Text Complexity Analysis of Waiting for Wings by Lois Ehlert

Text Type: Informational Picture Book, Big Book, Audio Book

Text Description

Recommended Complexity Band Level

Waiting for Wings The life cycle of four butterflies is

K-1

described through rhyming text and colorful collage

illustrations.

Quantitative Measure
Quantitative Measure of the Text:
160L

Range:
N/A (Chart lists 450L +)

Associated Band Level:

K-1

Qualitative Measures
Text Structure: Slightly Complex- The organization of the text is clear and follows an order that makes sense in describing the butterfly
life cycle. The use of graphics directly support and assist in helping students understand the text.

Language Features: Moderately Complex- The text is simple with some occasions for more complex meaning. Vocabulary is mostly
familiar and on grade-level. Sentences are simple and some are compound.

Meaning/Purpose: Slightly Complex- The butterfly life cycle theme is obvious and is included on the front cover and in the first few
sentences of the text. The level of meaning is based on the basic characteristics of the butterfly life cycle.

Knowledge Demands: Slightly Complex- The text explores a single theme (the butterfly life cycle). There are no references to other
texts or cultural elements.

Text Complexity Analysis of Waiting for Wings by Lois Ehlert

Text Type: Informational Picture Book, Big Book, Audio Book

Considerations for Reader and Task

Possible Major Instructional Areas of Focus (include 3-4
CCS Standards) for this Text:
3.C.1.a. Identify and draw pictures that show what an animal (egg
to frog) and a plant (seed to tree) looks like at each stage of its life
cycle.
3.C.1.b. Describe and compare the changes that occur in the life
cycle of two different animals, such as a frog and a puppy, and
two different plants, such as a rosebush and a maple tree.
RI2 With prompting and support, identify the main topic and retell
key details of a text
With prompting and support, listen to a wide variety of
complex informational texts.
RI3 With prompting and support, describe the connection
between two individuals, events, ideas, or pieces of information in
a text.
With prompting and support, demonstrate an
understanding of sequential order.

Below are factors to consider with respect to the reader and task:
Potential Challenges this Text Poses:
1. Knowledge of vocabulary could pose a challenge. While
listening to the main part of the story, students will hear words
nectar and fragrant. One the page after the main story (pg. 34),
there is a more in-depth look at Butterfly information and words
such as insect, thorax, abdomen, antennae, emerges, chrysalis,
and proboscis are used. Students may need vocabulary
instruction and practice in order to order to comprehend this
information in the text.
2. This text is available as a big book, regular size picture book,
and an audio book on CD. Students will have the opportunity to
access the audio book through the use of a CD player or the disc
drive on a class computer. It would be helpful for students to
know how operate a CD player in order to access the audio book
during small group time.
Differentiation/Supports for Students:
1. Using a vocabulary strategy will help students become more
familiar with text terminology. Some possible strategies to use
are:
Possible Sentences- students create meaningful sentences
using vocabulary that will be in the text they are about to
read. The teacher provides a short definition first.
Word Experts- the teacher recruits individuals to develop
Word Expert Cards that hold important vocabulary. The
student becomes the "expert" on that term and shares
information with the class when needed.
2. A student who is unfamiliar with the technology necessary to
access an audio book may be introduced to the technology by the
teacher and may then work with a partner while accessing the
audio book until becoming able to use the technology
independently.

Created by Shawna Shipe

*Students may read along or read with the eBook. This book may
be connected with Are You a Butterfly? and other books in the text

Reviewed by ____________________________________________(name, state, e-mail, date)