Guided Reading Lesson Plan (Levels A-L)
Title: Invertebrates
Level: K
ISBN: 978-1-4007-7222-3
Publisher: Newbridge
Familiar Read: (3 min.)
Day 1
Familiar Writing: (3 min.)
Word Building (3 min.)
1. back
Review the /ee/, /ea/ vowel pairs and their sound.
2. bone
Write: feed, leech, bee, tree, eat, meal, treat
3. skin
Before Reading: (5-7 min.)
 Book Introduction: (include meaning, structure, visual)
Glossary, Index, p. 4-9
In this non-fiction text you will discover the weird, wild, and wonderful world of invertebrates, which are
animals without backbones, through text, photos, and fun “fact bites.”

Difficult Words/Vocabulary: invertebrate (4), herbivore (5), carnivore (5), annelid (6), segment (6), flesh (7)
 Suggested Teaching Point: (refer to Behaviors to Notice and Support)
Table of Contents, Glossary, Index, real photos, captions
During Reading: (5-10 min.) *Revisit the teaching point as needed.
Prompts to Support readers:
Does it match?
Does it sound right?
Does it make sense?
After Reading: (5-7 min.)
 Discuss the story
- What are some examples of invertebrates? (insects, spiders, snails)
- How do invertebrates differ from one another?
- What is the difference between an herbivore and a carnivore?
- What does a tiger leech look like?
- How do leeches use the blood they suck out from other animals?
- What are two types of annelids?
- Do you think the katydid in the picture is easy or difficult for other animals to see?
- Why don’t large animals eat the katydid?

Return to Teaching Point- Discuss the purpose of a glossary and an index. How do we as readers use these
to help us better understand non-fiction text?

Comprehension Strategy Focus: connections, questions, inferences, visualizing, summarizing,
synthesizing, determining importance
Writing Connection: (5 min.)
Write about 2 invertebrates you learned about today. How are they alike and different?
Guided Reading Lesson Plan (Levels A-L)
Title: Invertebrates
Level: K
ISBN: 978-1-4007-7222-3
Publisher: Newbridge
Familiar Read: (3 min.)
Day 2
Familiar Writing: (3 min.)
Word Building (3 min.)
1. slimy
Review the /ee/, /ea/ vowel pairs and their sound.
2. bite
Find words in the text from yesterday that have this
3. feet
pattern. Tell them they will see more today.
Before Reading: (5-7 min.)
 Book Introduction: (include meaning, structure, visual)
p. 10-17
Yesterday we began reading about invertebrates. What are invertebrates? Today we are going to read about
more types of invertebrates. Let’s look at the index to see what we will be reading about.

Difficult Words/Vocabulary: inject (11), venom (11), drones (12), nectar (12), environment (17)
 Suggested Teaching Point: (refer to Behaviors to Notice and Support)
Table of Contents, Glossary, Index, real photos, captions, Fact Bites
During Reading: (5-10 min.) *Revisit the teaching point as needed.
Prompts to Support readers:
Does it match?
Does it sound right?
Does it make sense?
After Reading: (5-7 min.)
 Discuss the story
- Why is “So Many Feet” a good title for this lesson? (Explain the prefix centi- means “one hundred,” while
-pede means “feet.” Only some centipedes have 100 feet though)
- Look at the picture on p. 11. Where are the eggs in these photos?
- How are bees different from the other invertebrates we have read about?
- Why is the beekeeper wearing a hood over his face?
- Why do you think people like to keep bees?
- Compare the pictures on p. 14 and p. 15. What do these photos have in common? (Both show feeding)
- Why are crickets so important?
- Do you think a large, hungry animal could catch a leopard slug? Why?
- How can a slug defend itself?

Return to Teaching Point- Discuss the purpose of a glossary and an index. How do we as readers use these
to help us better understand non-fiction text?

Comprehension Strategy Focus: connections, questions, inferences, visualizing, summarizing,
synthesizing, determining importance
Writing Connection: (5 min.)
What causes crickets to rub their wings together? What is the effect of the rubbing?
Guided Reading Lesson Plan (Levels A-L)
Title: Invertebrates
Level: K
ISBN: 978-1-4007-7222-3
Publisher: Newbridge
Familiar Read: (3 min.)
Day 3
Familiar Writing: (3 min.)
Word Building (3 min.)
1. damp
Discuss the “ck” pattern. Following a short vowel the
2. hide
/k/ sound is made with “ck.” Write: suck, stick, slick,
3. pair
back, attack
Before Reading: (5-7 min.)
 Book Introduction: (include meaning, structure, visual)
p. 18-22
We’ve been reading all about invertebrates. Name some invertebrates we have read about. How are they all
alike? How are they different?

Difficult Words/Vocabulary: damp (18), abdomen (20), pierce (20)
 Suggested Teaching Point: (refer to Behaviors to Notice and Support)
Table of Contents, Glossary, Index, real photos, captions, Fact Bites
During Reading: (5-10 min.) *Revisit the teaching point as needed.
Prompts to Support readers:
Does it match?
Does it sound right?
Does it make sense?
After Reading: (5-7 min.)
 Discuss the story
- Discuss the meaning of carnivore again. What are other carnivores we have read about? How do velvet
worms trap their prey?
-What is a snorkel? (show a picture of a snorkel)
- How do scorpions breathe using a snorkel like body part?
- Are water scorpions really scorpions? Why not?
**Complete TG 2 or TG 3 together.

Return to Teaching Point- Discuss the purpose of a glossary and an index. How do we as readers use these
to help us better understand non-fiction text?

Comprehension Strategy Focus: connections, questions, inferences, visualizing, summarizing,
synthesizing, determining importance
Writing Connection: (5 min.)
Choose an invertebrate from this book. How do its body parts help it live?