Illustration of children entering into a creepy looking house
Bats Langley

The Haunted House

What secrets are in the haunted house at 101 Oak Tree Lane?? Three brave friends go exploring to find out.

By Monique D. Hall
Lexiles: 490L
Guided Reading Level: K
DRA Level: 20-24
Vocabulary: haunted, explore, huddled, crooked
Think and Read

As you read, think about what the kids believe is true about the house. Does exploring show that they’re right?

The house at 101 Oak Tree Lane was not pretty. Its paint was chipped. Its windows were cracked. The grass on the lawn was so high that you couldn’t see the front steps. No one had lived there for years.

“It’s haunted, Drew,” said my sister, Diana. “Ghosts live there.”

“No way!” I said. “You’re just trying to scare me.”

Diana shook her head. She said her friends had been in there. They had heard sounds coming from upstairs. And then they ran away, scared.

“Yeah, right.” I rolled my eyes at her.

“If you don’t believe me, go see for yourself,” she said.

“Fine,” I said. “I will.”

The Three Brave Explorers

My friend Zia wanted to explore and look around the house as much as I did. She loved spooky things. But our other friend, Joel, wasn’t so sure. He did not like spooky things at all.

“Don’t you want to know what’s in there?” Zia asked him.

“Sort of,” Joel said.

“We won’t learn anything unless we explore,” I said.

“OK. I’ll come,” he said.

The next day, Zia, Joel, and I met at the house. It was raining hard. The sky was dark. We huddled close together under Joel’s umbrella and looked at the house.

“Ready to explore?” I asked, as I pulled a flashlight from out of my pocket.

“Born ready!” Zia said.

“I’m ready to get out of this rain,” Joel said.

We walked through the tall, wet grass in the yard. Then we climbed the crooked front steps, turned the rusty doorknob, and went inside.

Inside 101 Oak Tree Lane

We stepped right into a big puddle. Rain was dripping from the ceiling.

“It’s a good thing we have rain boots on,” I said.

The place smelled like old cheese.

I shined my flashlight around. There was a dusty couch, a broken table, and a piano with a lot of missing keys.

“This is so creepy. I love it!” Zia said.

Just then, a rat ran past Joel’s foot. Zia covered his mouth before he could scream.

He moved her hand and said, “This house isn’t haunted. It’s just gross! Can we leave?”

“After we check out upstairs,” I said. “That’s where Diana said the sounds came from.”

I turned toward the stairs. Zia and Joel were behind me.

That was when we heard something.

Pat-pat-pat-pat. It sounded like footsteps. And it was coming from the top of the stairs.

Zia put her hand on my shoulder and said, “Explorers explore. Let’s do this!”

Joel and I nodded. We slowly began climbing the stairs.

“Hello?” I called out. No answer.

But we did hear the pat-pat-pat-pat again. Louder.

“At the count of three, I’m pointing my flashlight at the top of the stairs,” I whispered.

“One, two, THREE!”

Solving the Mystery   

I pointed the flashlight. We were face-to-face with . . . A LITTLE DOG!

We all gasped. A dog lives here, not a ghost!

“Wait! Drew?” Joel asked. “Isn’t that Mr. Lee’s dog?”

Mr. Lee was a nice old man who lived on my street. His dog, Sadie, disappeared a month ago. Mr. Lee had looked all over, but he could not find her. He was so sad that Sadie was gone.

I looked at the dog closely. “It is Sadie!”

“Why did you run away, Sadie?” Zia asked. Sadie dashed away from us.

“I guess she wants us to follow her,” I said.

We followed Sadie into an old bedroom. We couldn’t believe what we saw. Puppies!

Awww! Sadie’s a mommy!” Zia squealed. The puppies were so tiny!

We knew we had to help. Sadie and her puppies needed a home that was warm and dry and safe.

“Let’s go tell Mr. Lee,” Joel said.

Saving Sadie and Her Puppies  

We ran all the way to Mr. Lee’s house.

We told him everything. He was so glad we found Sadie. He did not know that she’d had puppies. He was shocked!

That night, we went back to the house with Mr. Lee and our parents. Sadie’s tail wagged happily when she saw Mr. Lee. She licked his face about a hundred times. He took her and the puppies home.

