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Carle, E. (1969). The Very Hungry Caterpillar. Philomel Books.

Madison, A. (2012). Velma Gratch and the Way Cool Butterfly (K. Hawkes, Illus.). Dragonfly Books.

Neuman, S.B., & Wright, T.S. (2013).  Supporting content-rich vocabulary through book reading.  All About Words. Teachers College Press, NY, NY.  pp. 62-82.

NGSS Lead States. (2013). Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.

Marsh, L. (2010). Great Migrations: Butterflies. National Geographic Children's Books.

Marsh, L. (2012). Caterpillar to Butterly. National Geographic Children's Books.

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Cocoon/Chrysalis: a covering made by a caterpillar to protect itself while it grows into an adult butterfly
(Text 1 page 16, text 2 pages 9, 16, 18, and Text 3 page 8)

This word was selected because the term 'cocoon', or 'chrysalis' connects to the big ideas of how butterflies follow a life cycle and how their bodies help them to survive.  Understanding of this term will be built by introducing this vocabulary through a lighthearted narrative in the first text, and then delving deeper into how it protects the caterpillar and how it helps it to turn into a butterfly in texts three and four. Introducing the term in an easy to comprehend narrative before explaining it within the life cycle, allows for scaffolding of students' understanding (Neuman and Wright, 2013).

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Wings: part of a butterfly that helps it fly (Text 2 pages 5 and 18, text 3 page 15, text 4 throughout)

Wings are an important feature of a butterfly that develop during the life cycle and help it survive. In texts one and two, it is explained why butterflies have wings and how they help butterflies fly, introducing students to the concept that body parts help animals survive. Then, in text three, students' knowledge is built by learning about specific features of the wings. Here, students would discuss how the knowledge they learned from text two can be put into context in text three. Even though students may have prior knowledge about wings, these texts provide multiple opportunities for them to increase their knowledge base by exploring new facets of familiar concepts (Neuman and Wright, 2013).

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Egg: the first stage in the butterfly life cycle and is the protective case that a newborn caterpillar is born in (Text 1 pages 1 and 3, text 2 pages 4, 8, and 6)

The term 'egg' connects to the big ideas of butterfly life cycles because it is the first stage in the life cycle and it explains how butterflies are living organisms. This term was chosen because it is the first step in a life cycle of a butterfly, showing the patterns that occur. 'Egg' is introduced in the first text where readers understand that a caterpillar hatches from an egg. Then, as students move towards text two they will review what they observed about eggs in text one, see real images of them, and learn where the egg comes from.

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Migrate: to move from place to place (Text 3 pages 18, 25, and 27, text 4 page 4, 6, 14, and 22)

The term 'migrate' is important because it exemplifies the patterns that butterflies follow as living organisms. When this term is introduced in text 3, students are learning this term with the main character of the story. Her teacher teaches her about migration, allowing students to connect to the character and build background knowledge. Then in text 4, students delve deep into an informational text to continue the growth of their ideas of what migration is, how it is done, and why it is important. Migration can be seen as a "challenge word" (Neuman and Wright, 2013, pp. 76) because it has many facets, however introducing it through a narrative before delving deeper in an informational text will allow students to build their knowledge of this complex term.

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Monarch: a type of butterfly that is red with black dots and follows a migration pattern (Text 3 pages 12 and 29, text 4 pages 6, 11, and 21)

Introducing students to a specific type of butterfly allows them to connect the facts that they learned to an organism that they can see in everyday life. Since language is best taught in meaningful contexts, being able to make text to self connections with this vocabulary word will help students understand its meaning (Neuman and Wright, 2013). In text three the main character briefly explains that the Monarch is her favorite butterfly and displays pictures of this butterfly for students to understand. Then, text four teaches where Monarchs live, migrate to, and what they look like in their habitat, helping students to understand that butterflies are living organisms.

