Butterflies in My Garden

Guided Reading Explanation 450L Butterflies in My Garden Written by Linda Bullock and illustrated by Ann Barrow Key IDEA A young girl observes each stage in the life cycle of a butterfly in her garden. LITERACY STANDARDS Addressed in This Plan RI.2.3 MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. RI.2.4 Craft & Structure Sessions 1, 2, 3 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.6 MAIN FOCUS Craft & Structure Sessions 2, 3 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. L.2.4 Vocabulary Acquisition & Use Sessions 1, 2 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. L.2.5 Vocabulary Acquisition & Use Additional Instruction Demonstrate understanding of word relationships and nuances in word meanings. RF.2.3f Phonics & Word Recognition Session 2 and Additional Instruction Recognize and read grade-appropriate irregularly spelled words. ISBN 978-1-62889-101-0 RI.2.7 MAIN FOCUS Integration of Knowledge & Ideas Session 3 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. RI.2.10 Range of Reading & Level of Text Complexity By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2 3 text complexity band proficiently, with scaffolding as needed at the high end of the range. SL.2.1c Comprehension & Collaboration Sessions 1, 2, 3 Ask for clarification and further explanation as needed about the topics and texts under discussion. L.2.2c Conventions of Standard English Additional Instruction Use an apostrophe to form contractions and frequently occurring possessives. RF.2.4a Fluency Session 2 Read grade-level text with purpose and understanding. W.2.2 Text Types & Purposes Writing Task Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.8 Research to Build & Present Knowledge Sessions 1, 2, 3 Recall information from experiences or gather information from provided sources to answer a question. Mondo Bookshop Grade 2 1

Session 1 Text Selection: pp. 4 24 Learning Focus RI.2.3 Students read closely to analyze and describe the connection among a series of steps in a scientific concept. PREVIEWING THE TEXT 5 minutes Read the title and author and illustrator credits with students. Invite students to read the back cover. Today we will read Butterflies in My Garden. Let s read the back cover together. Who can tell me what we will learn from reading this book? We will learn about butterflies. We will learn how caterpillars become adult butterflies. RI.2.4 Discuss words that tell about sequence, or order, such as first, second, next, then, after that, and finally. Model how to use each word in a sentence. Ask: Why is it important to use words that tell about order when discussing the stages in the life cycle of a butterfly? Corrective Feedback Have students closely reread the title and pages 4 11 to describe the steps in order. Encourage them to silently reread, stopping at key points to think and talk together about their understanding of making connections in a scientific text. ELL SUPPORT SL.2.1c DISCUSSION Collaborative L.2.4 Vocabulary Support vocabulary such as butterfly, caterpillar, and garden in context using the ELL vocabulary strategies in Getting Started. READING THE TEXT CLOSELY 10 minutes Explain the learning focus to students. Have them read pages 4 11. Check on their application of the focus. Provide support if needed. Then have them finish the book. As we read, we are going to pay attention to the steps the author describes. Let s read pages 4 through 11.... What did you learn on these pages? Also let us know where in the book you found the details that support your ideas. On page 8, I learned that butterfly eggs are small and yellow. Butterflies lay the eggs on leaves, like the carrot tops shown on the page. Who can tell us what happens after a butterfly lays eggs on the carrot tops? On page 9, the author tells us that after five days, the girl doesn t see the butterfly eggs anymore. Then on the next page, she sees something that doesn t look like a caterpillar. I think the butterfly eggs have grown into whatever she sees. I like the way you noticed how long it took for the butterfly eggs to change into something else. As you read on, look for other time order words that help you understand how long it takes a butterfly egg to become a full butterfly. If you are satisfied that students can apply the focus, set the reading assignment for the session. If you are not, prompt students to return to pages 4 11 to read and think through the connections between the steps described in the text. Our work as readers today is to think about the order of the steps, or stages, that butterflies go through. Now read the rest of the book. DISCUSSING THE TEXT 10 minutes Invite students to recount the steps as described in the text, pointing out time order words that help them understand the process. As we talk, please speak up if you aren t sure about something. Let s talk more about how butterflies start as an egg and end as a butterfly. Let s look at pages 12 and 13. Who can explain what they learned about on these pages? I learned how long it takes the creature to look like a caterpillar. On page 12, the words say that three or four weeks have gone by, and on page 13 it says that it is now a caterpillar. What did you learn about the next stage? The caterpillar became a chrysalis. 2 BUTTERFLIES IN MY GARDEN

