The

GRUFFALO
book
study
 Your class will LOVE how the mouse
outsmarts the forest creatures!
This is a literacy companion pack to
go with The Gruffalo by Julia
Donaldson. The pack can be used as
a whole class activity, during small
group guided reading time, as
individual student work, or as part
of a book club. Simply copy a pack
for each student. You may choose
to implement pages that best fit
your students’ learning abilities.

© Anita Bremer
 what’s
inside
story elements activities
student cover page
story elements
making predictions
character traits
character analysis
story retell
story events
story clues
story sequence
making connections activities
making mental images
giving my opinion
text-to-self connections
writing activities
writing retell pages
© Anita Bremer
 what’s
inside
vocabulary activities
making words
labeling page
vocabulary word search
word sort
alphabetical order
comprehension activities
making inferences
problems & solutions
author’s purpose
main idea/theme
fiction & non-fiction story elements
true or false comprehension questions
story response
story notes
learning standards lists

© Anita Bremer
 STORY ELEMENTS & RETELL
Students will identify
story elements such
as title, author,
illustrator,
characters, and
setting. They will
make predictions as
to what may
happen in the story.
After reading the
book, students will
retell the story by
writing or drawing
what happens at the
beginning, middle,
and end.

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 The
GRUFFALO

Book study by: ________________

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 STORY ELEMENTS
Title
Author Characters

Illustrator

Setting

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 MAKING
PREDICTIONS
Read the title of the book and look at the front cover.
Predict something that might happen in the story.

__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
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 CHARACTER
TRAITS
The Gruffalo

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CHARACTER
TRAITS
The Mouse

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 CHARACTER
TRAITS
The Fox

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 CHARACTER
TRAITS
The Snake

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 CHARACTER
TRAITS
The Owl

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 MY FAVORITE
CHARACTER
My favorite
character’s
name is
___________

I like this character because

_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
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 MY FAVOURITE
CHARACTER
My favourite
character’s
name is
___________

I like this character because

_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
© Anita Bremer
 CHARACTER
sort
Color the characters that appear in this story.

Gingerbread
Man

fox

bunny mouse
penguin

snake
ninja owl
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 CHARACTER
sort
Colour the characters that appear in this story.

Gingerbread
Man

fox

bunny mouse
penguin

snake
ninja owl
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 STORY RETELL
Write or draw what happens in the story.

Beginning:

Middle:

End:

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 STORY EVENTS
Draw and label 3 things that happen in the story.

_________________ _________________
_________________ _________________

_________________
_________________
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 STORY
CLUES

Things that
want to
eat the
mouse

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 STORY SEQUENCE
Cut and paste the characters in the order
they met the mouse.

1 2

3 4
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 STORY SEQUENCE
Pictures to cut and paste.

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 MAKING CONNECTIONS
The following pages are meant to foster text-
to-self connections.
Students will make
mental images of a
part of the story,
imagining what it looks
like.
Students will share their
opinions, providing
reasons for their
answers.
Students will make text
to self connections as
they compare their
own personal
experiences with that
of the characters by
filling in the
worksheets.
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 CAN YOU
PICTURE IT?
Visualize a picture in your mind
about the story. Then draw
what you think it looks like.

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 MY Opinion:
THINGS THAT
ARE scary
_______
_______
_______
_______
_______
_______
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 TEXT-TO-SELF CONNECTIONS
The mouse was surprised to see that the
Gruffalo was real. Draw and write about a
time when you were surprised.

_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
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 LET’S
COMPARE
This is what
was bothering
the mouse.

This is what
bothers me
sometimes.

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 LET’S
COMPARE
This is what
the Gruffalo is
afraid of.

This is
something that
I am afraid of.

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 LET’S
COMPARE
This is who the
mouse tricks in
the story.

This is someone
that played a
trick on me.

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 WRITING ACTIVITIES
These writing activities offer
opportunities for differentiation.
Options include:
-primary lined
paper to write a
story retell
-lined paper to
write a story
retell

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 Retell your favourite part of the story.
PPPPPPPPPPPP
PPPPqqWWeeee
eeeeeeeeeeee
eeeeeeeeeeee
eeeeeeeeeeee
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 PPPPPPPPPPPP
PPPPqqWWeeee
eeeeeeeeeeee
eeeeeeeeeeee
eeeeeeeeeeee
PPPPPPPPPPPP
PPPPPPPPPPPP
PPPPPPPPPPPP
PPPPPPPPPPPP
PPPPPPPPPPPP
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 _____________________________
Retell your favourite part of the story.
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
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 _____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
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VOCABULARY BUILDING
Students will make as
many words as they can
using the vocabulary
words provided.
The word search will
provide your students
practice with several
vocabulary words that
are found in the text.
Students will work with
vocabulary words by:
-labeling the characters
in the story
-determining the
number of letters in
each of the text words
& sorting them
accordingly
-sorting the words in
ABC order
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 MAKING WORDS
How many words can you make from the name

