Spring 2020

ECI 541 (601) Reading in Content Areas

Scaffolded Reading Experience (SRE) Project

Scaffolded Reading Experience (SRE) Project

NAME: Rachael Hayes

I. INTRODUCTION
A. Contextualize your SRE Plan
1. Target student(s) and context: The target group will be 19 kindergarten students, ages 5
and 6 years old. I am with the students all day long and teach all subject areas. The
length of time each day that we will have to spend on these lessons will be about 30-45
minutes. There is one ELL student and one student with an IEP. This is a rural
population and about ⅓ of the class is reading below grade level. This is a very active
and talkative group of students but they are all interested in learning. The pace of
instruction must be one to keep all of their attention which requires working in small
chunks of time, allowing movement and encouraging participation to keep them all
engaged. The students are comfortable in class as we have a very inviting and inclusive
classroom setting. The target content area is a science standard which will focus on the
life cycle of a butterfly. This will be the first lesson that we have done in class focusing
on this standard.
2. Text selection:
-From Caterpillar to Butterfly by: Deborah Heiligman & Barry Weissman
-I chose this text because it is a nonfiction story book that explains the life cycle
In a kid friendly manner. This would captivate the students interest in the subject
and introduce it on an appropriate level for comprehension. This is an above
grade level text that I would read aloud, however it is simply written and also
provides pictures and labels to enhance comprehension.
-National Geographics Readers: Caterpillar to Butterfly by: Laura Marsh
-I chose to use this text to follow the nonfiction storybook. The National
Geographic Reader will provide the students with authentic images and allow
students to make a connection with the information previously read. Providing
multiple opportunities of exposure to this new content would enhance
engagement and comprehension.
3. Reading purpose/objectives:
a) content objectives: The objective is for students to understand the structure and
growth of a butterfly by learning its life cycle.
b) language objectives: Students will show what they are learning by creating a
diagram of a caterpillar and butterfly labeled. They will also show their
understanding of the life cycle by creating a diagram that shows and labels the
life cycle.
 B. Theoretical Rationale: My rationale for my SRE is to create a content based literacy lesson to
enhance my students literacy skills, oral comprehension and writing skills while they are also
learning about a caterpillar's life cycle. By implementing a Think-Aloud Reading strategy I will
focus on using text features which will provide visuals to increase comprehension and build
content vocabulary knowledge. Introducing the topic with a factual story book will increase
students' interest and build their schema. Moving to the nonfiction text will allow students to
make connections to previously learned material in an authentic way which will increase
engagement and comprehension. Learning about the structure and growth of living and
nonliving things is a kindergarten science standard meeting this standard through learning about
a caterpillars life cycle is appropriate for this grade level and time of year. Students will be able
to use visuals to show their understanding, which is appropriate for young learners.

II. LESSON PLAN

A. Overview
Day 1 Pre-reading (BEFORE) Reading (DURING) Post-reading (AFTER)

● APK ● Read aloud to students

● Pre Teach vocabulary and focus on listed
vocabulary words

Day 2 Pre-reading (BEFORE) Reading (DURING) Post-reading (AFTER)

● Review vocabulary ● Reread ● Sequence and labeling

concept map activity

Day 3 Pre-reading (BEFORE) Reading (DURING) Post-reading (AFTER)

● Read NF text ● Finish KWL chart

● Sequence and label the
butterfly life cycle

B. Description
1. Pre-reading (Day 1)
a) Activity 1: KWL Chart (5 minutes)
○ Goal of the activity: Activate students prior knowledge by asking them
what they already know about the butterfly life cycle and what they want
to learn.

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 ○ Rationale: By allowing students to discuss what they already know about
the butterfly life cycle will allow them to make connections while reading
the text and build on what they already know.
○ Procedure: Present the chart. Ask students what they know about the
butterfly life cycle and I will list their statements on the K section of the
chart. I will also list student responses to what they want to know in the
W portion of the chart.
b) Activity 2: Introduce vocabulary (10 minutes)
○ Goal of the activity: The goal of this activity is to introduce content
vocabulary words the students will encounter in the texts.
○ Rationale: Introducing content vocabulary will build essential
background knowledge to increase comprehension.
○ Procedure: I will create a concept map to list & introduce the words and
provide visuals if applicable. I will show 1 word at a time and read it
aloud. As we are reading and we get to that word I will stop, discuss it’s
meaning, list it on the map and add a visual if applicable. Words I will
introduce are; metamorphosis, larva, molting, chrysalis, egg, butterfly
and caterpillar.
2. Reading (Day 1)
a) Activity 1: Read Aloud the text From Caterpillar to Butterfly while completing
the vocabulary concept map (15 minutes)
○ Goal of the activity: The goal of reading aloud to students is to increase
understanding of the vocabulary words and the life cycle of the butterfly.
○ Rationale: Focusing on the listed content vocabulary will increase
students' understanding of each stage of the life cycle. Providing a visual
will give students a tool to refer back to.
○ Procedure: While reading aloud I will stop when I get to one of the listed
vocabulary words and model thinking aloud about what the picture or
word may be. After discussing its meaning I will add it to the concept
map and provide a visual for students to be able to refer back to. I will
continue this process as I read aloud until we have covered all of the
listed words.

