Article
Liz Brizzi

House of Worms

Maddie thinks worms are the grossest animals ever. Can she handle having these slimy creatures in her house?

By Marlane Kennedy
From the May 2022 Issue
Lexiles: 500L
Guided Reading Level: L
DRA Level: 20-24
Vocabulary: disgusted, composting bin, wriggle, revolting, vile, collapse, delicate
Think and Read

As you read, think about Maddie’s problem. Pay attention to how she solves it. 

“Worms! You’re going to keep worms in our garage?”

“Yes, Maddie.” Mom nods. She asks me to pass the cheese.

“Cool,” says my older brother, Carter. He spins his spaghetti around his fork.

Cool is not the word I would use. Some people think big bugs are gross. Or cleaning up after your dog in the park is gross. Me, I am OK with those. But I am totally, completely disgusted by worms. I can’t even look at them! They make me gag.

So yeah, worms kind of make me want to throw up. But it’s a secret. You know how brothers are. Once they find out your weakness, you’re done for.

“I’m going to use the worms in a composting bin,” Mom says. “It’s a special type of box for composting.”

“What’s composting?” I ask.

“Well, we’ll put our leftover food in the bin,” Mom says. “The worms will eat it. They’ll leave their poop behind. Then we’ll add the poop to our garden, and it will help the plants grow.”

Ew. Is my mom really talking about worm poop at the dinner table? I stare at my spaghetti noodles. They look like worms. 

I think I’m going to puke.

"Enjoy Your Breakfast"

Three days later, a package of worms arrives. There are 1,500 of them! 

When Mom opens the box, she holds up a few. 

They are pink. They are slimy. They wriggle in her hands. 

She calls them her “cuties.” Cuties? My mom is acting like they are our pets! How revolting!

She takes her time getting the composting bin ready. The bin can’t be too hot or too cold for her babies. I mean, worms. 

The bin is in the garage. It’s a wooden box with a lid. It sits a little off the ground. There are tiny holes in the bottom and sides so the worms get air. 

Finally, the bin is all ready and the worms go into their new home. 

And now we’re going to feed them for the first time. We gather around the bin. Mom lifts the lid.

“Enjoy your breakfast!” she says. She seems to think the worms can understand her. 

Then we tip our dinner plates. The leftovers spill out into the bin. 

I turn my head away. I think I’ll barf if I see even a tiny bit of the worms. I think they are vile.

Once we close the lid, I notice some straw against the wall.

“What’s the straw for?” I ask.

“It’s for winter,” Mom says. “I’ll put straw in the bin when it’s cold out. It will keep the worms warm.”

Can’t be too hot. Can’t be too cold. These worms sure are delicate. 

Liz Brizzi

Life With Worms

Two months later, I’m still grossed out. You’d think I’d get used to worms in the garage by now. But I always try to finish every bit of food on my plate so I don’t have to dump it into that bin!

My bedroom is above the garage. Sometimes I lie awake at night. I worry that the floor will collapse and I’ll fall into a pile of worms. They’ll be wet. They’ll be wriggling. And there will be more than a thousand of them. GROSS! 

Today Mom is visiting my aunt. Carter is still sleeping, and I’m eating breakfast. I have a few bits of toast I can’t finish. I consider putting what’s left in the trash. But then I think about Mom and her worms. I know she would want me to give the toast to them. 

I open the door to the garage. It takes a moment to understand what I’m seeing. 

Hundreds of worms are wiggling around under the composting bin. They are crawling across the garage floor! 

Act Fast

I scream! I hope Carter will come to save me. I keep screaming until I realize that Carter isn’t coming. He sleeps like a log. I also realize some of the worms are no longer wiggling.

They’re dead.

Remember those tiny holes on the bottom of the bin? The ones that let the worms get air? Worms are dropping from the holes onto the floor.

Maybe I should go and not tell anyone. Maybe the worms will all die.

But what if most of them don’t? What if they find their way inside to wherever I am, like in some kind of scary movie?

I run inside and call Mom. “The worms! They’re dropping onto the floor,” I yell into the phone.

Mom is upset. She hadn’t realized that it had been so cold last night. She explains that when it gets cold, worms dig into the ground to find warmth. But these worms aren’t in the ground. So they dug themselves out of the holes in the bottom of the bin.

“Act fast, Maddie!” she says.

Liz Brizzi

Save the Worms!

“Pick up the worms that are still alive,” says Mom. “Put them in the bin. Then move the bin to the floor. Put some straw on the bin. That will keep the worms warm. Hurry!”

I run back out to the garage. I open the lid to the bin.

Mom said to act fact. I crouch down and begin pushing the worms into a pile. I scoop up about 15 of them and carry them back to the bin.

Liz Brizzi

I try not to think about how cold and gross they feel. I don’t look down. If I do, I might freak out and toss the worms into the air!

I carry pile after pile of worms to the bin. Then I run upstairs to wake my brother up. “Carter! Mom says we have to move the composting bin. Now!”