GRUFFALO

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 LABEL THE
CHARACTERS

snake
owl
mouse
Gruffalo
fox

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 LET’S FIND
SOME WORDS!
Q E R U T A E R C
M W T S N A K E E
O T E R R I B L E
U S E L K C I R P
S R T X S W A L C
E T H O Y U I W O
G R U F F A L O P

mouse terrible
WORD BANK

Gruffalo claws
fox teeth
owl prickles
snake creature
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 WORDSORT
Sort the words by number of letters.

3 letters 5 letters

4 letters

8 letters

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 Gruffalo mouse

snake
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owl
 fox woods

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nut rock
 alphabetical
ORDER
Sort the word cards, then write the words in ABC order.

1 __________
2 __________
3 __________
4 __________
5 __________
6 __________
7 __________
8 __________
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 COMPREHENSION CHECK
Check for understanding by having students identify
the character’s problems and solutions.
Discuss the author’s purpose for writing the book.
Identify the main idea of the story.
Students will identify what parts of the story can be
non-fiction and what parts are likely fiction.
True or false questions about the story challenge
students to recall details from the text.
Assess your students’ comprehension of the story
by having them write or draw their personal
reflections about the story.

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 WHAT DO
YOU THINK?
Make an inference.

What are the characters thinking?

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PROBLEMS & SOLUTIONS

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 AUTHOR’S PURPOSE
Why did the author
write this story?

TO PERSUADE
TO INFORM
TO ENTERTAIN

How do you know?

____________________
____________________
____________________
____________________
____________________
____________________

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 THE MAIN IDEA
The main idea is what the story is
mostly about.
This story’s main idea is

Details that support the main idea:

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 FICTION OR NON-FICTION?
List some parts of the story that can be real
and some parts of the story that are likely
make-believe.

Can be real.

Is likely
make-believe.

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 TRUE OR FALSE?
Colour the TRUE statements blue, and
the FALSE statements red.
The mouse The Gruffalo
tricked had purple
The everyone in the prickles on its
owl story. back.
was
afraid
of the The snake hid in
mouse. The fox ate
in his treetop
the owl.
house.

This story The Gruffalo has

happens at an orange
the beach. tongue and
black eyes.

The mouse is
very clever.

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 MY STORY NOTES
My I laughed when:
questions:

I was surprised My
when: favourite part:

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 MY STORY RESPONSE
for The Gruffalo
I thought the story was:

☺ 
If I could change the
story, I would add this
part:__________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
© Anita Bremer
 STANDARDS
for learning
COMMON CORE
TEKS
VA SOL

© Anita Bremer
 common core
STANDARDS
STANDARD

CCSS.ELA-LITERACY.RL.K.1
With prompting and support, ask and answer questions about key
details in a text.

CCSS.ELA-LITERACY.RL.K.2
With prompting and support, retell familiar stories, including key
details.

CCSS.ELA-LITERACY.RL.K.3
With prompting and support, identify characters, settings, and major
events in a story.

CCSS.ELA-LITERACY.RL.K.6
With prompting and support, name the author and illustrator of a story
and define the role of each in telling the story.

CCSS.ELA-LITERACY.RL.K.7
With prompting and support, describe the relationship between
illustrations and the story in which they appear (e.g., what moment in
a story an illustration depicts).

© Anita Bremer
 common core
STANDARDS
STANDARD

CCSS.ELA-LITERACY.RL.1.1
Ask and answer questions about key details in a text.

CCSS.ELA-LITERACY.RL.1.2
Retell stories, including key details, and demonstrate understanding of
their central message or lesson.

CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major events in a story, using key
details.

CCSS.ELA-LITERACY.RL.1.7
Use illustrations and details in a story to describe its characters, setting,
or events.

© Anita Bremer
 common core
STANDARDS
STANDARD
CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in
a text.
CCSS.ELA-LITERACY.RL.2.2
Recount stories, including fables and folktales from diverse
cultures, and determine their central message, lesson, or
moral.
CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events
and challenges.
CCSS.ELA-LITERACY.RL.2.5
Describe the overall structure of a story, including describing
how the beginning introduces the story and the ending
concludes the action.
CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a
print or digital text to demonstrate understanding of its
characters, setting, or plot.

