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Picture Story Book Of The Week – Monster Under My Bed

Teacher review for “Monster Under My Bed”.  These reviews are created to assist teachers with implementing and incorporating numerous reading strategies into everyday activities.  Each book review will include suggestions for class discussions on some, or all of the following reading strategies; Predicting, Making Connections, Main Idea, Summarizing, Inferring, Fact and Opinion, Word Meaning in Context, Visualizing, Recalling Facts and Details, Real and Make Believe, Compare and Contrast, Cause and Effect, Author’s Purpose and Sequencing.  Use this review as a teaching tool to spark meaningful class discussion or create your own comprehension questions for group reading sessions or individual reading.  Check back every Sunday for a new review or click subscribe so that you never miss out!

General
Name: Monster Under My Bed
Author: Rita Moreno
Illustrator: Howard McWilliam
Pages: 32

Summary: When a little boy’s monster leaves him to go fishing, he must find a replacement monster to go under his bed.  But the boy starts to  realize there is no one quite like Gabe.  Lucky for him, his monster Gabe returns from his fishing trip early and resumes his normal scaring activities under the bed.

Reading strategies: **Note, to avoid confusion, pages start from the first text and image**
Front Cover
Predicting: What do you think the book might be about? Use the front cover and the heading to help you.
Pages 1 & 2
Inferring: Who is Gabe? How do you know?
Real and Make Believe: Are monsters under the bed real or make believe?
Pages 3 & 4
Facts and Details: How long will Gabe be gone for?
Connecting: Have you ever crept out of bed before?
Pages 5 & 6
Word Meaning in Context: What do you think the word “substitute” means? What clues can you use from the text?
Inferring: Does the boy like the new monster? What clues did you use to help you?
Pages 7 & 8
Visualizing: Describe Herbert in your own words.
Pages 9 & 10
Predicting: Do you think the boy will like this monster? How do you know?
Pages 11 & 12
Author’s Purpose: What language does the author use to make the monster sound not so scary?
Pages 13 & 14
Fact and Opinion: The boy doesn’t like the new monsters as much as Gabe. Is this his opinion or a fact?
Predicting: Why do you think the boy wants to see the monster’s tail?
Pages 15 & 16
Facts and Details: The what does the boy think about girl monsters and boy monsters?
Pages 17 & 18
Word Meaning in Context: What do you think the word “menacing” means? What clues can you use from the text?
Pages 19 & 20
Visualizing: What descriptive language does the author use to describe the monster and help you create an image in your mind?
Inferring: Is the boy scared of this new monster? How do you know?
Pages 21 & 22
Cause and Effect: Why did the boy need to find a new monster?
Pages 23 & 24
Connecting: Were you ever afraid of monsters under the bed?
Pages 25 & 26
Word Meaning in Context: What do you think the word “unfurled” means? What clues can you use from the text?
Pages 27 & 28
Visualizing: Explain the scene on these pages, what describing words can you use?
Pages 29 & 30
Facts and Details: What does the boy give to the monster instead of his toes?
Pages 31 & 32
None

Final Discussion
Real and Make Believe: Which characters in this story are real? Which characters in this story are make believe?
Author’s Purpose: The author uses many descriptive words in this story? Why do you think the author has done this?
Main Idea: Can you explain this story in just one sentence? Could you give this story a new heading?
Sequencing: Name each of the monsters that arrive under the bed in the order that they appeared in the book.

Extra Activities
Fact and Opinion: Monsters are terrifying.  Is this a fact or an opinion?
Making Connections: Do you think the author may have written this story because he was scared of monsters under the bed as a child? Explain your thinking.
Summarizing: Summarize this story in your own words in one of the following ways; 5 dots points (level 1), 5 simple sentences (level 2) or 5 sentences with descriptive language and conjunctions (level 3).

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