Word count:
260 

Text Summary
Bonk couldn't be more proud of his loose tooth. He wiggles it for all his friends and declares himself the king of loose teeth. But his jealous friends tell him scary stories about having his teeth pulled and never being able to chew again. Bonk is upset until Jupe tells him the true story-that the Tooth Monster will come and leave a surprise when his tooth comes out. Bonk's friends apologize, and the monsters have a loose-tooth party. 

Lesson Objectives 

Students will:

• Sequence story events.
• Orally substitute medial sounds.
• Identify s-family blends. 

Vocabulary
High-frequency words
once, there, was, that, know 

Materials

• Book - Bonk's Loose Tooth (copy for each student)
• Chalkboard or dry erase board
• Worksheets 1 and 2 

Before Reading

Build Background

• Ask students if they have ever lost teeth or had loose teeth. Have them describe what happened. Ask them what they did with the tooth. If students volunteer information about the tooth fairy, talk about who the tooth fairy is and what she does.
• If students have read other Monsters books, ask them to recall the stories. Ask if they remember when the monsters went camping, played on their wheels, and got a pet for Jupe. Link the information from past books to this book. Help students understand that a series is a group of books that uses the same characters over and over. 

Preview the Book

• Show students the cover and read the title.
• Ask what other information is on the cover besides the title.
• Ask what they think the book might be about based on the title and cover illustration.
• Open the book to the title page and show students the illustration. Then flip through the pages and show students the illustrations up to page 12. Have them make predictions about what will happen to Bonk and the other monsters. Be sure to incorporate any language that you feel might present difficulty. For example, you might ask, "Why is Bonk wiggling his tooth?"
• Refer to the thought bubble on page 6. Ensure that students understand that when pictures have bubbles coming from a character's mouth or head, that means that the picture inside the bubble shows what the character is saying or thinking. 

Word Attack Strategies
Remind students to use any or all of the following strategies when they encounter difficult words:

• Think about what you already know. Think about the characters in the Monsters books. What might they be doing here? Think about loosing teeth. What happens?
• Use picture clues. Look at the pictures. Ask if the pictures give any clues to what the words on the page might be.
• Reread the sentence. Read the sentence more than once. Think about what might make sense in the sentence. Try a word and read the sentence with that word to see if it makes sense.
• Sound out the word. Starting with the first letter, read each letter sound through the word. Then, blend the sounds together and say them out loud to see if you recognize the word.
• Look for chunks in the word. Look for familiar chunks of letters. For example, the word Snag has the sounds /sn/, short /a/, and /g/. Blend the sounds together.
• Keep reading. Read past the unknown word. Think about what word might make sense. Go back and reread the sentence with the word. 

During Reading 

Set the Purpose
Have students read the book in order to find out what happens at the end of the story. Tell them that you will talk about the beginning, middle, and end of the story after they finish reading. 

Student Reading
Give each student a book and have students whisper-read at their own pace. Monitor reading and provide prompts or modeling if necessary. You may wish to stop when the majority of students have reached an appropriate place and ask students to retell what went on during the beginning, middle, or end of the story.

After Reading 

Reflect on Reading Strategies
Discuss the reading strategies students used with this book.

• 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. 

Building Skills

Oral Substitution of Medial Sounds

• Say the word Lurk and ask students to tell you the sound they hear in the middle (r-controlled /u/).
• Tell students that you are going to replace the r-controlled /u/ with short /o/. Pronounce the short /o/ sound. Ask students what new word you have made (lock).
• Ask students what word you would make if you changed the /o/ to /i/ (lick).
• Give students a series of oral medial sound changes from the word time. Start by switching /i/ to long /e/ to make team, and /e/ to long /a/ to make tame. Then begin with sit. Change the /i/ to /a/ (sat), and /a/ to /e/ (set). 

Identify s-family Blends

• Write the word story on the board and ask students to tell you the blend they hear at the beginning. Ask them what two letters make up the blend. Circle the st.
• Write the word Snag on the board and have students read it. Have them tell you what blend comes at the beginning and what two letters make up that blend. Repeat with the word smiles.
• Hand out worksheet 2. Explain to students that they are to identify the pictures and think about where they hear an s-blend in the word. In the space under the picture, they can either write the letters that make the blend, or if they know it, they can write the whole word and circle the letters that make the s-blend. 

High-Frequency Words

• Write the words once, there, was, that, and know on the board. Read each word with students. Explain that some words are used over and over again in books and it will help them read quickly if they know these words by heart.
• Play the "funny voice" game. Have students brainstorm funny voices such as monster voices, scared voices, robot voices, etc. Do a round in each voice, having students read one word from the board in that voice. Have each student read every high-frequency word at least once. 

Fluency

• Allow students to reread the book independently or with a partner. Partners may read the entire story or take turns reading parts of it.
• Let students take the books home to read with parents, caregivers, siblings, or friends. 

Expand the Reading  

Writing

• Have students reread the stories that Snag, Lurk, and Jupe told Bonk. Point out the repeated structure of "Once there was a… He… The End." Point out that these stories have beginnings, middles, and ends.
• As a model, write the words Once there was a, He/She, and The End on the board. Have students brainstorm the plot of a simple 3-sentence story they would like to write in this style. They can choose any characters or events that they like.
• Have students write and illustrate their stories. Bind them together into a class book. 

Assessment  

• Monitor student responses during the prereading section to determine if they can make logical predictions about what might happen in the book.
• Monitor student responses during discussion to note if they can identify and sequence the events from the beginning, middle, and end of the book. Review completed sequencing worksheets.
• Review completed s-blend worksheets. Note if students can identify the letters that create s-blends.