Guided Reading Lesson Plan (Levels A-L)
Title: All About Hibernation
by: Tori Kosara
Level: J
ISBN: 978-0-545-37957-1
Publisher: Scholastic
Familiar Read: (3 min.)
Familiar Writing: (3 min.)
Word Building (3 min.)
1.
through
warm – warmer - warmest
2.
place
deep –deeper – deepest - deeply
3.
such
long –longer - longest
Before Reading: (5-7 min.)
 Book Introduction: (include meaning, structure, visual)
INFEREING: Readers use clues to figure out the book’s theme, or big idea. What do the title and the
picture on the cover suggest you will be reading about today?
SYNTHESES: Today you will be reading an informational text about hibernation. You will read to find
out where animals hibernate, what they do while they are hibernating, and how they know when it is
time to hibernate and wake up again in the spring. What do you already know about hibernation?
What animals hibernate? Do you hibernate?
GLOSSARY: Sometimes when I read a non-fiction informational text, I read the glossary before I start
reading the text. A glossary is like a little dictionary in the back of the book, listing difficult words we
will read today. Can you think of a reason why reading the glossary first would be helpful? Read the
glossary. Discuss each word and its meaning. (ABC order, bold words) This book has many difficult
words, and by reading the glossary first, we will have a better understanding of the words when we find
them in the text.

Difficult Words/Vocabulary: Consult the glossary! This story has many difficult words, and most of them
are found in the glossary. season (pg.3) shelter (pg.5) beforehand (pg.7) chemical (pg.11)
temperature (pg.16) breaths (pg.19) gnawing (pg.21) Antarctic (pg.25) estivation (pg.28)
 Suggested Teaching Point: (refer to Behaviors to Notice and Support)
Today while you are reading, think about what strategy you are using to figure out new words. We can
stretch them out, or sound them out. Sometimes we can even reread some of the words to help us.
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 is hibernation?
Where do animals hibernate?
Which animals hibernate?
What do animals do before hibernation? Give me an example.
What do animals do during hibernation? Use a fact from the book.
What helps the animals keep warm during the long, cold winter months?
Which animals are “true” hibernators and what does it mean to be a “true” hibernator?
Are bears “true” hibernators? Why or why not?
Guided Reading Lesson Plan (Levels A-L)
Look at pages 16-17. Use the thermometers to compare and contrast body temperatures.
Why do you think the woodchuck’s teeth stop growing?
What other cold-blooded animals can you think of?
Estivation is something similar to hibernation. Tell me about estivation.

Return to Teaching Point: What words where difficult to sound out? Show me. How did you figure
them out? Did you chunk or reread?

Comprehension Strategy Focus: connections, questions, inferences, visualizing, summarizing,
synthesizing, determining importance
Tell me about his text in just a few sentences.
Writing Connection: (5 min.)

Imagine you are a hibernating animal and fall is approaching. What will you do to prepare to hibernate?
Where will you go? What will happen to you during the winter?