• How using prior knowledge helped them understand what they read. How did having their own lemonade or food stand help them understand what was happening in the story?
• How making predictions about the first seven pages helped them comprehend the story and led them to anticipate what would happen in the final pages.
• Any other word-attack strategies used during reading. You may wish to have a volunteer point out a problematic word and recount how he or she was able to decode it or guess it from context clues. 

Comprehension
Understand Cause and Effect Relationships
Model
Have students turn to page 5. Explain that the Monsters need to have a lemonade stand because they have no money to go to the circus.

Guided Practice
Have students read on to page 6. Ask them why the Monsters switched from a lemonade stand to a pizza stand. If necessary, have them reread the paragraph to find that no one came to the lemonade stand, and that the Monsters concluded that no one was thirsty.

Independent Practice
Hand out Worksheet 1 and have students draw a picture in the first column of the cause of the scene depicted in the second column. If they get stuck, they can read the sentence under the picture.