Text Type: Fiction / Serial
Page Count: 16
Word Count: 307 

Text Summary
What should the Monsters do to pass the long, hot summer? All the other cool monsters join clubs. But the garden club makes Snag sneeze, the travel club makes Bonk seasick, and the hiking club is just too hard. When the Monsters try to form their own "Scary Monsters" club, their passwords aren't scary enough, and their scary faces are too scary. Just when the Monsters get discouraged, the jingle of an ice cream truck reminds them that there are many ways to be cool in the summer. 

About the Lesson 

Objectives

• Make inferences
• Listen to differentiate medial sounds
• Read words with s-family blends
• Understand multiple-meaning words 

Targeted Reading Strategy

• Make, revise, and confirm predictions 

Materials

• Book – Club Monster (copy for each student)
• Chalkboard or dry-erase board
• Prediction, Making Inferences, S-Family Blends, Multiple-Meaning Words worksheets
• Word journal (optional)

    Indicates an opportunity to use the book interactively (all activities may be completed with paper and pencil if books are not consumable) 

Vocabulary

• High-frequency words: all, says, but, should, they, not
• Vocabulary: monsters, garden, sneezes, airport, seasick, hiking, practice, passwords, clubhouse, squeeze, squished, squashed, slush 

Build Background

• Ask students to share what they know about clubs. If your school has after-school clubs, talk about what things students do there. Provide examples of other clubs, such as sports clubs, Boy and Girl Scouts, and 4-H clubs.
• If students have read other books about the Monsters, have them review the stories. Talk about each of the Monsters and what students can remember about them. 

Book Walk

Introduce the Strategy: Make, revise, and confirm predictions

• Show students the front and back covers of the book and read the title. Ask students what they think the book is about. Give them the Prediction worksheet and model how to make a prediction about the story based on the cover information. Model recording a prediction on the worksheet. You might want to make an overhead of the worksheet on which to model the strategy.
• Think aloud: I have read other books about the Monsters, and I know that the books usually are funny. I think this story will probably be funny too, so I’m going to write that as a prediction in the first column.
• Ask students to share their predictions about the book. Help them record their predictions in the first column in the worksheet.
• Think aloud: Good readers make predictions as they read. They think about what they know about the book and make good guesses about what will happen next. Then they read on to see if they need to change their ideas as they get more information. Let’s look at some more pages in the book to see if we can think of other things that the book might be about.
• Click here for more reading and word-attack strategies. 

Introduce the Vocabulary

• Preview the book with students through page 6. Ask students what they think is happening in the pictures. Reinforce the vocabulary words that students will encounter in the book. For example: You’re right, Bonk looks seasick on the boat. Ask students to point to the word on the page that says seasick. Ask them how they know the word. Reinforce that they might recognize smaller chunks in the word, sound out the phonic elements they know, or look at the picture to think of what word might fit.
• Click here for strategies to help you teach high-frequency words. 

Introduce the Comprehension    Skill: Make inferences

• Model making inferences: Tell students that sometimes the author does not tell us everything that happens in a story. Sometimes, the author tells us one bit of information, such as the effect, but not another, such as the cause. Usually, the information the author does give is enough for us to guess the part he or she did not give. When a reader fills in this information, it is called making an inference. Sometimes, making an inference is more fun and funnier than just reading information the author gives us.
• Think aloud: Let's say that on a cloudy day, all of you students come in wearing raincoats and holding umbrellas. Your hair is wet, and your shoes are muddy and squeaky. Now, no one told me that it is raining outside, but I can make the inference that it is raining based on the information I do know.
• Explain that in the book Club Monster, students will be making some inferences. There may be some information missing in certain places.
• Check for understanding: Give students a scenario and have them suggest possible inferences. Ask them what inference they can make if they see someone carrying groceries, but there is fruit, broken eggs, and spilled milk on the ground. One of the bags is ripped on the bottom. What happened? 

Set the Purpose

• Tell students that they are going to look for inferences in the book. Introduce the Making Inferences worksheet. Students will make inferences from the information on the worksheet, much of which is in the book.