Who can find a detail in the text that says how long the chrysalis stage lasts? On page 15, it says the caterpillar stayed inside for two weeks. What happened next? The chrysalis opened and a butterfly came out. That s an interesting process, with a lot of steps. Are there any more? Well, the adult butterfly lays its own eggs. How can you tell whether the butterfly lays the eggs right away or not? The girl is wearing different clothes, so I think it must happen later, when the butterfly is older. Discuss the word chrysalis with students after looking at the inset illustration on page 14. Read pages 14 and 15 to solidify word meaning. Chrysalis is a difficult word that appears in our reading. Let s study the illustration on page 14. Who knows what this word means? I think it means something like a cocoon. It s the place where a caterpillar becomes a butterfly. Let s read pages 14 and 15 and see if this makes sense. What do these pages tell us? The girl says the caterpillar is inside, and it looks like a sac, so I think a chrysalis is like a cocoon. A chrysalis is the stage when the caterpillar is covered by a hard case. It s when the caterpillar is turning into a butterfly. Confirm students good use of the focus and encourage them to keep it in mind whenever they read scientific texts. You read closely and noticed the words the author used to tell you about the order of the steps in the process of a butterfly s life cycle. Keep thinking about how steps or stages are connected as you read other books about science topics. E-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note this session s learning focus. Observe each student s articulation and use of text evidence to evaluate effective use of the learning focus. DISCUSSION TIP Help students form questions about topics or ideas in texts they are confused about using these sentence frames: Why did the butterflies? How did the caterpillar? What do you mean by? L.2.4 Vocabulary Strategies COMPREHENSION SHARE Using self-stick notes, draw a picture of each stage you read about. Then put the notes in the correct order. This will help you visualize how the stages are connected. CHOICE COMPREHENSION: STEPS IN A PROCESS E-RESOURCE Formative Assessment Have students use the blackline master on page 10 to record events in the life cycle of a butterfly in time order. Review students answers as you evaluate their mastery of the learning focus. RI.2.3 COMPREHENSION Steps in a Process CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE E-RESOURCE Formative/Summative Assessment Have students use the blackline master on page 11 as they read. Students will collect details from the text to answer the question: What is the life cycle of a butterfly? Use words from the text to tell the stages. Review students collected evidence as you evaluate their mastery of the learning focus. W.2.8, RI.2.3 WRITING Gather Information Mondo Bookshop Grade 2 3

Session 2 Text Selection: pp. 4 24 LEARNING FOCUSES RI.2.3, RI.2.6 Students return to the text to read closely and identify its main purpose, including what the author wants to answer, explain, or describe, citing text evidence to support their ideas. Students continue to describe the connection between the steps in a scientific concept. RETURNING TO THE TEXT 5 minutes Ask students to reflect on the text read previously. Guide them to recall how they applied the learning focus to their reading. Who can quickly remind us what we read and discussed in the last session? We read the book Butterflies in My Garden and we talked about how the girl in the book watched a butterfly grow from an egg into a caterpillar, then a chrysalis, and finally into a butterfly. Many of you were able to explain how one stage led to another and noticed the words the author used to help us understand how long it takes for each step to happen. COMPREHENSION SHARE Look at the illustrations to see if they can give you more information about what the author wants you to know about butterflies. READING THE TEXT CLOSELY 10 minutes Explain the learning focuses. Invite students to reread pages 4 9. Check in to see how well they have understood the focuses. If you are satisfied that students can apply it, set the reading assignment for the session. If not, provide corrective feedback as suggested on page 2 of this lesson plan. Today we re going to reread the book and think about why the author wrote it. We ll look for clues in the text that help us figure out what the author wants to answer, explain, or describe. Reread pages 4 7 silently.... When I first read these pages, I thought the author was telling a story about butterflies. Who else thought that? I did because the words sound like the girl is telling a story about the butterflies in her garden. The pictures made me think so, too. Now let s read pages 8 9. Do you still think the author wants to tell a story about butterflies? I m not so sure now. The author tells us what butterfly eggs look like and that seems like something you would read in a book that teaches about butterflies. Who agrees or disagrees? I also think the reason the author wrote the book is to teach about butterflies. Why do you think so? The words on page 9 say that the eggs disappeared after five or ten days. The book is describing what happens after butterflies lay their eggs and then some time goes by. I like the way you re thinking about the clues in the text to figure out what the author wants us to know. Keep doing this as you reread the book. Formative Assessment: Phonics and Fluency Listen to each student read a portion of the text. Observe how well they can decode irregularly spelled words such as my (page 4) and they (page 5). Pay close attention to fluency as well. If students need additional practice with decoding or fluency, provide the necessary support at the end of the session. Ask students to note words or phrases they find challenging for discussion after the reading. 4 BUTTERFLIES IN MY GARDEN

