LESSON 22 TEACHER’S GUIDE
Monarchs on the Move
by Caleb Graham
Fountas-Pinnell Level N
Informational Text
Selection Summary
Monarch butterflies migrate up to two thousand miles each way
between their summer and winter homes. Monarchs are dependent
on milkweed plants—which grow only in the north—during the egg
and caterpillar stages of their life cycle. However, as butterflies, they
cannot survive a cold climate, so they must migrate in the winter.
Number of Words: 629
Characteristics of the Text
Genre
Text Structure
Content
Themes and Ideas
Language and
Literary Features
Sentence Complexity
Vocabulary
Words
Illustrations
Book and Print Features
• Informational Text
• Six sections, most with headings, of one to two pages each
• Information presented chronologically showing the life cycle and migration cycle
• Facts about the migration of monarch butterflies
• Life cycle of monarch butterflies
• Threats to monarchs from loss of habitat and predators
• Monarchs and other animals migrate in order to survive.
• If an animal’s survival depends on one plant, its life cycle revolves around the availability
of that plant.
• Animal migration is awe-inspiring.
• Writer talks directly to the reader (second person)
• Important information contained in captions
• A mix of short and more complex sentences
• Questions and answers: But why don’t they live in a warm place all year? They can’t.
• Content words: migrate, milkweed, caterpillar, hatches, chrysalis, nectar
• Words formed from base words: gently, really, fully, exactly
• Contractions: it’s, can’t, don’t, doesn’t
• Map of monarch migratory routes
• Variety of photographs, including one full-page photo
• Twelve pages of text; easy-to-read section headings
• Table of contents and glossary with photographs
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
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Monarchs on the Move
by Caleb Graham
Build Background
Help students use their knowledge of butterflies and other insects. Build interest by asking
questions such as the following: What do you already know about butterflies? What do
you think butterflies need to do to survive? Read the title and author and talk about the
photo of butterflies on the cover. Tell students that this book is informational text, and ask
them what they might expect to learn when they read the book.
Introduce the Text
Guide students through the text, noting important ideas and helping with unfamiliar
language and vocabulary. Here are some suggestions:
Page 2: Have students turn to page 2. Point out that the table of contents lists the
titles of the text sections and the page on which each section begins.
Suggested language: Look at the first section head, “Two-Way Travelers.” What
do you think you will learn about monarch butterflies in this section?
Page 4: Direct attention to the map, and guide students to read the labels. Have
them study the map key and relate the colored arrows in the key to those on
the map. Follow along as I read the caption: This map shows where and when
monarchs migrate. In which direction do monarchs migrate, to move to a different
place at a particular time of year?
Pages 6–7: Draw attention to the section heading, “Parts of a Monarch’s Life.”
Explain that these pages tell about the different stages, or parts, of a monarch
butterfly’s life. From the photos and labels, how many parts does a monarch’s life
have? How are the four stages different? What makes all four stages alike?
Pages 10–11: Tell students that the photo shows how the monarchs live during
cold weather. They look like a solid mass of wings! How might staying together in
a tight pack like this help monarchs survive?
Page 14: Remind students that a glossary gives the meanings of words found in
the book. How do the photos help you understand the meanings of the words?
Now turn back to the beginning of the book and read to find out about the life of
monarch butterflies.
Target Vocabulary
accidents – events that happen
and may cause harm
chilly – unpleasantly affected by
cold
dramatic – spectacular or
suspenseful, p. 7
Grade 3
frightening – scary
landscape – a long stretch of
land seen from one place
migrate – to move to a different
place at a particular time of
year, p. 4
2
plenty – enough or more than
enough, p. 8
solid – hard, with no breaks or
hollow parts, p. 10
survival – continuing to live, p. 5
thunderous – very loud
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Read
Have students read Monarchs on the Move silently while you listen to individual students
read. Support their problem solving and fluency as needed.
