Butterfly Unit: Guided Reading Plan

Kendra Cooper

Book Information:
Book: Hurry and the Monarch
Author: Antoine O. Flatharta
Level: 1st/2nd Grade

Standard(s):
NJSLSA.R10. Read and comprehend complex literary and informational texts independently and
proficiently with scaffolding as needed.
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.

RI.2.9. Compare and contrast the most important points presented by two texts on the same
topic.

W.2.3. Write narratives in which they recount a well-elaborated event or short sequence of
events, include details to describe actions, thoughts, and feelings, use temporal words to signal
event order, and provide a sense of closure.

Objective: Students will read and discuss narrative text and engage in discussion of key
concepts and vocabulary through the development of making story predictions through journal
entries and creating a compare and contrast Venn Diagram to demonstrate comprehension at a
level of (3) proficiency based on a 4 point rubric scale.

I. Preparation for Reading

A. Activate/Build Prior Knowledge

Develop a discussion relating to the life cycle of butterflies and encourage students to share
any real-life experiences and encounters they may have had with butterflies. Show students a
model butterfly that “flies” to get them excited and engaged for the reading about butterflies.
“Butterflyers” is a popular windup butterfly that flies through the power of a twisted rubber
band. After the butterfly release, discuss with the students any prior knowledge that they know
about butterflies and remind them about the other butterfly books that the class has read; such
as Waiting for Wings and Gotta Go! Gotta Go! Use this opportunity to active students’ prior
knowledge about the life cycle of butterflies so that they will be able to make connections
specifically between Gotta Go! Gotta Go! and Hurry and the Monarch.

B. Preview Text and Make Predictions

Next, students will preview the story Hurry and the Monarch by conducting a Picture-Walk.
They are guided by the teacher to look at the illustrations within the story and begin to think
about what the story is about. Upon finishing their Picture-Walk, students will then write in
 their journals one prediction they think will happen in the story. Once all students have
finished with their Picture-Walk and writing their prediction, the group will discuss that they
saw and wrote.

C. Develop Vocabulary Knowledge

While completing their Picture-Walk, in addition to looking at the images, students are
encouraged to preview the text and to look at the vocabulary within the story. Hurry and the
Monarch has quite a few of tier 2 and tier 3 words, therefore it is important to review these
words and their meanings before the students begin to read. The content specific words (tier 3)
included in this story are; tortoise, monarch, and milkweed. These words are specific to the
content of this story and some students may not be familiar with them. They may refer to the
“tortoise” as a “turtle,” the “monarch” may simply be called a “butterfly” and “milkweed” may
just be called a “plant.” It is important to review these words to ensure that students are fully
able to understand the full context of this story. Additional vocabulary words from the story
that will need to be defined and discussed are tier 2 words which are: “fascinated,”
“extraordinary,” “infuriatingly,” “mysterious,” and “astonishing.”

D. Set a Purpose for Reading

Students are now prepared to begin reading the story. The students are tasked with finding the
reason for butterfly migration. In addition, they are reminded to focus on the life cycle of
Monarch butterflies while reading and to think about how this book might compare to the
shared reading book, Gotta Go! Gotta Go!

II. Read
Students begin to read the story to themselves. As the students are reading, the teacher
observes the students’ reading and their ability to decode unfamiliar words, self-monitor,
determine if a word makes sense, and use all sources of information. The teacher scaffolds the
students and assists with reading difficult words when needed. As students finish the story,
they are instructed to create a Venn Diagram in which they compare and contrast the story
elements of Gotta Go! Gotta Go! and Hurry and the Monarch while they wait for their fellow
students to finish reading.

III. Respond to Reading to Develop Comprehension

A. Revisit Purpose Setting Question

After all students have finished reading, begin a discussion about why butterflies migrate.
Students should be able to discover quickly that they head south for the winter because it is too
cold for them to stay. This discussion can also begin to compare the migration story between
Hurry and the Monarch and Gotta Go! Gotta Go! These two stories are very similar and
having students make connections between the two will help to build their comprehension and
strengthen their overall knowledge about butterflies. Things that students can discuss are that
the butterfly heads south when it gets cold, the butterfly makes some friends along the way,
 upon reaching Mexico the butterfly finally rests, and once it awakes it is time to head north
again.