DISCUSSING THE TEXT 10 minutes Facilitate a discussion in which students pay attention to the details in the text that help them understand the main purpose of the text, especially in relation to the information they learn about the stages in the life cycle of a butterfly. We think we ve figured out the reason the author wrote the book. Who can point out some other details that support our ideas? The words and the pictures in the book tell us about the other things that happen after the butterfly eggs hatch. Like, the next thing that happens is that thing that doesn t look like a caterpillar comes out and then it turns into a caterpillar. How does that support the idea that the author wrote the book to teach about butterflies? The author wrote the book to teach us about butterflies because the book tells about the stages in the life cycle of a butterfly. The book is about scientific facts. How do you know these details tell about scientific facts? The author keeps telling about how long things take, like five or ten days, or three or four weeks, and the pictures show how things look before and after the time passes, just like in a science book. Okay, so we know that the author s reason for writing the book is to teach about butterflies because the book tells about the stages in the life cycle of a butterfly and includes facts. Now let s look even closer and see if we can figure out how the author feels about the topic. First of all, do you usually know how an author feels about a topic when you read a science book? No. Science books are usually just about facts. How is this book different? It includes a little girl. We learn about butterflies because the little girl is talking. The words and pictures make it seem more like a storybook. Why do you think the author would write a book that teaches about butterflies this way? The author did it this way to make us like learning about butterflies. The author thinks that teaching people about butterflies should be fun. Focus on the word eggs as it is used in the text. Read page 8 with students. Let s do a close read of page 8 and think about the word eggs. What do you think about when you think about eggs? Chicken eggs. I think about something I eat for breakfast. I think about what they look like: oval shapes. They are what hens lay with baby chicks inside. Eggs are familiar to us, so it s easy to misunderstand what this science text means when it mentions eggs. Who can explain how the eggs in this text different from the eggs we eat or the eggs that hens lay? Even though a butterfly laid the eggs, they don t have butterflies inside. They have something inside that will become a caterpillar first and then a butterfly. These eggs are tiny and yellow, and they don t look like eggs we eat or that hens lay. How did you figure out the difference? I had to read more of the book to see what happened with the eggs and what was inside of them. I saw what the eggs look like in the picture on page 8. SL.2.1c DISCUSSION Collaborative COMPREHENSION SHARE Look closely at the charts and diagrams. Make sure you understand how each diagram connects to the text on the page. This will help you easily locate important information in the text. TEACHING TIP During discussions, have students write down a word or make a quick sketch to remind themselves of anything they don t understand so they can ask a question about it later. L.2.4 Vocabulary Strategies RI.2.4 When students encounter words with specific meanings or connotations depending on the genre, provide guidance in helping them determine the correct meaning. Encourage them to read on and to look at illustrations and photos to decide on the correct meaning. Mondo Bookshop Grade 2 5

Help students understand the benefits of asking for more information when they discuss scientific texts such as this one. We ve talked a lot about the author s purpose for writing this scientific text. How does asking for more information, or an explanation, help when talking about a science text like this one? Sometimes, books about science topics are hard to understand. I might not understand everything I read, so when we talk about the book, it s a good time for me to ask for an explanation. The other kids in my class or the teacher can help me, but only if I ask about the thing I don t understand. E-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note this session s learning focuses. Observe each student s articulation and use of text evidence to evaluate effective use of the learning focus. RF.2.3f PHONICS & WORD RECOGNITION Irregularly Spelled Words RF.2.4a FLUENCY Purpose & Understanding W.2.8, RI.2.3 WRITING Gather Information CHOICE PHONICS AND FLUENCY FOLLOW-UP Phonics Practice Write my and they on a whiteboard or chart paper. Point to each word and say it. Then use the Look and Say Words routine to practice the words. Remember, you can t always sound out Look and Say words, so we re going to look at the letters and practice saying each word until you can remember it and say it quickly. (Point to the first word, say it, and use it in a sentence.) What s this word? (Students say the word.) (Repeat for both words). Let s go back to pages 4 and 5 and read these words in our book. Fluency Practice Listen to each student read a portion of the text. Observe how easily they distinguish irregularly spelled words such as my, have, they, are, to, I, and what. Also note how well they confirm or self-correct word recognition and their understanding. Suggest that students reread any text where they had difficulty. You might also model reading the sentences on pages 4 and 5 and have students repeat them. CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE E-RESOURCE Formative/Summative Assessment Have students continue to use the blackline master on page 11 for collecting evidence as they read. Students will continue to collect details from the text to answer the question: What is the life cycle of a butterfly? Use words from the text to tell the stages. Review students collected evidence as you evaluate their mastery of the learning focuses. CHOICE CLOSE READING OPTIONS E-RESOURCE Summative Assessment Print the online blackline master for independent close reading. Ask students to read a portion of the Session 3 text selection independently, as indicated on the blackline master. Then have them respond to the prompts (summarize author s message, identify critical vocabulary, respond to constructed response questions) before returning for Session 3 s small-group discussion. Alternatively, you can use the completed blackline master for summative assessment. 6 BUTTERFLIES IN MY GARDEN