1. Pre-reading (Day 2)
b) Activity 1: Review vocabulary words concept map by doing a vocabulary sprint
activity (5 minutes)
○ Goal of the activity: The goal of this activity is to review previously
learned vocabulary words while allowing movement and collaboration
with peers.

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 ○ Rationale: If students review the vocabulary words they will have to
recall information from the previous day and be able to better
comprehend the texts and build on their knowledge.
○ Procedure: I will provide each student with a picture of one of the
vocabulary words. To differentiate, I will provide my independent
readers with the written definition. Students will move around the room
to create groups that match their picture or definition. The groups will
discuss what their vocabulary word is. I will ask “who has…?” That
group will come to the chart, show their picture and share its meaning.
We will refer to the concept map to confirm and clarify its meaning.

2. Reading (Day 2)
c) Activity 2: Rereading text and using visuals to sequence the life cycle process (5
minutes)
○ Goal of the activity: The goal of rereading the text is to ensure students'
understanding of the sequence of the life cycle.
○ Rationale: After reviewing the vocabulary and rereading the text,
students should have a better understanding of the life cycle process and a
deeper understanding of the vocabulary words.
○ Procedure: I will reread the text all the way through. While rereading the
text aloud I will place visuals on a sequencing chart to show the
metamorphosis process.
3. Post-reading (Day 2)
a) Activity 3: Life Cycle Sequencing Pictures with small groups (15 minutes)
○ Goal of the activity: The goal of this activity is for students to use the
visuals provided and work with their small group to sequence the life
cycle of a butterfly.
○ Rationale: The rationale for the sequencing activity is that this will allow
the students to show their comprehension of the life cycle process. By
working with their peers they can clarify information needed.
○ Procedure: I will provide each group of students with pictures and a
sequencing chart. Students will put the pictures in the correct order and
discuss with their group what the name of each picture is and review the
order of the life cycle.

1. Reading (Day 3)
a. Activity 1: Read the nonfiction text Caterpillar to Butterfly (10 minutes)

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 ● Goal of the activity: The goal of this activity is for students to make
connections to the previous text read about the butterfly life cycle. They
will also independently complete a sequencing and labeling activity.
● Rationale: The rationale for reading a nonfiction text will allow students
to make connections to the previous text read to confirm their learning
about the butterfly life cycle. Using a nonfiction text will give students
the authentic visuals to deepen comprehension and apply this knowledge
in the real world.
● Procedure: I will read the text aloud to students. When I get to the
vocabulary words listed on our concept map, we will add a real life
picture to the concept map as well.

2. Post-Reading (Day 3)
a. Activity 2: Complete the L section of the KWL chart
● Goal of the activity: The goal of this activity is for students to recall
information they have learned about the life cycle of the butterfly.
● Rationale: The rationale behind this activity is to allow students the
opportunity to recall the information they have learned. This discussion
will allow students to clarify information and refer to the KWL to discuss
if our questions were answered.
● Procedure: We will begin by reviewing the W section of the chart to
recall what the students wanted to learn. After reading one aloud I will
give the students the chance to respond and hopefully clarify the
questions they had. If appropriate we will add the information to the L
section of the chart.
b. Activity 3: Independent sequencing and labeling activity (15 minutes)
● Goal of the activity: The goal of this activity is for students to
appropriately sequence the pictures on the sequencing model. An
additional goal is for students to appropriately label each picture.
● Rationale: The rationale behind this independent activity is to allow the
students to show their comprehension of the vocabulary words and the
butterfly life cycle.
● Procedure: I will pass out the pictures and sequence chart. Students will
work independently to put the pictures in the correct order. In addition
students will write their own labels, or use ones provided to label each
vocabulary word/component of the life cycle.

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III. REFLECTION

Incorporating literacy into the content area of science is something that I practice in kindergarten.
Using an informational storybook will help build schema and peak students' interest. Reading a nonfiction text
on the same subject will allow me to increase text complexity while building on previously learned
information. This variation of an SRE also includes the use of a KWL chart. Using a KWL chart follows the
sequence of the B-D-A reading experience. Beginning with a discussion of what the students already know
and what they want to learn will activate their prior knowledge and peak their interest in the subject area.
During reading we will be completing a concept map that will provide a visual for students to refer to. After
reading students will engage in small group activities allowing for collaboration amongst their peers. Finishing
up the SRE with an independent activity will allow the students to show their comprehension of the material.
Using pictures in their writing process is an appropriate reflection of early writing skills. Allowing students to
label and possibly write will allow for differentiation for those students who are able to write more.
I think an area of improvement could be in releasing more responsibility to the students throughout the
process. In teaching kindergarten it can be difficult for students to work independently or collaboratively and
student independence is always something I am striving to figure out and work towards.
I think my students will have a positive response to this activity. They are a very curious group of
students and being that this is a new concept we are working on in class they will be very excited. Most
children have a fascination with insects, especially butterflies and this will ensure interest in this new subject
area. Implementing this SRE in the spring time will also allow for students to make real life connections when
they see butterflies flying around and that can make for a fun and meaningful experience for my young
learners!