B. Clarify Additional Concepts/Vocabulary

The discussion will continue as students talk about the journey that the butterfly takes as well
as the life cycle stages of a butterfly. This is an excellent opportunity to address any questions
or to clarify any ideas or concepts that the students may be having some difficulties with.
Additionally, this is a great time to enhance the students’ vocabulary knowledge. Now that the
students have read the story and read the challenging vocabulary in context, students now have
more information and uses for these words. Within the small group discussion, students can
make text to self or text to world connections by applying these words in other contexts. For
example, a student may say that “they are fascinated by butterflies,” or that “this story reminds
them that they can do extraordinary things.” By making these connections, students continue
to build their vocabulary that will help to develop them into strong readers.

C. Supporting Comprehension of Structure

This is an excellent opportunity to assist students in understanding the structure and elements
of the story. Student will revisit their Venn Diagram from earlier. Discussing as a group,
students will share the similar and unique characteristics of both Hurry and the Monarch and
Gotta Go! Gotta Go!

D. Seeking Additional Sources for Information

Encourage students to enhance their knowledge about butterflies by providing ideas and
resources for information. The classroom library will have a selection of butterfly books that
students can chose to read during independent reading time. During the small group meeting,
the teacher can do a quick book talk for a selection of available book to peak the interests the
students. Additionally, students can utilize technology (appropriately and with adult
permission) to research more in-depth facts about butterflies. Students can discover the many
different species of butterflies and dive deeper into the life cycle. If possible, the science center
can house caterpillars and students can watch in real time the transformation they will undergo
to become butterflies. These additional sources and opportunities of learning allow for students
to take initiative and become responsible for their own learning.

E. Additional Purpose Setting Questions:

Within the main purpose setting question of “why did the butterfly leave?”, students will be able
to find the answers to supplemental purpose setting questions within their reading. These
questions include: “Where did the butterfly stop?” “Where is the butterfly going?” and “When
did the butterfly come back?” These questions help students to comprehend the overall topic of
butterfly’s migration journey.
IV. Review/Reread and Explore Strategies

Reading and rereading are essential for students to fully comprehend a given text. Students can
reread Hurry and the Monarch individually during independent reading time to help strengthen
their knowledge and complete a story map. In addition, they can partner up and complete a
“Listen to Me” activity. To begin, one student will read half the book aloud to their partner and
their partner will listen and complete “listen to me” form in which they give feedback on the
student’s reading. Upon reaching the midway point of the book, the students will switch jobs and
the other student will finish reading the book aloud, while their partner completes the feedback
form. These strategies will help students enhance their fluency with reading. To promote
expression, students can complete a Reader’s Theater. Hurry and the Monarch is an excellent
book that can easily be adapted into a small play. The students will work in a small group and
reenact the story. Emphasis will be placed on how the students deliver their lines to help to
develop the expressions behind the written text.

V. Applying the Literature/Extending Reading Across the Curriculum

After the completion of this guided reading session and the shared reading, students will have a
strong foundation and knowledge about the life cycle and migration journey of Monarch
butterflies. After listening, reading, and participating in the rereading activities of these books,
students will now be able to create their own book about a butterfly’s life. To begin, students will
brainstorm and plan an outline of the story. Once they have developed an idea, they will begin to
write and draw the first couple of pages. The creation of the students’ books will occur in small
increments throughout the duration of the Butterfly Unit. Upon completion, each student will get
a chance to read their book to the class throughout the final week of the unit. By allowing
students to write and draw their own books, they apply the content knowledge they have learned
about butterflies. In addition, they learn about the literary elements that go into making a book.
Students will connect the reading of Hurry and the Monarch (and the rest of the stories within
the unit) to their own writing and drawings and they get the opportunity to showcase their work
to their peers.