• How did using prior knowledge help students understand what they read? Ask them to explain how having loose teeth or knowing the monsters helped them understand the book.
• How did the context help them read unfamiliar words? Did they reread sentences or read on and try to figure out what the word was?
• Ask students to identify words that they had difficulty with and recount how they worked them out. 

Comprehension
Sequence Story Events
Model
Remind students that what happens in a story is called the plot. Most plots go in a special order. Something happens first in the beginning, something else happens in the middle, and then something happens at the end. The story would not make sense if the end or the middle came first.

Guided Practice
Have students return to the book to identify the first thing that happens in the story. Write or draw on the board the things they suggest. Have them describe the middle and the end.

Independent Practice
Hand out worksheet 1. Explain that students are to draw their own pictures of what happens in the beginning, middle, and end of the story. Encourage them to revisit the book to help them with their story maps. When they have finished, allow them time to write a sentence under each picture.