s and she’s and then move on to negative verb contractions: can’t, won’t, |
| |wasn’t, shouldn’t, wouldn’t, couldn’t. Have students pair up; have partner A ask the other to do something and partner B refuse |
| |using a contraction (this can be simple, “Can you dance?” “No, I can’t” or more complicated, “Can you dance?” “Yes, but I |
| |won’t”). |
| |Play “Pictionary” using common nouns. This will give students a chance to draw things in their own way and others to guess what |
| |it is they are trying to depict. |
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|GED |What are clouds made of? What different cloud shapes are there? An assignment could be charting different clouds that the |
| |students see, either individually or as a group. |
| |Discuss how meteorologists come up with forecasts. How accurate are they? Why? |
| |Explore information about the atmosphere around the earth. |
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|Financial Literacy | |
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|Personal / Professional | |
|Development | |
[pic]
Vocabulary from
It Looked Like Spilt Milk
J I X O E K C J U H E D R L N
W B M F U U N B I H Z F A T T
O R Y A M R M F Q S D X I V R
Y V G U G F F J T L J O N K F
L S L G X I Q H Z P N D B D C
A U T I Y A N Z V Q Z W O Z D
S U T A R T S E E P B B W V N
B I P Q N L S M E T W W Y A L
S Z H E R I N D G M Y Q H N W
W U D X I P R F R J D B P P P
N A R F L S F O G B M Y D P E
C G T R L J T G O F Y H R M N
O V E D I S T J H R R G D B E
B X J N M C Q N Q Y B V Y M G
G R E A T H O R N E D O W L F
Find the following words and circle them:
CIRRUS CUMULUS FOG
GREATHORNEDOWL IMAGINE RAINBOW
SPILT STORM STRATUS
Solution
+ I + + + + C + + + + + R + +
+ + M + + U + + + + + + A + +
+ + + A M + + + + + + + I + +
+ + + U G + + + + + + + N + +
+ + L + + I + + + + + + B + +
+ U + + + + N + + + + + O + +
S U T A R T S E + + + + W + +
+ + + + + L + + + + + + + + +
S + + + + I + + + M + + + + +
+ U + + + P + + R + + + + + +
+ + R + + S F O G + + + + + +
+ + + R + + T + + + + + + + +
+ + + + I S + + + + + + + + +
+ + + + + C + + + + + + + + +
G R E A T H O R N E D O W L +
(Over,Down,Direction)
CIRRUS(6,14,NW)
CUMULUS(7,1,SW)
FOG(7,11,E)
GREATHORNEDOWL(1,15,E)
IMAGINE(2,1,SE)
RAINBOW(13,1,S)
SPILT(6,11,N)
STORM(6,13,NE)
STRATUS(7,7,W)
|References |
|Teachers and Staff of Dane County Parent Council, Inc. |
|Smith, Roberta. “A Cosmopolitan Cubist With a Wandering Eye.” The New York Times 20 December 2007. |
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