Remind students to use the Visualize Strategy
picture what is happening.
and to use text details to
Discuss and Revisit the Text
Personal Response
Invite students to share their personal responses to the book.
Suggested language: What did you learn about why monarch butterflies migrate and
where they go? What is the most surprising fact you learned about monarchs?
Ways of Thinking
As you discuss the text, help students understand these points:
Thinking Within the Text
Thinking Beyond the Text
Thinking About the Text
• Monarchs are the only butterflies
that migrate.
• Migration is an example of how
animals develop amazing ways
to survive.
• The section titles give a good
idea of what information will be
covered.
• Monarch butterflies face threats
from predators and loss of
habitat.
• The captions and labels help
describe what is shown in the
photos.
• Being dependent on one plant or
climate affects an animal’s life
cycle.
• The map helps make clear where
and when monarch butterflies
travel during their migration.
• There are four stages in the
monarch’s life: egg, caterpillar,
chrysalis, and butterfly.
• Monarchs depend on milkweed
plants for a place to lay their
eggs and as food for the
caterpillars after they hatch.
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Choices For Further Support
• Fluency Invite students to choose a passage from the text and demonstrate phrased
fluent reading. Model using appropriate stress on words by reading a sentence aloud.
Remind students to pay attention to punctuation, raising their voices slightly at the
end of questions and placing extra stress on sentences with exclamation marks.
• Comprehension Based on your observations of the students’ reading and discussion,
revisit parts of the text to clarify or extend comprehension. Remind students to go
back to the text to support their ideas.
• Phonics/Word Work Provide practice as needed with words and word parts, using
examples from the text. Remind students that when some words are changed into
their plural form, the spelling of the word changes: butterfly/butterflies, leaf/leaves,
mouse/mice.
Grade 3
3
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Writing about Reading
Critical Thinking
Have students complete the Critical Thinking questions on BLM 22.7.
Responding
Have students complete the activities at the back of the book. Use the instruction below as
needed to reinforce or extend understanding of the comprehension skill.
Target Comprehension Skill
Compare and Contrast
Remind students that they can compare and
contrast by telling how text details or ideas are alike and different. Model the skill, using a
“Think Aloud” like the one below:
Think Aloud
I can compare and contrast caterpillars and butterflies. This means that
I look for ways things are alike and different. The chart on page 15 says
that one way caterpillars are different from butterflies is that they eat
milkweed leaves. On page 8, the author says butterflies don’t eat leaves,
they drink nectar. That is another way they are different. I can put that
detail under Butterflies in the diagram.
Practice the Skill
Have students review pages 6 and 7 and write two sentences that compare and contrast
two details about the parts of a monarch’s life.
Writing Prompt: Thinking Beyond the Text
Have students write a response to the prompt on page 6. Remind them that when they
think beyond the text, they use what they know and their own experience to think about
what happens in the story.
Assessment Prompts
• Find the word on page 8 that helps the reader know the meaning of nectar.
• What is the paragraph on page 11 mainly about?
• In paragraph 1 on page 12, find the word that means almost the same as trip.
Grade 3
4
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English Language Development
Reading Support Give English learners a “preview” of the text by holding a brief
small-group discussion with them before reading the text with the entire group.
Idioms The book includes one idiom that might be unfamiliar. Explain the meaning of the
expression making a wrong turn on page 9.
Oral Language Development
Check student comprehension, using a dialogue that best matches your students’
English proficiency level. Speaker 1 is the teacher, Speaker 2 is the student.
Beginning/Early Intermediate
Intermediate
Early Advanced/ Advanced
Speaker 1: What insects are on the
cover?
Speaker 1: Why do monarchs have to
leave the north?
Speaker 2: butterflies
Speaker 2: They can’t live in a cold
place.
Speaker 1: What are the four
forms a monarch butterfly goes
through in its life?
Speaker 1: What colors are the
butterflies?
Speaker 2: orange and black
Speaker 1: What makes monarch
butterflies amazing?