© Anita Bremer
Texas essential knowledge
and skills TEKS
STANDARD
K.5.C
Comprehension skills: listening, speaking, reading, writing, and thinking using
multiple texts. The student uses metacognitive skills to both develop and deepen
comprehension of increasingly complex texts. The student is expected to: make
and confirm predictions using text features and structures with adult assistance;

K.5.D
Comprehension skills: listening, speaking, reading, writing, and thinking using
multiple texts. The student uses metacognitive skills to both develop and deepen
comprehension of increasingly complex texts. The student is expected to: create
mental images to deepen understanding with adult assistance;

K.5.E
Comprehension skills: listening, speaking, reading, writing, and thinking using
multiple texts. The student uses metacognitive skills to both develop and deepen
comprehension of increasingly complex texts. The student is expected to: make
connections to personal experiences, ideas in other texts, and society with adult
assistance;

K.5.F
Comprehension skills: listening, speaking, reading, writing, and thinking using
multiple texts. The student uses metacognitive skills to both develop and deepen
comprehension of increasingly complex texts. The student is expected to: make
inferences and use evidence to support understanding with adult assistance;

K.6.A
Response skills: listening, speaking, reading, writing, and thinking using multiple
texts. The student responds to an increasingly challenging variety of sources that
are read, heard, or viewed. The student is expected to: describe personal
connections to a variety of sources;

© Anita Bremer
Texas essential knowledge
and skills TEKS
STANDARD
K.6.B
Response skills: listening, speaking, reading, writing, and thinking using multiple
texts. The student responds to an increasingly challenging variety of sources that
are read, heard, or viewed. The student is expected to: provide an oral, pictorial,
or written response to a text;
K.6.C
Response skills: listening, speaking, reading, writing, and thinking using multiple
texts. The student responds to an increasingly challenging variety of sources that
are read, heard, or viewed. The student is expected to: use text evidence to
support an appropriate response;
K.6.D
Response skills: listening, speaking, reading, writing, and thinking using multiple
texts. The student responds to an increasingly challenging variety of sources that
are read, heard, or viewed. The student is expected to: retell texts in ways that
maintain meaning;

K.6.E
Response skills: listening, speaking, reading, writing, and thinking using multiple
texts. The student responds to an increasingly challenging variety of sources that
are read, heard, or viewed. The student is expected to: interact with sources in
meaningful ways such as illustrating or writing; and

K.7.A
Multiple genres: listening, speaking, reading, writing, and thinking using multiple
texts--literary elements. The student recognizes and analyzes literary elements
within and across increasingly complex traditional, contemporary, classical, and
diverse literary texts. The student is expected to: discuss topics and determine the
basic theme using text evidence with adult assistance;

© Anita Bremer
Texas essential knowledge
and skills TEKS
STANDARD
K.7.B
Multiple genres: listening, speaking, reading, writing, and thinking using multiple
texts--literary elements. The student recognizes and analyzes literary elements
within and across increasingly complex traditional, contemporary, classical, and
diverse literary texts. The student is expected to: identify and describe the main
character(s);

K.7.C
Multiple genres: listening, speaking, reading, writing, and thinking using multiple
texts--literary elements. The student recognizes and analyzes literary elements
within and across increasingly complex traditional, contemporary, classical, and
diverse literary texts. The student is expected to: describe the elements of plot
development, including the main events, the problem, and the resolution for texts
read aloud with adult assistance;

K.7.D
Multiple genres: listening, speaking, reading, writing, and thinking using multiple
texts--literary elements. The student recognizes and analyzes literary elements
within and across increasingly complex traditional, contemporary, classical, and
diverse literary texts. The student is expected to: describe the setting.

K.9.A
Author's purpose and craft: listening, speaking, reading, writing, and thinking
using multiple texts. The student uses critical inquiry to analyze the authors'
choices and how they influence and communicate meaning within a variety of
texts. The student analyzes and applies author's craft purposefully in order to
develop his or her own products and performances. The student is expected to:
discuss with adult assistance the author's purpose for writing text;

