Lesson Plans for MONSTERS ON WHEELS Level H

Before Reading

Text Type:
Fiction / Serial

Reading Level:

Word Count:


Text Summary
The four Monsters love their wheels. They ride their bike, skateboard, roller blades, and unicycle all over. But then winter comes, and they have to put their wheels away. They go shopping, and Lurk decides to buy a shovel so they can get rid of the snow on the trail and ride their wheels again.

Lesson Objectives

Reading Strategies
Use context clues and picture clues to work out meanings of words
Sound out unfamiliar words using known sound/symbol correspondences
Look for familiar word chunks within larger word chunks
Reread for sense

Word and Print Skills

Phonological Awareness
Onset and rime
Consonant-vowel-consonant-e long vowel pattern
Word Work
Inflectional ending -ing

High-Frequency Words
are, love, when, they  

Make, revise, and confirm predictions
Identify problem and solution
Analyze character 

Before Reading

Build Background
Involve students in a discussion about what they like to do in summer and in winter to elicit prior knowledge and build background.
Ask: What do you like to do in the summer? Have you and your friends ever gone skateboarding? What was it like? Do you ride bikes or go roller blading? What do you do in the winter? Can you do the same things in the winter as you do in the summer? 

Introduce the Book
Show students the cover of the book and read the title. Talk about the illustration. If students have read the previous Monsters book, Camping with Bonk, elicit what they know about the characters.
Ask: What kind of book do you think this might be? What clues are there in the picture that let you know that this is going to be fantasy story? What do you think might happen in this story? Do you recognize any of the characters on the cover? What do you remember about them? 

Book Walk
Show students illustrations in the book through page 14. Then have them predict the ending. Reinforce the language that students will read in the text.
Page 3:
Ask: What does Uzzle have? What does Bonk like to ride?
Page 4:
Ask: What do the Monsters strap on their heads and knees?
Pages 5 and 6:
Ask: What season is it now? What do you see on page 6?
Pages 7 and 8
Ask: Why is Uzzle shivering? Why are Snag’s teeth chattering? Where will the Monsters play now?
Pages 9-12
Ask: What are the Monsters doing in these pictures? Bonk wants to go shopping. What do you think they might want to buy? What are they doing on page 12?
Pages 13-14
Ask: What does Bonk see? Who wants to ice-skate? What do you think the Monsters will buy with their money? I’m not going to show you the rest of the book. I want you to read to see what they buy.

During Reading

Set the Purpose
Give students their copies of the book. Tell them you want them to read the story to find out what the Monsters decide to buy. Have students whisper-read the story at their own pace. Monitor their reading and intervene if necessary to help them with unknown words and to model reading strategies. Select one or two students to assess by having them read a page or two to you orally.
Ask: What does the word start with? What do you think makes sense here and starts with that sound? Now read the whole sentence and see if the word makes sense. 

After Reading

Reflect on Reading Strategies
Discuss the strategies students used to read words they didn’t know.
Ask: Were there any words you didn’t know? How did you try to figure them out? Did you use the picture to help you figure out the words skateboard and roller blades? Look at the snowflakes on page 6. Do you see two smaller words in the word snowflake? How does recognizing smaller words in larger words help you figure them out? 

Reflect on Reading Purpose
Revise/confirm predictions
Discuss with students what happened at the end of the story.
Ask: What did the Monsters buy? Why did they buy a shovel? Was the ending like you thought it would be? 

Developing Comprehension Strategies
Identify problem and solution
Discuss how all stories have a problem and a solution. Then ask students to identify the problem in the story.
Say: Every story has a problem. This is what makes the story interesting. In The Three Little Pigs, the Pigs had the problem of finding a house that could protect them from the wolf. What do you think the problem in this story is? How did the Monsters solve it? 

Analyzing characters
Explain how we can understand characters by what they say and what they do. Then have students look at the Monsters characters to see what they can learn about them from the story.
Ask: What things does Uzzle like? Find the part of the story that tells you, and let’s read it out loud. What does Uzzle do on page 9? What does this tell you about Uzzle? Read the part on page 9 that tells you what Snag did. What does this tell you about him? Who decides that they should go shopping? Who decides what they should buy to solve their problem? Who do you think is the leader of the Monsters? How would you describe Bonk?

Worksheet: character portrait
Give students the character worksheet. Tell them to think of words to describe him and write them in the circles around Bonk's picture. 

Building Skills

Phonological Awareness: onset and rime
Have students listen as you say the word bike by segmenting it into its onset and rime: /b/ /ik/. Ask students to say the onset and rime with you, and then blend it to say the word. Repeat with the words spring, fast, sun, cold, Bonk, cake, and park

Hand out worksheet 2 and have students divide the large-printed words into onset and rime. 

Consonant-vowel-consonant-e pattern
Write the word bike on the board, and have students read it with you. Ask students what sound the vowel makes in the word bike. Circle the e at the end of the word, and explain that often when a word ends with an e, the vowel sound is long. Write the letters CVCe over the corresponding letters in the word. Have students turn to page 9 to find three other words that have a CVCe pattern with a long vowel sound (hide, make, cake). Write the words on the board as students find them, write the letters CVCe over the corresponding letters, and ask students to identify the long vowel sound in each. Have students search for other CVCe long vowel words in the book. Remind them that not all words that end in e have long vowel sounds. The words they can find are: blades, race, snowflakes, inside, like, ice, skate. 

Word Work: inflectional ending -ing
Write the word going on the board. Circle the -ing ending and draw a line under the root word, go. Explain that we can add -ing to some words to make a new word. Have students find a word with an -ing ending on page 10 (shopping). Write it on the board and above it write the root word, shop. Explain that when words end with a single consonant, we usually double the consonant before adding -ing. Provide practice with the following words by having students add -ing to the root word: run, play, jump, walk, get, eat, drip

Word Work: high-frequency words
Write the words are, love, when, and they on the board. Explain to students that these are words that are used often in books and that if they can learn to read these words quickly, it will help make their reading faster. Point to the words are and love and read them out loud. Tell students that these are examples of words that end with e but don’t have the long vowel sound. Have students read each word and spell the word in the air with their fingers. Play a game with students. Without them seeing, erase one of the letters in one of the words. Then ask them what letter is missing. Have students clap the spelling of the word as you replace the letter. Repeat with all of the words. Then ask volunteers to come up to erase a letter.

Expand the Reading

Writing Connection
Have students fold a piece of paper in half. On one half, have them draw a picture of what they like to do in summer. On the other half, have them draw a picture of what they like to do in winter. Then have them write one or two sentences under each picture. If students need support, have them use the pattern: "I like to _____." 

Reading Independently
Invite students to reread the book independently or with a partner. Have them alternate reading different pages in the book.

Home Connection
Invite students to take the book home to read with their families. 


  • Monitor students’ oral reading to determine the strategies they use. Select one or two students and intervene during their reading to have them read a page or two orally.
  • Monitor students’ responses during the After Reading discussion to assess their understanding of problem and solution.
  • Monitor students' responses after reading to determine how well they understand character and identify character traits. Use their completed worksheets to assess how well they can analyze character traits based on character actions in the text.

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