Illustration of a kid laying on grass studying the insects
Art by Vimal Chandra
Fiction,

My Tiny World

By Katie Mach
From the May/June 2024 Issue

Learning Objective: Children will identify and discuss setting and perspective in a story.

Lexile: 370L
Featured Skill: Main Idea,
Topic: Fiction Genres,
Common Core Standards
  • RF.1.3 Decoding RL.1.1 Ask and answer questions RL.1.2 Retell stories RL.1.3 Describe characters, settings, and major events SL.1.1 Participate in collaborative discussions with peers and adults
TEKS Standards
  • Science
    9) Organisms and environments. The student knows that the living environment is composed of relationships between organisms and the life cycles that occur. The student is expected to: (C) gather evidence of interdependence among living organisms such as energy transfer through food chains or animals using plants for shelter.

Magazine View
Illustration of a kid laying on grass studying the insects

Hi, I’m Penny. Do you want to see something cool? Look down. There is a tiny world on the ground. 

I watch the ants go up a hill. It looks fun. I wish I were tiny too. 

Illustration of a kid blowing wishies from a dandelion

Oh, look! A dandelion puff. 

I make my wish. 

Image of a kid shrunk down and sitting in a field of grass

Whoa!

Am I in a forest? No. These are not trees. They are blades of grass. My wish worked! 

Image of a kid shrunk down and walking with ants

Now I can go up the ant hill. I march with the ants. One, two, three, four!

Image of a kid shrunk down and racing a snail

I race with a snail. There’s the finish line. I win!

PAUSE AND THINK:  What was Penny’s wish?

Image of a kid shrunk down and standing on a flower as bees buzz by

I buzz with the bees.

They come to see me on a yellow flower.

Image of a kid shrunk down and rowing on a leaf past ladybugs

This puddle is the size of a pond. How will I get across?

I find a big leaf. Perfect! I sail across the puddle. I wave to every bug I see.

PAUSE AND THINK:  What does Penny do when she becomes tiny?

Image of a kid shrunk down and watching a spider

Yikes! Is that a spider over there? I had better get out of here. I do not want to end up in its web!

Image of a kid shrunk down and being watched by a spider

I’ve been having so much fun. I want to rest. But where is that spider now? 

PAUSE AND THINK:  How does Penny feel about the spider?

Image of a kid shrunk down and running away from a spider
Image of a kid shrunk down and standing next to a dandelion

Another dandelion puff!

I can make another wish. I will have to climb up to get to the puff.

PAUSE AND THINK:  Why does Penny want to be big again?

Illustration of a kid standing on a dandelion

I hope this works. I close my eyes and make a wish.

Illustration of a kid observing the bugs

Whoa! I’m big again! 

I’m glad I’m big. But I can still watch my tiny world on the ground. 

Multimedia
Activities (0) Download All Quizzes and Activities
Skills Activities

About the Story

English Language Arts Focus

Setting; perspective 

Step-by-Step Lesson Plan
Download the Lesson Plan

Implementation

Whole Group; Small Group

Pairings and Text Connections

  • Suggested books: Mighty Min by Melissa Castrillon

Suggested Reading Focus

Setting and perspective (20 minutes)
  • Preview the pictures on the first page, and read the first page together. Ask the students to describe the setting of this story. Do the same with the second page. How does Penny’s point of view change from the start of the story? Have students share their thoughts or predictions.
  • Read the story aloud while students follow along in their magazines, or have students take turns reading a sentence or page at a time. Model summarizing the section and asking comprehension questions at each Pause and Think. Ask students how elements of the setting change throughout the story.
  • Finally, discuss the ending of this story. How did the change in perspective affect Penny? What were some of the problems that Penny encountered, and how did she solve them? What do students think she has learned by the end of this story?

After-Reading Skills Practice

  • Skills: Setting (15 minutes)

Extension Writing Activity

Skills: Main Idea (15 minutes)

  • Have students draw themselves in their own tiny world. It can be outside in nature or somewhere in their homes or in the classroom. Ask students what their tiny world setting would look like. What objects would be there? How big would they be in comparison?

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