© Anita Bremer
Texas essential knowledge
and skills TEKS
STANDARD
1.6.C
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The
student uses metacognitive skills to both develop and deepen comprehension of increasingly
complex texts. The student is expected to: make, correct, or confirm predictions using text
features, characteristics of genre, and structures with adult assistance;
1.6.D
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The
student uses metacognitive skills to both develop and deepen comprehension of increasingly
complex texts. The student is expected to: create mental images to deepen understanding with
adult assistance;
1.6.E
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The
student uses metacognitive skills to both develop and deepen comprehension of increasingly
complex texts. The student is expected to: make connections to personal experiences, ideas in
other texts, and society with adult assistance;
1.6.F
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The
student uses metacognitive skills to both develop and deepen comprehension of increasingly
complex texts. The student is expected to: make inferences and use evidence to support
understanding with adult assistance
1.7.A
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student
responds to an increasingly challenging variety of sources that are read, heard, or viewed. The
student is expected to: describe personal connections to a variety of sources;
1.7.C
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student
responds to an increasingly challenging variety of sources that are read, heard, or viewed. The
student is expected to: use text evidence to support an appropriate response;
1.7.D
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student
responds to an increasingly challenging variety of sources that are read, heard, or viewed. The
student is expected to: retell texts in ways that maintain meaning;
© Anita Bremer
Texas essential knowledge
and skills TEKS
STANDARD
1.7.E
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student
responds to an increasingly challenging variety of sources that are read, heard, or viewed. The
student is expected to: interact with sources in meaningful ways such as illustrating or writing; and
1.8.A
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary
elements. The student recognizes and analyzes literary elements within and across increasingly
complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:
discuss topics and determine theme using text evidence with adult assistance;

1.8.B
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary
elements. The student recognizes and analyzes literary elements within and across increasingly
complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:
describe the main character(s) and the reason(s) for their actions;

1.8.C
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary
elements. The student recognizes and analyzes literary elements within and across increasingly
complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:
describe plot elements, including the main events, the problem, and the resolution, for texts read
aloud and independently;
1.8.D
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary
elements. The student recognizes and analyzes literary elements within and across increasingly
complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:
describe the setting.
1.10.A
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts.
The student uses critical inquiry to analyze the authors' choices and how they influence and
communicate meaning within a variety of texts. The student analyzes and applies author's craft
purposefully in order to develop his or her own products and performances. The student is
expected to: discuss the author's purpose for writing text;

© Anita Bremer
Texas essential knowledge
and skills TEKS
STANDARD
2.6.B
Comprehension skills: listening, speaking, reading, writing, and thinking using
multiple texts. The student uses metacognitive skills to both develop and deepen
comprehension of increasingly complex texts. The student is expected to: generate
questions about text before, during, and after reading to deepen understanding
and gain information

2.6.C
Comprehension skills: listening, speaking, reading, writing, and thinking using
multiple texts. The student uses metacognitive skills to both develop and deepen
comprehension of increasingly complex texts. The student is expected to: make,
correct, or confirm predictions using text features, characteristics of genre, and
structures

2.6.D
Comprehension skills: listening, speaking, reading, writing, and thinking using
multiple texts. The student uses metacognitive skills to both develop and deepen
comprehension of increasingly complex texts. The student is expected to: create
mental images to deepen understanding

2.6.E
Comprehension skills: listening, speaking, reading, writing, and thinking using
multiple texts. The student uses metacognitive skills to both develop and deepen
comprehension of increasingly complex texts. The student is expected to: make
connections to personal experiences, ideas in other texts, and society

2.6.F
Comprehension skills: listening, speaking, reading, writing, and thinking using
multiple texts. The student uses metacognitive skills to both develop and deepen
comprehension of increasingly complex texts. The student is expected to: make
inferences and use evidence to support understanding

