Grade 2: A Butterfly is Patient


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Reading Informational Text

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.


W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

Speaking and Listening

SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.


L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.


This Grade 2 lesson titled “A Butterfly is Patient” by Seattle Public Schools and cited on is designed to be completed in 6 days of ELA/Literacy instruction. Through a Read-Aloud of an illustrated, informational text, students engage in multiple activities to build their knowledge about a topic. They use a 3-Column graphic organizer first completed with the teacher, followed by a gradual release of support. Peer discussions give students the opportunity to practice their use of text evidence. As a culminating activity, students select two characteristics of the insect that they think are important, and then write an explanatory paragraph with at least five sentences describing the characteristics they selected using evidence from the text to support their work.


Connecticut teachers are cautioned that while the plan does provide a sample written response to the culminating task, a comprehensive aligned CCSS writing rubric would enhance the teacher’s ability to sufficiently interpret student performance for the writing and language standards listed and will need to be developed. While the lesson activities are designed to elicit direct observable evidence of the degree to which a student can independently demonstrate the reading or speaking & listening standards targeted, it is recommended that a rubric be developed to assess individual students for these targeted standards. The lesson plan recommends the instruction be divided into two sessions per day, at least 20 minutes per day. The Read-Aloud book, A Butterfly is Patient by Dianna Hutts Aston (copyright 2015) is not included with the lesson materials.


This lesson is a good example of how to make reading texts closely, examining textual evidence, and discerning deep meaning a central focus of instruction. It integrates appropriate supports/suggestions for students who are ELL, have disabilities, or read well below the grade level text band. The teacher gradually removes supports, requiring students to demonstrate their independent capacities. The lesson plan addresses instructional expectations and is easy to understand and use. Materials include: detailed lesson plans with questions, activities, and vocabulary with the expected outcome or response for each; information about what makes this read-aloud complex; sample written response to the culminating task; vocabulary day-by-day; fun extension activities and useful resources; tips and explanations for the teacher.