Session 3 Text Selection: pp. 4 24 RETURNING TO THE TEXT 5 minutes Explain that students will now reread the book in order to strengthen their understanding of the life cycle of a butterfly. Who can review what we ve learned so far? We learned about the different stages in the life cycle of butterflies. Who else can talk about what we were thinking as we read? We thought a lot about the order of the different stages. We paid attention to how the stages are connected in order. We thought about what the author wanted us to know. READING THE TEXT CLOSELY 10 minutes State the learning focuses and invite students to reread the pages 4 8. Check to see how they are doing with application of the focuses, as you have done previously. Then have students reread the rest of the book, paying specific attention to the diagrams. As you reread pages 4 8, look carefully at the diagrams at the bottom of each page.... What information do the diagrams give us? The diagrams have four pictures, one for each stage in the lifecycle of a butterfly. Who has something to add? The diagram changes. When a page is about one stage, that picture is bigger and more colorful than the other three. Who has other thoughts? The diagram tells us what we can expect to learn about on each page. What stages do we learn about on these pages? The butterfly stage is on pages 4 through 7 and the egg stage is on pages 8 and 9. What was the author s purpose for including the diagrams? They help us understand the words better. They help explain the stages the butterfly goes through. LEARNING FOCUSES RI.2.3, RI.2.6, RI.2.7 Students read closely to describe the connection among a series of steps in a scientific concept while identifying the main purpose of the text, including what the author wants to answer, explain, or describe, citing text evidence to support their ideas. Students simultaneously explain how the diagrams in the book contribute to and clarify the text. RI.2.4 Introduce the word hatches to students and invite them to share their understanding of it. Read page 23 together. Clarify the word s meaning based on the reading and in light of the discussion of the word eggs in Session 2. DISCUSSING THE TEXT 10 minutes Facilitate a discussion that links the three learning focuses. Remind students to think about how the diagrams and charts help them better understand each stage in the life cycle of a butterfly and how they help reveal the purpose of the text. Today as we reread, we re going to think about the information we get from the diagrams and charts and how they help us understand the connections between the stages in the life cycle of a butterfly. We will also consider how these features support the text s main purpose. Who can share an idea about a diagram? I wanted to go back and read about the chrysalis stage. I looked at the bottom of the pages for where the chrysalis picture is bigger and more colorful than the others. I knew that page would be about the chrysalis. SL.2.1c DISCUSSION Collaborative Mondo Bookshop Grade 2 7

