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Welcome to the Official Eric Carle Website! Discover Eric Carle, Learn how he makes his tissues and even find out where his museum is!

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Carle, J. (1967). Brown Bear, Brown Bear, What Do You See? Doubleday & Company.

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Carle, E. (1977). From Head to Toe. HarperCollins Publishers. 

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Carle, E. (1970). The Tiny Seed. Simon and Schuster.

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Carle, E. (1977). The Grouchy Ladybug. Greenwillow Books.

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Carle, J. (1969). The Very Hungry Caterpillar. World Publishing Company.

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Eric Carle was born in 1929 in New York and soon after moved to Germany with his family. While in Germany Carle attended the art school, Akademine Der Bildenden Kunster and soon after graduation, he moved back to America. After getting a job at the The York Times, Carle collaborated with Bill Martin Jr on the book, "Brown Bear, Brown Bear, What Do You See?" which marked the beginning of Carle's career. Carle's first book he created on his own was his "1, 2, 3 to the Zoo" book and his most popular book is "The Very Hungry Caterpillar". Carle's books are uniquely fun as they include bright colors and imaginative stories.

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Born in Syracuse, New York, in 1929, Eric Carle moved with his parents to Germany when he was six years old; he was educated there as well.

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(2) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to:

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(2) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to:

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(D) demonstrate print awareness by;
(i) identifying the front cover, back cover, and title page of a book;
(ii) holding a book right side up, turning pages correctly, and knowing that reading moves from top to bottom and left to right with return sweep;

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(5) 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:

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(5) 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:

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(B) generate questions about text before, during, and after reading to deepen understanding and gain information with adult assistance;
(C) make and confirm predictions using text features and structures with adult assistance;

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(6) 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:

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(6) 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:

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(B) provide an oral, pictorial, or written response to a text;
(C) use text evidence to support an appropriate response;
(D) retell texts in ways that maintain meaning;

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(7) 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:

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(7) 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:

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(A) discuss topics and determine the basic theme using text evidence with adult assistance;
(B) identify and describe the main character(s);

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(9) 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:

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(9) 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:

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(A) discuss with adult assistance the author's purpose for writing text;
(B) discuss with adult assistance how the use of text structure contributes to the author's purpose;
(C) discuss with adult assistance the author's use of print and graphic features to achieve specific purposes;

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(12) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

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(12) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

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(B) develop and follow a research plan with adult assistance;
(D) demonstrate understanding of information gathered with adult assistance; and
(E) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

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Author Study Lesson One: Brown Bear, Brown Bear, What Do You See?

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Author Study Lesson Two: From Head to Toe

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Author Study Lesson Three: The Tiny Seed

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Author Study Lesson Four: The Grouchy Ladybug

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Author Study Lesson Five: The Very Hungry Caterpillar 

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The students will be able to choose one of the five Eric Carle books we covered and create their own page in the book. Due to Carle's books being so colorful and imaginative, the students will be encouraged to make a colorful and imaginative page for the book of their choice that fits the story. For example, if a student choose "Brown Bear, Brown Bear, What Do You See?" the student could choose another animal to add to the story such as a frog or even unicorn. The students would then draw and color the picture and write a sentence for the book, "brown bear, brown bear, what do you see? I see a rainbow unicorn looking at me." Using the students new knowledge of authors purpose, basic theme, etc. the students would be able to easily identify a book page that would be their own but still fit with the original story.