© Anita Bremer
Texas essential knowledge
and skills TEKS
STANDARD
2.7.A
Response skills: listening, speaking, reading, writing, and thinking using multiple texts.
The student responds to an increasingly challenging variety of sources that are
read, heard, or viewed. The student is expected to: describe personal connections
to a variety of sources
2.7.B
Response skills: listening, speaking, reading, writing, and thinking using multiple texts.
The student responds to an increasingly challenging variety of sources that are
read, heard, or viewed. The student is expected to: write brief comments on literary
or informational texts that demonstrate an understanding of the text
2.7.C
Response skills: listening, speaking, reading, writing, and thinking using multiple texts.
The student responds to an increasingly challenging variety of sources that are
read, heard, or viewed. The student is expected to: use text evidence to support an
appropriate response
2.7.D
Response skills: listening, speaking, reading, writing, and thinking using multiple texts.
The student responds to an increasingly challenging variety of sources that are
read, heard, or viewed. The student is expected to: retell and paraphrase texts in
ways that maintain meaning and logical order
2.7.E
Response skills: listening, speaking, reading, writing, and thinking using multiple texts.
The student responds to an increasingly challenging variety of sources that are
read, heard, or viewed. The student is expected to: interact with sources in
meaningful ways such as illustrating or writing
2.7.F
Response skills: listening, speaking, reading, writing, and thinking using multiple texts.
The student responds to an increasingly challenging variety of sources that are
read, heard, or viewed. The student is expected to: respond using newly acquired
vocabulary as appropriate.
© Anita Bremer
Texas essential knowledge
and skills TEKS
STANDARD
2.8.A
Multiple genres: listening, speaking, reading, writing, and thinking using multiple
texts--literary elements. The student recognizes and analyzes literary elements within
and across increasingly complex traditional, contemporary, classical, and diverse
literary texts. The student is expected to: discuss topics and determine theme using
text evidence with adult assistance;
2.8.B
Multiple genres: listening, speaking, reading, writing, and thinking using multiple
texts--literary elements. The student recognizes and analyzes literary elements within
and across increasingly complex traditional, contemporary, classical, and diverse
literary texts. The student is expected to: describe the main character's (characters')
internal and external traits
2.8.C
Multiple genres: listening, speaking, reading, writing, and thinking using multiple
texts--literary elements. The student recognizes and analyzes literary elements within
and across increasingly complex traditional, contemporary, classical, and diverse
literary texts. The student is expected to: describe and understand plot elements,
including the main events, the conflict, and the resolution, for texts read aloud and
independently
2.8.D
Multiple genres: listening, speaking, reading, writing, and thinking using multiple
texts--literary elements. The student recognizes and analyzes literary elements within
and across increasingly complex traditional, contemporary, classical, and diverse
literary texts. The student is expected to: describe the importance of the setting.
2.10.A
Author's purpose and craft: listening, speaking, reading, writing, and thinking using
multiple texts. The student uses critical inquiry to analyze the authors' choices and
how they influence and communicate meaning within a variety of texts. The
student analyzes and applies author's craft purposefully in order to develop his or
her own products and performances. The student is expected to: discuss the
author's purpose for writing text
© Anita Bremer
Virginia standards
of learning VA SOL
STANDARD

R.K.8.a
The student will demonstrate comprehension of fictional texts. Identify
the role of an author and an illustrator.

R.K.8.b
The student will demonstrate comprehension of fictional texts. Relate
previous experiences to what is read.

R.K.8.c
The student will demonstrate comprehension of fictional texts. Use
pictures to make predictions.

R.K.8.d
The student will demonstrate comprehension of fictional texts. Ask
and answer questions about what is read.

R.K.8.e
The student will demonstrate comprehension of fictional texts. Use
story elements of characters, settings, and events to retell stories
sequentially using beginning, middle, and end.

© Anita Bremer
 Virginia standards
of learning VA SOL
STANDARD
R.1.9.c
The student will read and demonstrate comprehension of a variety of
fictional texts. Relate previous experiences to what is read.

R.1.9.d
The student will read and demonstrate comprehension of a variety of
fictional texts. Make and confirm predictions.

R.1.9.e
The student will read and demonstrate comprehension of a variety of
fictional texts. Ask and answer who, what, when, where, why, and how
questions about what is read.

R.1.9.f
The student will read and demonstrate comprehension of a variety of
fictional texts. Identify characters, setting, and important events.

R.1.9.g
The student will read and demonstrate comprehension of a variety of
fictional texts. Retell stories and events, using beginning, middle, and
end in a sequential order.

R.1.9.h
The student will read and demonstrate comprehension of a variety of
fictional texts. Identify theme.

© Anita Bremer
 Virginia standards
of learning VA SOL
STANDARD
R.2.7.a
The student will read and demonstrate comprehension of fictional texts. Make and
confirm predictions.

R.2.7.b
The student will read and demonstrate comprehension of fictional texts. Connect
previous experiences to new texts.

R.2.7.c
The student will read and demonstrate comprehension of fictional texts. Ask and
answer questions using the text for support.

R.2.7.d
The student will read and demonstrate comprehension of fictional texts. Describe
characters, setting, and plot events in fiction and poetry.

R.2.7.e
The student will read and demonstrate comprehension of fictional texts. Identify
the conflict and resolution.

R.2.7.f
The student will read and demonstrate comprehension of fictional texts. Identify
the theme.

R.2.7.g
The student will read and demonstrate comprehension of fictional texts. Summarize
stories and events with beginning, middle, and end in the correct sequence.

R.2.7.h
The student will read and demonstrate comprehension of fictional texts. Draw
conclusions based on the text.

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