Carter walks sleepily down the stairs after me. We move the binto the floor. Then we put straw on the bin and around it. I gather up a few more worms. Then I take a deep breath and look at the floor.

Number of dead worms: about 30. Mom will still be able to do her composting!

I go into the house and wash my hands. I use hot water and plenty of soap. I feel good about saving the worms. I feel good about helping Mom too.

Actually, I’m pretty proud of myself. I faced down the most disgusting thing ever—and I survived.

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Activities (9)
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Activities (9) Download All Quizzes and Activities

About the Story

CASEL Social and Emotional Learning Focus

Responsible decision making: Reflecting on one’s role to promote family well-being.

Step-by-Step Lesson Plan

ESSENTIAL QUESTION

The big question of this issue of Storyworks 2 is: What makes something gross?

  • Reading and discussing “House of Worms,” along with the other themed texts in the magazine (the Mini Read, “Wall of Gum,”; the Big Read, “The Day it Rained Meat”; Word Play, “4 Ways to Say ‘Gross’”; Words & Pictures, “Worms!”; and the poetry kit, “Garbage Truck”), will help kids think about this question.

1. BEFORE READING

Show “The Big Question” Video (10 minutes)

Watch “The Big Question: What Makes Something Gross?” (This video also goes with other stories in this month’s Storyworks 2.)

  • Before your students watch, ask them to think about the question “What makes something gross?”
  • Watch the video.After watching, ask the question again. Write students’ ideas on chart paper.
  • Play the online vocabulary slideshow. This issue’s featured words are blend, audience, soloist, rehearsal, overjoyed, and mic.

Read About Worms (10 minutes)

  • Read our Words & Pictures article, “Worms!” (pages 22-23), to provide students with some background knowledge about worms and how they can help plants grow.

Preview Vocabulary (5 minutes)

  • Play the online vocabulary slideshow. This story’s featured words are disgusted, composting bin, wriggle, revolting, vile, collapse, and delicate.

Preview the Article and Set a Purpose for Reading (15 minutes)

  • Now tell students they are going to read a fictional story. This story is about a kid who has to face something she thinks is gross. Tell them it connects to the video they watched about what makes something gross.
  • Read the Think and Read prompt on page 25: “As you read, think about Maddie’s problem. Pay attention to how she solves it.”
  • Ask children what they think the answer to the Think and Read prompt could be. Write their ideas on chart paper.

Preview the First Page (5-10 minutes)

  • Now tell students they are going to read a fictional story.
  • Preview the art on the story’s opening pages.
  • Ask: What do you think is going on in this picture? (Answers will vary.)

2. READ THE STORY (10-20 MINUTES)

  • Kids can read this story individually, in small groups, or as a whole class.
  • Check comprehension as you read the story with the Pause and Think questions. These help check basic comprehension as you go along.

 

3. AFTER READING: FOCUS ON ELA SKILLS

Assessment: Quiz (10 minutes)

  • Pass out the quiz, which will help you assess students’ reading comprehension.
  • We also offer a lower-level quiz.

ELA Focus: Maddie’s Letter (15 minutes)

  • Ask students to fill out the printable “Maddie’s Letter.”
  • Tell them to pretend to be Maddie writing a letter to her friend about what happened in the story.
  • Students can share their letters in pairs or with the class

ELA Focus: Point of View (15 minutes)

  • Using the printable “Maddie’s Point of View,” ask students to fill in the speech bubbles with what Maddie might say to the worms if she were to talk to them.

ELA Focus: Story Map (20 minutes)

  • As a class, discuss the characters, setting, and key events in the story.
  • During or after the discussion, ask students to fill out the Story Map printable.

Show the Video, “Nature’s Tiny Gardeners” (10 minutes)

  • Watch this short, delightful video to give kids more information about how worms and other tiny creatures help gardens.

Enrich the Learning: Paired Text Opportunities (time amount varies)

Making text-to-text connections builds knowledge and comprehension. We layer Storyworks 2 with many ways for your students to make connections.

Two Different Texts: Use this printable to help your students compare and contrast the fiction story with the Words & Pictures feature, “Worms!” (pages 22-23).

Additional Pairable Texts: the Mini Read, “Wall of Gum”; the Big Read, “The Day it Rained Meat”; Word Play, “4 Ways to Say ‘Gross’”; and the poetry kit, “Garbage Truck.”

These texts also ask questions similar to those posed in the fiction story: What makes something gross? How do people deal with things that are gross?

Kids can compare texts by using our “Gross-Out Chart” printable.

Scavenger Hunt Slide Deck (15 minutes)

We created a Scavenger Hunt Slide Deck for several stories in this month’s Storyworks 2, including this fiction piece. The scavenger hunt can be done by students independently at home or during class time.

  • This is a self-contained group of slides that guide your students on a scavenger hunt through the whole issue. It’s not only fun; it  helps them make text-to-text connections.

Text-to-Speech