Speaker 1: Why do monarch butterflies
need milkweed plants?
Speaker 2: They lay their eggs on
milkweed plants. Then the caterpillars
eat milkweed leaves after they hatch.
Speaker 2: It starts out as an
egg. A caterpillar hatches from
the egg. When the caterpillar is
grown, it makes a home called
a chrysalis. A butterfly hatches
from the chrysalis.
Speaker 2: They fly a long way.
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Lesson 22
Name
Date
Critical Thinking
BLACKLINE MASTER 22.7
Monarchs on the Move
Critical Thinking
Read and answer the questions. Possible responses shown.
1. Think within the text Why do monarchs need the
milkweed plant? Where does the plant grow?
Monarchs lay their eggs on milkweed plants. They only grow where
it gets colder in winter.
2. Think within the text Where do monarchs go in the
winter? Why?
The monarchs go south because it is warm.
3. Think beyond the text Where would you most likely
find monarch butterflies in the spring?
Monarch butterflies are most likely found where milkweed plants grow
or traveling north to find milkweed plants.
4. Think about the text Why would Texas be a good
place to see monarch butterflies? What graphic feature
helps you answer the question?
The butterflies migrate across Texas in both the spring and fall so you could see
them twice a year. The map on page 4 helps answer the question.
Making Connections What is another animal that you have
read about that migrates? How is that animal’s migration like the
migration of the monarch butterfly? How is it different?
Write your answer in your Reader’s Notebook.
Read directions to students.
9
Critical Thinking
Grade 3, Unit 5: Going Places
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Grade 3
5
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Name
Date
Monarchs on the Move
Thinking Beyond the Text
Think about the questions below. Then write your answers in one or two
paragraphs.
On page 3, the author says that monarch butterflies are some of the most
amazing travelers in the world. After reading the book, do you agree or
disagree with the author? Why do you feel this way? Support your opinion
using details from the book.
Grade 3
6
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Lesson 22
Name
BLACKLINE MASTER 22.7
Date
Critical Thinking
Monarchs on the Move
Critical Thinking
Read and answer the questions.
1. Think within the text Why do monarchs need the
milkweed plant? Where does the plant grow?
2. Think within the text Where do monarchs go in the
winter? Why?
3. Think beyond the text Where would you most likely
find monarch butterflies in the spring?
4. Think about the text Why would Texas be a good
place to see monarch butterflies? What graphic feature
helps you answer the question?
Making Connections What is another animal that you have
read about that migrates? How is that animal’s migration like the
migration of the monarch butterfly? How is it different?
Write your answer in your Reader’s Notebook.
Grade 3
7
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Student
Lesson 22
Date
BLACKLINE MASTER 22.11
Monarchs on the Move • LEVEL N
page
7
Selection Text
Monarchs on the Move
Running Record Form
Errors
Self-Corrections
Accuracy Rate
Total SelfCorrections
First, the caterpillar makes a special home for itself. This
special home is called a chrysalis (KRIS uh lis). Inside the
chrysalis, the caterpillar begins to make a dramatic change. In
about two weeks, a beautiful butterfly hatches from the
chrysalis!
8
The new butterfly is hungry when it comes out of the chrysalis.
Unlike the caterpillar, however, the butterfly doesn’t eat leaves.
It drinks nectar, a sweet liquid in flowers.
The monarch butterfly flies from flower to flower. It drinks
plenty of nectar, and it gets fatter and fatter. The butterfly will
use this fat as fuel for the long trip south.
Comments:
(# words read
correctly/99 × 100)
%
Read word correctly
Code
✓
cat
Repeated word,
sentence, or phrase
®
Omission
—
cat
cat
Grade 3
Behavior
Error
0
0
Substitution
Code
cut
cat
1
Self-corrects
cut sc
cat
0
Insertion
the
1
cat
Error
1414118
Behavior
ˆ
Word told
1
8
T
cat
1
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