Text type: Fiction / Serial
Word Count: 279
Page Count: 14

Text Summary
In this delightful Monsters story, a shy new monster moves in next door to Jupe. Despite Jupe's attempts to bring her out of her hiding places, Zog is just too shy. But when there's a knock on the door, a tea party waiting on the lawn, and a giggle coming from behind the bush, Zog overcomes her fears.  

Lesson Objectives 

Objectives

• Analyze characters
• Blend and segment phonemes
• Identify words with r-family blends
• Identify dialogue 

Reader Supports

• Some picture support
• Simple vocabulary 

Reader Challenges

• Introduction of a new character in a familiar series 

Vocabulary

• knocks, juicy, drapes, sofa, curious, tip-toes, kickball

High-frequency words

• when, see, over, for, many 

Materials

• Book - Hide and Seek with Zog (copy for each student)
• Chalkboard or dry erase board
• Worksheets 1 and 2

Before Reading 

Building Background

• Ask students to tell you the games they most like to play. Ask students if they have ever played hide and seek. Talk about how the game works.
• If students have read other books in the Monster series, ask students to recall what they know about the characters. Recall experiences that the Monsters have had in previous stories. Ask what they know about Jupe. When you are previewing the book, link this information from past reading experiences with the new text.

Preview the Book

• Show students the book cover and read the title.
• Ask what other information is on the cover besides the title (author’s and illustrator’s names).
• Ask students what this Monsters book might be about based on the title and the cover illustration. Ask who they think Zog might be.
• Open the book to the title page. Discuss what students see in the picture and what further ideas they have about the story.
• Show students the illustrations through page 10 and have them make predictions about what might be happening in the story. Reinforce any language that you feel might be difficult for students by incorporating it into the discussion. For example, on pages 3 and 4 you might ask, "Who moves next door to Jupe? What is Zog doing in these pictures? Why does she hide?"
• Stop after page 10 and ask students to predict who is behind the bushes and what might happen. Don’t show students the ending. 

Introducing the Comprehension    Skill: Analyze characters

• Model: Using the Build Background discussion, describe Jupe's characteristics based on her previous adventures. Tell students that you remember when Bonk had a loose tooth. While the other monsters told him scary stories, Jupe told him about the Tooth Monster. Jupe's actions make you think that Jupe is nice, and that she cares about other people.
• Check for Understanding: Ask students to recall the story in which Jupe gets a pet. If necessary, remind students of the other monsters' funny suggestions (snake, alien, etc.) and Jupe's responses. What do we know about Jupe from her responses? (Jupe is realistic and practical.) 

Set the Purpose
Tell students that as they read, they should think about what the characters say and do. What do those words and actions tell us about what kind of people (or monsters) these characters are? 

Word-Attack Strategies
Remind students to use any or all of the following strategies when they come to unfamiliar words:

• Use picture clues. Students can look at the pictures on the page. They can ask themselves if the pictures give any clues that help them figure out the word.
• Reread the sentence. They can read the sentence more than once and think about what word might make sense in the sentence.
• Sound out the word. They can use what they know about sound/symbol relationships to blend the sounds in the word together. They should think about whether the word they've sounded out makes sense in the sentence.
• Look for chunks in the word. They can look for parts of words they know within larger words.
• Keep reading. They can read past the word they don't know and think about what word might make sense in the sentence. They should then go back and reread the sentence with the word they thought of to check for sense.

During Reading  

Student Reading
Give each student a book and have students whisper-read the book. Allow students to read at their own paces. Monitor the student reading and provide prompts if it appears that a student is having difficulty. For example, if a student seems stuck on a word, suggest he or she try to sound out the word and then use the picture clues and the context to check whether the word makes sense. Have the student reread the sentence with the new word.

