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This book is about the process of a caterpillar becoming a butterfly. This impatient little caterpillar doesn't understand the process of becoming a butterfly takes time, and he doesn't like to wait! It goes through all of the stages from being a caterpillar, to making the chrysalis, to staying in it, to then being a butterfly. I chose this for my core text because it is a fun way for students to learn about the process of being a caterpillar and turning into a butterfly. During this lesson, I will work on the literacy skills of retelling, vocabulary words, and fiction vs. nonfiction. For science, we will discuss those same vocabulary words and start learning about the life cycle of a butterfly. There are so many different things that you could do with this text, so I felt like it was a good one to dive deep into for disciplinary literacy. I wanted to choose something that I could use in my classroom to help me better incorporate disciplinary literacy. This text has a lot of options for multimodal and digital texts, a lot of ways that students can get hands on and active in their learning, and it will keep the students engaged.

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For the Very Impatient Caterpillar, the Lexile level is 260. This lexile level puts this at a 1st grade reading level and a level H for Fountas and Pinnell. Based off the fact that most of my students are at an A or B reading level, this will be a text that I read as an interactive read aloud. I would not expect my students to read this themselves.

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After doing the Qualitative Measures Rubric I realized that my text is only slightly complex. It is an easy read for students to understand with only one layer of meaning. The text is straight to the point and has a clear message to the students. The text is organized in a chronological order as it has to do with the life cycle, so it can’t get out of order. With it being straight to the point, it will be easier for me to do the full group read aloud and be able to discuss the life cycle after with the students retelling the story. The conventionality of the story is easy to understand and it has simple sentences. This book is definitely geared more towards the younger students, with even the possibility of the student knowing how to read it. For prior knowledge, I plan on using this text after I have done a lesson on the butterfly life cycle. This book is a great example of the life cycle, but it is also meant to be funny and to keep the reader and listeners interested and engaged. I find students learn best when they are interacting with the text and not bored with it. This text will hopefully keep them engaged, if they understand what the life cycle is before we read it. I think one part of the text that students might get confused about is that there are times that two different caterpillars are talking (and you only see the speech bubbles for one of them) so they might get a little confused on who is saying what. I have to make sure I let them know about the speech bubbles, what they are, and try to tell them who is talking. I will try to use different voices to help the students understand who is the one speaking.

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There are a few strengths for this core text. First off, it is an easy read for a teacher to read and for a student to understand. It is straight to the point with simple sentences for students to comprehend. It is a good story that students can use to retell and sequence. One challenge that may be with this text is that it could get a little confusing for students based on how the teacher reads it. There are a ton of different speech bubbles and it is hard to understand who is saying what, especially if you read it in full group. Reading it in a small group might make it a little easier to comprehend for the students because the teacher can point to each speech bubble as it is being read. Some learning objectives for this would be: Students will be able to retell a story with main characters, setting, and main events, students will be able to state the life cycle of a butterfly, and students will be able to state whether a story is fiction or nonfiction. The story will focus on ELA skills and science skills for disciplinary literacy. My students may need assistance in the order of the life cycle with picture clues to help after the story is over. Like I mentioned, I think reading it in a small group might be beneficial to some students.

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This is a science video based on how a caterpillar becomes a butterfly. I chose this video because she does a really good job at explaining in detail the stages of how a caterpillar becomes a butterfly. She gives vocabulary words and pictures to help the students understand what she is explaining.

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How Does a Caterpillar Become a Butterfly? | Amazing Animals | Spring is Here | SciShow Kids

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This video is a good example of the diet of butterflies, where they live, and the different types of behaviors that make them such an interesting insect. I chose this video because it is engaging for the students and explains these concepts in great detail fro them.

