Guided Reading Lesson Plan (Levels A-L)
Title: Bones and the Big Yellow Mystery_Level:_K_ISBN:_978-0-14-241042-4_Publisher:_Penguin_
Familiar Read: (3 min.)
Day 1
Familiar Writing: (3 min.)
Word Building (3 min.)
1. fingerprints
-ed: laughed, showed, parked, wagged
2. signs
3. walked
Before Reading: (5-7 min.)
 Book Introduction: (include meaning, structure, visual)
Chapter 1: Summary on the back

Difficult Words/Vocabulary: fingerprints (7) disguise (9)

Suggested Teaching Point: (refer to Behaviors to Notice and Support): Chapter headings and table of
contents
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 does Jeffrey want to read all the signs when he is at the mall?
Why did Jeffrey put the disguise on?
Why can’t Jeffrey get a dog?
Who ran up to Jeffrey? What was wrong?

Return to Teaching Point: How do the chapter titles help us understand the text?

Comprehension Strategy Focus: connections, questions, inferences, visualizing, summarizing,
synthesizing, determining importance
Writing Connection: (5 min.)
Why do you think Mr. Green is worried?
Guided Reading Lesson Plan (Levels A-L)
Title: Bones and the Big Yellow Mystery_Level:_K_ISBN:_978-0-14-241042-4_Publisher:_Penguin_
Familiar Read: (3 min.)
Day 2
Familiar Writing: (3 min.)
Word Building (3 min.)
1.showed
plural endings: glasses, clues, bones, mysteries
2.asked
3.find
Before Reading: (5-7 min.)
 Book Introduction: (include meaning, structure, visual)
Chapters 2-3
Yesterday we read about Jeffrey Bones shopping at the mall with his Grandpa. Who ran up to him? Why
did you think Mr. Green ran to Jeffrey for help?

Difficult Words/Vocabulary: Serious (12) magnifying (14)

Suggested Teaching Point: (refer to Behaviors to Notice and Support) Chapter headings
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 does Jeffrey take down clues?
Why did the cars look big to Jeffrey?
What did Mr. Green do after he parked his bus?
What clues does Jeffrey have so far?

Return to Teaching Point: How do the chapter titles help us understand the text?

Comprehension Strategy Focus: connections, questions, inferences, visualizing, summarizing,
synthesizing, determining importance
Writing Connection: (5 min.)
How do you think Jeffrey will solve the mystery of the missing bus?
Guided Reading Lesson Plan (Levels A-L)
Title: Bones and the Big Yellow Mystery_Level:_K_ISBN:_978-0-14-241042-4_Publisher:_Penguin_
Familiar Read: (3 min.)
Day 3
Familiar Writing: (3 min.)
Word Building (3 min.)
1. missing
antonyms: thin-thick, narrow-wide, open-closed
2. buses
3. barking
Before Reading: (5-7 min.)
 Book Introduction: (include meaning, structure, visual)
Chapter 4-5
Yesterday Bones was trying to help Mr. Green find his bus. What did he do to begin to help him?

Difficult Words/Vocabulary

Suggested Teaching Point: (refer to Behaviors to Notice and Support) Chapter Headings
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 did Mr. Green do after he lost his bus? Why do you think he called his boss?
Where were Jeffrey and his Grandpa when Mr. Green saw them?
How do you think Jeffrey connected the dog to the bus?
Why did Jeffrey tell Mr. Green to go back the way he came?
How did the story end?

Return to Teaching Point: How do chapter titles help us understand the text?

Comprehension Strategy Focus: connections, questions, inferences, visualizing, summarizing,
synthesizing, determining importance
Writing Connection: (5 min.)
Make a connection to the story. What does it remind you of in your own life?
Guided Reading Lesson Plan (Levels A-L)
Title: Bones and the Big Yellow Mystery_Level:_K_ISBN:_978-0-14-241042-4_Publisher:_Penguin_
Familiar Read: (3 min.)
Day 4
Familiar Writing: (3 min.)
Word Building (3 min.)
1. found
synonym and antonym hunt
2.checked
3.followed
Before Reading: (5-7 min.)
 Book Introduction: (include meaning, structure, visual)
Reread the whole book silently
Share your connection you made in your journals. Today you are going to read the book silently to yourself.

Difficult Words/Vocabulary

Suggested Teaching Point: (refer to Behaviors to Notice and Support)
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
Listen to students whisper read one at a time while they read independently to themselves.

Return to Teaching Point

Comprehension Strategy Focus: connections, questions, inferences, visualizing, summarizing,
synthesizing, determining importance
Writing Connection: (5 min.)
What kind of person do you think Jeffrey Bones is? Use character traits and details from the story.