After Reading 

Reflect on Reading Strategies
Discuss with students:

• what they found out about who was behind the bush and what happened. Ask if their predictions were correct. Discuss how looking at the cover and the pictures in the book helped them make predictions about what the book was about.
• how using prior knowledge helped them understand what they read. Ask them to explain how knowing about the Monsters helped them read this story.
• any other strategies they used while reading. For example, ask students to show you a word in the book that they sounded out. Or ask them to look at a particular word in the story, for example, present, and ask them how they could figure out this word if they didn’t know it. 

Apply Comprehension    Skill: Analyze characters

• Guided Practice: Involve students in a discussion about the characters. Point out a simple event in the story and ask students what that event reveals about the character. For instance, when Jupe knocks on Zog's door, that shows that Jupe is friendly, and that she is not shy. Provide other examples if needed.
• Independent Practice: Give students the comprehension worksheet. They should look at the sentences describing the words and actions of the character. Then, in the space provided, they should write some words describing the character based on that sentence. Provide guidance as needed.

Building Skills

Phonemic Awareness: Blend and segment phonemes

• Say the word drapes phoneme by phoneme (/d/ /r/ /â/ /p/ /s/) and have students repeat the sounds and blend them together to say the word. Make sure students understand what to do, and then say the following words: /f/ /l/ /a/ /g/ (flag); /b/ /l/ /a/ /k/ (black); /g/ /r/ /ô/ (grow); /f/ /r/ /e/ /n/ /d/ (friend); /t/ /r/ /u/ /k/ (truck); /s/ /l/ /a/ /p/ (slap); /s/ /t/ /â/ /k/ (stake).
• Give students the following words and have them segment the words into their individual phonemes: Jupe, hide, Zog, play, friend, knock. 

Phonics: r-family blends

• Write the word drapes on the board and have students read it with you. Ask them what sounds they hear at the beginning of the word. Circle the dr and tell them that this is a blend - the /d/ and /r/ sounds blend together. Have students repeat the word, emphasizing the initial blend.
• Have students turn to page 6 and find another r-family blend. Explain that other letters besides the letter d can blend together with r. Have students underline the word they find (presents). Have them circle the blend with a different color.
• Challenge students to find other r-family blends in the book (grass on page 12; friend on page 13).
• Have students brainstorm other r-family blends. Write them on the board or chart paper and have volunteers come up and circle the initial blend.

Grammar, Mechanics, and Usage: Dialogue

• Review with students that dialogue is a character's direct speech. Ask students how we know when a character is speaking, and point out the quotation marks. Ask students how we know who is speaking. Point out the dialogue tag.
• Hand out the worksheet and review the first completed question. Students are to add quotation marks in the correct places. Point out the clue that when students see the word said, the quotation marks will come right before or right after.
• Instruct students to complete the worksheet. Guide as necessary. 

High-Frequency Words

• Write the words when, see, over, for, and many on the board. Read each word with students. Explain that these words are used often in books and that it will help them read faster if they learn them by heart.
• Point to each word quickly and in random order and have students read them several times.
• Give students clues and have them guess the words: for example, "This word starts with the same sound as say"; "This word rhymes with any;" etc.
• Ask volunteers to think of clues while the other students guess the word.

Building Fluency 

Reading Independently

• Allow students to read their books independently or with a partner. Partners can take turns reading in the book.

Home Connection

• Have students take their books home. They can read it to parents, caregivers, siblings, or friends.

Expanding the Reading 

Writing
Using their character analysis worksheets, have students write a sentence of dialogue for Jupe and Zog. Help students brainstorm the kinds of things Jupe and Zog might say. Help students by writing the pattern "__________," says _____. on the board. Allow students to write two sentences and attribute them to Jupe and Zog.

Assessment

• Monitor student responses during the pre-reading discussion to determine whether they can make logical predictions based on available information. Note the strategies they use as they read.
• Monitor student responses during the discussion to note whether they can suggest words to describe the characters. Review their completed worksheet to assess their understanding of characters and how this information is conveyed in the story.
• Observe students as they search for blends in the book and brainstorm other blends. Determine how well they can recognize the blends in words.
• Review completed worksheet 2 to ensure that students have a sense of how quotation marks work.