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Butterflies for Kids | Learn about the diet, habitat, and behaviors of butterflies

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Videos by SciShow kids are always so engaging for students. The students specifically love the little mouse robot that is in every video, it helps keep them entertained while they are learning. They get right to the point during the videos and don’t linger on about random facts that don’t need to be told. She gives vocabulary words for the students and explains them at the same time. Students should already know the life cycle of the butterfly, but this video will give them more detailed aspects of the steps. They will be able to analyze each step as it is given in the video. A limitation of this text set is that it does not bring in cultural or linguistic identities for students. With the unit of study that I am focusing on, it is not easy to include these identities in my teaching.

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This is a little bit longer of a video, so while watching it, it will be good to pause and reflect during different parts of it. This video talks more about what a butterfly is, what they eat, where they live, and all of their behaviors, rather then the life cycle that we have talked about with the other text sets. I didn’t feel like I needed 3 texts that had to do with the life cycle, but rather let the students learn more about the facts that make a butterfly, a butterfly. My students love science and listening to someone talk that is other then me. I think they will be interested in this video and the topic itself because they love science and a lot of my students tend to draw butterflies in their journals daily. If I can pull in some of their interests, they will be more engaged in the unit. Like my other text set, the limitations to this text set is that there is no cultural or linguistic identities within the video. Again, it is hard to have these identities when reading or listening to something about insects.

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Classroom Strategies (Buehl, 2017)

Comprehension

This strategy is a chart that the students and teacher make together to discuss what the students know before the lesson, what they want to learn from the lesson, and then a column for what they learn throughout the story. I chose it because I like students to use their brains to bring in prior knowledge before a lesson.

I will do this strategy at the beginning of the lesson and at the end of the lesson.

I will be writing on the chart for the students based on their skills and abilities. I feel like this chart helps get the students intrigued in the lesson and be able to teach other students things they know. Students love to share their prior knowledge before the teacher has a chance to teach.

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Comprehension

Classroom Strategies (Buehl, 2017)

A story map is something that the students fill out to share something about the story. For this story, I would use a story map that consists of characters, setting, problem, and solution. The students will fill it out based on what happened in the story. I chose it because it is a standard that is graded and a good way to see if the students comprehended what we read.

I will implement it after the story.

Students will be able to use their skills to fill out the story map. If they are able to sound out words and write them, then they will write. If they don't know how to do that yet, then they have the ability to just draw.

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Literacy for Learning (Berry, 2015)

Speaking

This strategy is a way for the students to speak to their peers during a lesson to share their thoughts and questions with each other.

I will implement this strategy during the lesson.

This strategy will help my students be able to share their thoughts without being shy with their whole class. Students get very scared to answer my questions, so if they are able to share their thoughts with just one other classmate, they tend to share more and express their thoughts more thoughtfully.

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Literacy for Learning (Berry, 2015)

Writing

An exit ticket is a quick way to assess students after a lesson is over. It is consisted of just a few questions. I chose it because it is a quick way to get student assessed for standards and to know if you need to go back to the lesson or if you can move on.

I will implement this when the lesson is over.

This strategy will help me be able to assess the students knowledge after the lesson is over. Students will be able to share their knowledge of the lesson at hand without other students knowing what they know. It is only for me. Students will write or draw their answers.

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Disciplinary Literacy

Power Tools Text

This strategy is just like it states, I am reading the story aloud to the class.

I will implement it in the middle of the lesson, after the introduction to the lesson.

This strategy will be used to help students hear the story as a full group. My students do not know how to read yet, so with me reading it aloud, they will be able to comprehend the story better.

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Literacy for Learning (Berry, 2015)

Vocab

A semantic map is a map that has a word in the middle and then with lines off of that, you put either other words that mean the same thing, definitions, or other things that relate to that word. I chose this because it is easy for the students to follow while doing.

I will implement this before the lesson and briefly come back to it after the lesson.

This strategy will help students share the things they know about the vocabulary words and it will help the students that may not know the word or things that go with it to better understand without feeling lost. It is a big map on the board to help the students with specific vocabulary words.