ELL SUPPORT RI.2.7 Discussing the Text Ask questions at students language proficiency levels and provide the following sentence frames for student responses: The helped me understand. Who else has an idea to share? On page 23, I can see the stages of a butterfly s life in the chart. The arrows help me remember the order because they point to the next stage. Who can explain how the chart supports the main purpose of the text? It makes it easier to understand how the stages are connected. Support students as they reread the book on their own. As students discuss their ideas, remind them to ask for more information whenever they need it. You will reread the book on your own. Remember to think about how the diagrams help you understand the way the stages are connected. Who would like to tell us why it is important to ask for more information while you discuss a topic? If I want to know if all caterpillars become butterflies, I have to ask the question, so someone can answer it. Then I can learn more about the topic. W.2.8, RI.2.3 WRITING Respond to Question CHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCE E-RESOURCE Formative/Summative Assessment Have students continue to use the blackline master on page11 as they finish reading. Then ask them to write a response on a separate sheet of paper that answers the question: What is the life cycle of a butterfly? Use words from the text to tell the stages. Have students use the text evidence they collected to support their writing. CHOICE Writing Task: Explanatory W.2.2 WRITING Explanatory E-RESOURCE Summative Assessment Review the elements of explanatory text. Explain that explanatory text tells readers the steps of a process or procedure. Remind students that they have learned a lot about the life cycle of a butterfly from reading Butterflies in My Garden. Invite students to pick one of the stages in a butterfly s life cycle and write an explanatory paragraph about it. Have them include details about what the stage looks like, where it takes place, and what it s like. Encourage them to refer to the text and illustrations in the book and the evidence they collected. Guide them to use the blackline master on page 12 as they write their explanatory paragraph. Have them begin with topic sentence, then explain the butterfly stage with details, and end with a concluding sentence. Invite them to read their explanatory paragraphs to a partner or publish them with illustrations in a class collection. In this text, we learned the steps in the life cycle of a butterfly. Write a paragraph that explains one of the steps you read about. Use the text, illustrations, and the evidence you collected to support your writing. Begin with a topic sentence that tells which stage you are writing about. Then explain when the stage happens, what the stage looks like, where it takes place, and what it s like using details from the text. Include a closing sentence that restates the topic. 8 BUTTERFLIES IN MY GARDEN

CHOICE Additional Instruction WORD STUDY Contractions Help students identify the words that make up contractions. Focus on the word don t on page 10. The word don t is a contraction. A contraction is a short way to use two words together. It includes an apostrophe that stands for the missing letter. What two words make up the contraction don t? do and not What does the apostrophe stand for in this word? It stands for the missing o in not. What other contractions can you think of? isn t, doesn t, can t, won t, couldn t Let s talk about the letters that make up each word and what the apostrophe stands for. L.2.2c Contractions Antonyms Enrich students vocabulary through a discussion of antonyms. Who can tell us what antonyms are? They are two words that have opposite meanings. Let s look on page 6 for two words that are antonyms. Open and close are antonyms. Sometimes knowing the antonym of a word can help us understand what a word means. Let s think of some other words and name their antonyms. Who knows the opposite of little? big How about an antonym for inside? outside Warm? cold L.2.5 Antonyms WORD RECOGNITION Irregularly Spelled Words Have students tell you their definition of irregularly spelled words. Guide them to an accurate description. Write the following words from the text on chart paper or a whiteboard: they, my, what, I. Use the Look and Say Words routine to practice reading the words quickly. Then have students locate the words in the text. Let s practice some more Look and Say Words. Who remembers what kind of words these are? Words you can t sound out so you just have to know them. You know the routine when I point to a word, you look at it, and when I tap it, you say it. Here we go.... Now let s find one of these words on page 4. Who has located one of the words? RF.2.3f WORD RECOGNITION Irregularly Spelled Words Mondo Bookshop Grade 2 9

Name Date Comprehension: Steps in a Process In Butterflies in My Garden, you read about the steps a caterpillar goes through to change into a butterfly. In the boxes, write the steps a caterpillar goes through to become a butterfly. Write the steps in the order they happen. Use the information in the text to help you. You may draw a picture in each box to show each step. Mondo Publishing Score: 10 BUTTERFLIES IN MY GARDEN

Name Date Collecting Text Evidence What is the life cycle of the butterfly? Use words from the text Butterflies in My Garden to tell the stages. Fill in the chart with information you read about butterflies. First, write what happens at each stage in a butterfly s life cycle. Then, write words that tell when something happens, for example, first, second, and third. Include page numbers. You may use more than one copy of this chart. What Happens When it Happens Page # Mondo Publishing Score: Mondo Bookshop Grade 2 11

Name Date Writing Task: Your First Draft Write about one of the stages in the life cycle of a butterfly. Pick from these stages: eggs to caterpillar, caterpillar to chrysalis, or chrysalis to butterfly. Write about when the stage happens, what the stage looks like, where it happens, and what it is like. Include details from the book. REMEMBER: A well-written explanatory paragraph includes: a strong opening sentence that tells what you are writing about details to describe the stage you chose words such as first, next, before, after, and last to tell the order things happen a closing sentence that repeats your topic Mondo Publishing Score: 12 BUTTERFLIES IN MY GARDEN