Our parents were proud of us. But we still got in trouble for sneaking into the house at 101 Oak Tree Lane.

We visited Sadie and the puppies at Mr. Lee’s house every day. When the puppies were old enough, Mr. Lee said we could each take one home.

“What are you three going to name your puppies?” Mr. Lee asked. We didn’t even have to think about it.

“Oak,” Joel said.

“Tree,” Zia said.

“Lane,” I said.

video (1)
Slideshows (1)
Activities (6)
video (1)
Slideshows (1)
Activities (6) Download All Quizzes and Activities

About the Story

CASEL Social and Emotional Learning Focus

Relationship skills, practicing teamwork

Social Studies Focus

Exploration

Step-by-Step Lesson Plan

ESSENTIAL QUESTION

The big question of this issue of Storyworks 2 is: Why do we explore?

  • Reading and discussing “The Haunted House,” along with the other exploring-themed texts in the magazine (the Big Read, “The Search for the Titanic”; and the poem, “I Went Out Exploring”), should give kids insight into why people explore and what interesting things can be discovered (or rediscovered) when you explore.
  • Through the above stories, students will discuss: Why do we explore? What cool or surprising things can be found when we explore? What can we learn or gain from exploring?

1. BEFORE READING

Show “The Big Question” Video (10 minutes)

Watch “The Big Question: Why Do We Explore?” (This video also goes with other stories in this month’s Storyworks 2.)

  • Before your students watch, ask them to think about the question “Why do we explore?”
  • Watch the video.After watching, ask the question again. Write students’ ideas on chart paper.
  • Play the online vocabulary slideshow. This issue’s featured words are blend, audience, soloist, rehearsal, overjoyed, and mic.

Preview Vocabulary (5 minutes)

  • Play the online vocabulary slideshow. This story’s featured words are haunted, explore, huddled, and crooked.

Preview the article and set a purpose for reading (15 minutes)

  • Open your magazines to “The Haunted House.”
  • Read the Think and Read prompt on page 25: “As you read, think about what the kids believe is true about the house. Does exploring show that they’re right?”
  • Ask children what they think the answer to the Think and Read prompt could be. Write their ideas on chart paper.

Preview the First Page (5-10 minutes)

  • Now tell students they are going to read a fictional story.
  • Preview the art on the story’s opening pages.
  • Ask: What do you think is going on in this picture? (Answers will vary.)

2. READ THE STORY (10-20 MINUTES)

  • Kids can read this story individually, in small groups, or as a whole class.
  • Check comprehension as you read the story with the Pause and Think questions. These help check basic comprehension as you go along. 

 

3. AFTER READING: FOCUS ON ELA SKILLS

ELA Focus: Vocabulary (20 minutes)

  • Use the Word Work printable to deepen students’ understanding of the article’s vocabulary words.

Assessment: Quiz (10 minutes)

  • Pass out the quiz, which will help you assess students’ reading comprehension.
  • We also offer a lower-level quiz.

ELA Focus: Points of View (15 minutes)

“Drew’s Point of View/Another Point of View”

  • We are offering you two skills sheets to help teach the important second-grade skill of point of view.
  • Project or screen share the printable “Drew’s Point of View.”
  • The bubbles show Drew’s point of view. Read them together. Talk about when she may have been having these thoughts.
  • Now pass out “Another Point of View.” Kids will choose another character and write what he or she may have been thinking at one point in the story.
  • Later, kids can share their bubbles with one another. Other kids can guess when in the story the character was thinking that.

ELA: My Own Exploring Story (15 minutes)

  • Using the Mad Libs-style “My Own Exploring Story” printable, have your students fill in the blanks to tell about a time they went exploring.

Enrich the Learning: Paired Text Opportunities (time amount varies)

Making text-to-text connections builds knowledge and comprehension. We layer Storyworks 2 with many ways for your students to make connections.

  • These texts also ask questions similar to those posed in the Fiction. Why do we explore? What can we discover or rediscover when we explore?
  • Kids can compare the explorers in the texts using our “Explorers Chart” printable. How are they alike, and how are they different?

Text-to-Speech