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By: Laura Marsh

Great Migrations: Butterflies delves deeper into the Monarch butterfly and its migration patterns. The book begins by explaining what migration is and what a Monarch butterfly looks like. As the book continue, readers learn why butterflies migrate and the paths that they take. This book comes last in the text set because it contains complex concepts without providing background knowledge. The conceptual knowledge that students built in the previous three texts allow them to comprehend migration and look into the features of a specific butterfly. In addition, text three introduced students to the idea of migration, providing them with an understanding of the concept so that they are ready to learn more. Also, this book leads to open ended discussion about what butterflies look like and where they may go on their migration. After reading the last book in this text set, students have gained insight into the life cycle, survival, and patterns of butterflies, allowing them to apply this understanding to the world around them, and even inspire them to learn more about other organisms.

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National Geographic Kids: Caterpillar to Butterfly 

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National Geographic Kids: Caterpillar to Butterfly 

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By: Laura Marsh

Caterpillar to Butterfly is an introductory book that explains the life cycle of a butterfly. Throughout the book, readers are introduced to vocabulary such as 'egg' and 'chrysalis' and learn in detail about the four stages of the butterfly life cycle. This text was selected because it provides basic information about the butterfly life cycle and how they survive. This book comes second in the text set because text one stimulated students' interests and they are now able to understand concrete facts in relation to the ideas they were previously exposed to (Neuman and Wright, 2013). Students' knowledge will be built by connecting the information learned here to what they saw in text one, and discussing what they want to learn more in depth throughout the unit.

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Velma Gratch and the Way Cool Butterfly  

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Velma Gratch and the Way Cool Butterfly  

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By: Alan Madison and Kevin Hawkes

Velma Gratch and the Way Cool Butterfly is about a young girl (Velma) who wants to find a hobby that interests her. After tying many things in school, she becomes enthralled with science as her class studies butterflies. She spends all of her time at school and at home learning about butterflies and even gets to go on a field trip to a butterfly conservatory. At the very end, Velma learns about migration and sets Monarch butterflies free on their migration path. This story would come third in this text set because it incorporates academic vocabulary that students have already learned, and introduces them to new words through an engaging narrative (Neuman and Wright, 2013).  This book contains more complex vocabulary, thus having been exposed to facts and information in text two, students can make connections and have repetitive exposure to this new vocabulary. Students can see themselves in this narrative text because they are learning about butterflies, just as Velma is, stimulating their interest even more while learning new information.

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This text set is created for first grade students and describes a variety of books that will build children's conceptual knowledge on how butterflies grow and survive in their environment.  This information is important for children to know because it helps them to understand patterns in our world and the importance of structure and function of animal body parts.  These topics are found in the first grade Next Generation Science crosscutting concepts and fall under standard 1-LS1-2.  This standard states that first grade students should be able to understand organism behaviors that help them to survive (NGSS).  Throughout this unit students will  build vocabulary and be introduced to how butterflies survive in their environment using their bodies and the patterns that they follow throughout their life cycle.  Building this knowledge will help students make sense of the patterns and living things in the world around them.

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1. Butterflies follow a life cycle
2. Butterflies need food to grow
3. Butterflies have important body parts that help them survive
4. Butterflies are living organisms

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Text 1:
1. Why do you think the caterpillar ate so much food?
2. What will the butterfly do next?

Text 2:
1. Why do you think butterflies come in so many different colors?
2. Do you know how a caterpillar is related to a butterfly?

Text 3:
1. Why do you think Velma kept repeating certain words to herself?
2. Why did the butterflies fly away?

Text 4:
1. Do you see any patterns in the Monarch's wings?
2. Do you think a Monarch's colors have a purpose?

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By: Eric Carle

The Very Hungry Caterpillar by Eric Carle is the first book to be read in this text set because beginning with a predictable book helps students become engaged around a topic and encourages them to participate in the reading process (Neuman and Wright, 2013). Also, it introduces the big idea that butterflies follow patterns and use their body to protect themeslves. This story follows a pattern that is easily memorized by children and grasps their attention, while building background knowledge. For example, The Very Hungry Caterpillar introduces children to  academic language (cocoon), while also stimulating their interest with an interactive narrative story.  The Very Hungry Caterpillar portrays a caterpillar eating delicious food in preparation to make a cocoon, and eventually transforms into a butterfly.  Capturing students’ attention with this predictable book forms the background knowledge that they will need about how a caterpillar turns into a butterfly, before they delve deeper into the topic of butterfly survival.