    Instruct students to write the letter i next to any places where they think information is missing and they might have to make an inference. They may be able to make the inference, or they may not. Reassure students that even if they cannot make the inference themselves, you will talk about those places they marked after they finish reading.  

Guide the Reading

• Give students their books, and ask them to read to the end of page 6. If they finish before the others, they should go back and reread the pages.
• When students have all read to page 6, ask them to look at the Prediction worksheet. Have them tell you what they predicted from the cover information. Ask what happened on the pages and whether their predictions were correct.
• Ask students to make a prediction about what will happen next. Help them record their predictions in the second column.
• Ask students to read to page 14. Repeat the steps you followed for the reading of pages 2 through 6.
• Have students record in the third column how they think the story will end and then read the rest of the book.
• As students read, monitor their reading and intervene to help them work out words that are difficult for them. 

Reflect on Reading Strategies

• Ask students what strategies they used to work out unfamiliar words. Ask how they knew the word practice on page 9. Reinforce any good reading strategies you noticed students using as they were reading. For example: I heard Marko sound out the blend at the beginning of the word. Then he tried the short vowel sound and the /k/ sound. He figured out the rest of the word because it made sense in the sentence. That was good reading.
• Have students refer to their predictions on the worksheet. Ask how the story ended and whether they were correct.
• Talk about how making predictions made students more interested in finding out what was going to happen next. Ask whether making predictions helps them pay more attention to what they are reading and helps them better understand the story. 

Apply the Comprehension    Skill: Make inferences

• Discussion: Call attention to the words in capital letters on page 7. Ask why the words are written that way. Ask students to make an inference about Uzzle from what he says. Point out that the story doesn’t give them the information that Uzzle yelled, but students may infer that from the capital letters.
• Return to the Making Inferences worksheet. Have students look at the first example, which is completed for them. Have them read the sentences and look at the illustration. If they need to, they can find the illustration in the book and read that page. Show them how to write the inference on the right-hand column.
• Independent practice: Have students complete the comprehension worksheet. Guide them as necessary.
• Extend the discussion: Have students share their worksheets when they are finished. Have them explain why they made the inferences they did.

Phonemic Awareness: Differentiate medial sounds

• Say the following words aloud: look, book, shop. Ask students if all the words have the same middle sound. Have them tell you which word has a different sound (shop). Ask them what middle sound the other two words contained. (/oo/)
• Repeat with the following groups of words: make, tape, loop; club, cap, hut; should, wood, full; noise, boys, fume; both, soup, spoon; brown, dorm, bowl; bird, heard, fist. 

Phonics: S-family blends

• Ask students to recall what a blend is (two or three sounds that are smoothed together).
• Have students turn to page 5 and find examples of s-family blends (steps, Snag, sneezes). Have students say the words, emphasizing the blend.

    Have students search the book and underline the words with s-family blends each time they appear. They will find scary, squeeze, squished, squashed, sweat, snow, and slush.

• Explain and guide students to complete the S-Family Blends worksheet. 

Vocabulary: Understand multiple-meaning words

• Have students turn to page 4 and read the sentence with the word cool. Ask them what the word means in this sentence.
• Have students turn to page 16 and read the sentence with the word cool. Ask them what the word means in this sentence. Ask why what Bonk says is funny. Explain that a pun is a special kind of joke in which a person uses both meanings of a multiple-meaning word at the same time.
• Ask students to say some sentences that show the different meanings of the word cool.
• Remind students that there are many words with the same spelling but different meanings. Point out the word club. Have students think of all the different meanings of the word club.
• Explain and guide students to complete the Multiple-Meaning Words worksheet. 

Independent Reading

• Allow students to read their books independently or with a partner. Have partners take turns reading alternate pages. 

Home Connection

• Have students take their books home to share with family members. 

Writing

• Have students draw a picture of what the Monsters might do after they finish their ice cream. Have them write a few sentences under their picture to tell what happens.
• Allow students to share their pictures and read their sentences with other members of the group. 

Monitor students as they interact during group activities, and review their completed worksheets to determine if they can:

• make logical predictions about the text from available information. Note if they revise or correct their predictions as they read.
• make logical inferences based on text information and known information.
• locate words that start with s-family blends.
• understand that words can have more than one meaning.