Guided Reading Lesson Plan (Levels A-L)
Title: Bones and the Dinosaur Mystery_Level:_K_ISBN:_978-0-14-241341-8_Publisher:_Penguin_
Familiar Read: (3 min.)
Day 1
Familiar Writing: (3 min.)
Word Building (3 min.)
1. called
don’t, you’re, where’s, they’re
2. alive
3. standing
Before Reading: (5-7 min.)
 Book Introduction: (include meaning, structure, visual)
Chapter 1-2: Summary on the back

Difficult Words/Vocabulary: mysteries, cloth, plastic, crowded

Suggested Teaching Point: (refer to Behaviors to Notice and Support): Today as you read, pay attention
to punctuation marks; including commas and quotation marks
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
How big was T. Rex when it was alive?
What did T. Rex eat?
How did Jeffrey know how to find Sally and Grandpa?
What types of dinosaurs were in the box? (cloth & plastic)
What did Sally buy at the gift shop?

Return to Teaching Point: What did you notice about the punctuation as you were reading today?

Comprehension Strategy Focus: connections, questions, inferences, visualizing, summarizing,
synthesizing, determining importance
Writing Connection: (5 min.)
Where do you think Jeffrey’s T. Rex is?
Guided Reading Lesson Plan (Levels A-L)
Title: Bones and the Dinosaur Mystery_Level:_K_ISBN:_978-0-14-241341-8_Publisher:_Penguin_
Familiar Read: (3 min.)
Day 2
Familiar Writing: (3 min.)
Word Building (3 min.)
1.large
I’ll, I’ve, that’s, aren’t
2.small
3.cloth
Before Reading: (5-7 min.)
 Book Introduction: (include meaning, structure, visual)
Chapter; 3
Discuss writing from day 1. Yesterday we began reading about Detective Bones going to a science museum.
What did he see there? What did you predict happened to his T. Rex?

Difficult Words/Vocabulary:

Suggested Teaching Point: (refer to Behaviors to Notice and Support) Today as you read, pay attention to
punctuation marks; including commas and quotation marks
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
How was Jeffrey felling? Why
What words did Jeffrey use to describe the T. Rex and bag?
What is Jeffrey’s plan to find his missing bag?
Do you think the bag is Jeffrey’s? Why not?

Return to Teaching Point: What did you notice about the punctuation as you were reading today?

Comprehension Strategy Focus: connections, questions, inferences, visualizing, summarizing,
synthesizing, determining importance
Writing Connection: (5 min.)
Predict what you think Jeffrey will do next.
Guided Reading Lesson Plan (Levels A-L)
Title: Bones and the Dinosaur Mystery_Level:_K_ISBN:_978-0-14-241341-8_Publisher:_Penguin_
Familiar Read: (3 min.)
Day 3
Familiar Writing: (3 min.)
Word Building (3 min.)
1.table
antonyms & synonyms: small, tiny, big, large
2. plant
3. eater
Before Reading: (5-7 min.)
 Book Introduction: (include meaning, structure, visual)
Chapter 4
Review chapter 3. Read your predictions from day before.

Difficult Words/Vocabulary

Suggested Teaching Point: (refer to Behaviors to Notice and Support) Today as you read, pay attention to
punctuation marks; including commas and quotation marks

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
Did the girl have his T-Rex? What did she have?
How did Jeffrey know the girl and her mother are plant eaters?
What was Sally’s suggestion?
What happened when Jeffrey went back to the gift shop?
How does Jeffrey?

Return to Teaching Point: What did you notice about the punctuation as you were reading today?

Comprehension Strategy Focus: connections, questions, inferences, visualizing, summarizing,
synthesizing, determining importance
Writing Connection: (5 min.)
Make a prediction about how you think the story will end. Will Jeffrey buy a new dinosaur or will he solve the
mystery? (HINT: Look at chapter 5’s title)
Guided Reading Lesson Plan (Levels A-L)
Title: Bones and the Dinosaur Mystery_Level:_K_ISBN:_978-0-14-241341-8_Publisher:_Penguin_
Familiar Read: (3 min.)
Day 4
Familiar Writing: (3 min.)
Word Building (3 min.)
1. plastic
Prefixes: Untie, unhappy, rewrite, reread, redo
2. forgot
3. disappeared
Before Reading: (5-7 min.)
 Book Introduction: (include meaning, structure, visual)
Chapter 5:
Read predictions from yesterday. Discuss what has happened and why you made those predictions.

Difficult Words/Vocabulary: prove, disappear

Suggested Teaching Point: (refer to Behaviors to Notice and Support) Today as you read, pay attention to
punctuation marks; including commas and quotation marks

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 do you think Jeffrey figured out? How did he figure it out?
Did Sally realize what she had done?
Why does Jeffrey think he’s a good detective?
How does Jeffrey feel at the end? (discuss synonyms to sad and happy. You need to start using better
descriptive words.)

Return to Teaching Point: What did you notice about the punctuation as you were reading today?

Comprehension Strategy Focus: connections, questions, inferences, visualizing, summarizing,
synthesizing, determining importance
Writing Connection: (5 min.)
Detective Bones never gave up in the story. Write about how he proved he was a good detective.