Article
c.b. CANGA

The Ghost of Specter Elementary

Mia isn’t interested in making new friends—until she meets a ghost!

By Lauren Magaziner

Learning Objective: Students will understand how a character changes by the end of this creative tale about a student who’s tired of being the new girl in school.

Lexile: 500L-600L
Guided Reading Level: N
DRA Level: 28

Mia sank low in her seat as the car rolled to a stop. She looked at her third new school in two years. She was starting to feel like she moved more than a checkers piece. Last time, she didn’t even bother making friends. What was the point, knowing that it wouldn’t last? Best friends forever—what a joke!

“I’m going to be late for work, honey,” said her dad.

Mia stared at her new school with a scowl.

Specter Elementary was an old, ramshackle house with creaky windows. The building was taller than it was wide, sitting on top of a hill.

“Do I have to go?” Mia whispered.

“You’ll be great,” her dad said.

Mia wished he’d never taken this new job. Why did she always have to give up her life just because her dad made a choice without her? It wasn’t fair!

Mia slammed the car door shut and stormed into the front office. An older kid led her to her new classroom. She looked at all her classmates.

These weren’t her friends. This wasn’t her home. This would never be home.

C.B. CANGA

All Alone

At lunch, Mia chose to sit by herself. A few kids tried to say hi, but she looked away. She ate with her head down. She used to have friends, before her first move. And she had friends after her second move too, but it hurt so badly
to leave them. It was easier to not make friends at all.

That whole first week at Specter, Mia ate alone, invisible to everyone. But to her surprise, on Friday, two people sat down next to her.

“What are you doing?” Mia asked.

“Joining you,” said a girl in pigtails. “I’m Natalie. And this is—”

“Travis,” the short boy next to Mia said. He blushed as he talked.

“So, what do you want?” Mia asked curtly.

“We just came to see how your first week was going,” Natalie said. “You’ve been kind of quiet. So we thought we’d say hi. In case you were shy or something.”

“I’m shy,” Travis added in a whisper.

Mia sighed. She wasn’t shy—she just didn’t want to get attached. “Uh, Specter’s fine.”

“Just fine? Then I guess no one told you about THE GHOST,” Natalie exclaimed.

“The ghost?” Mia said.

Natalie wiggled her fingers. “The ghost of Specter Elementary! Legend has it that there’s a ghost who haunts the halls. If you put your ear up to the wall, sometimes you can hear a whistling sound.”

“My brother told me that if you say ‘Specter ghost’ three times fast into a mirror, it will appear and suck your soul out of your belly button with a straw,” Travis said.

Mia frowned. “You’re making fun of me, aren’t you?”

“What do you mean?” Natalie asked, taking a bite of her turkey sandwich.

“You think I’m that gullible? You want me to put my ear to the wall or talk into a mirror, and then look stupid in front of the whole school.”

Natalie quickly put down her sandwich. “That’s not what we—”

Mia’s eyes filled with tears. She ran out of the cafeteria.

C.B. CANGA

Meeting the Ghost

Mia didn’t stop running until she was safe in the bathroom, locked inside a stall. Hot tears slid down her cheeks. Suddenly, she thought she heard a whistling sound coming from the walls. But it was all in her head, right? She walked out to the sink, seeing her own nervous face in the mirror.

“Don’t be silly,” she said aloud. “There is no Specter ghost.”

But then she whispered “Specter ghost” twice more—just to see.

There were two sharp knocks on a stall door behind her.

Mia almost screamed. She thought she was alone. “W-who’s there?”

“Boo,” said a muffled voice through the door.

“Boo who?” asked Mia.

“Don’t cry! It was just a joke!” replied the voice.

A knock-knock joke?! Mia thought, confused.

“Who are you?” Mia asked. A shiver slid down her back. The air was colder somehow. She could see her breath. Then something came into view—the shimmery outline of a kid. It didn’t look like any kid Mia had seen before. The figure was almost completely see- through.

“I know, that’s a dreadful joke. Wait—dreadful . . . or deadful?” the ghost said, grinning.

“What are you?” Mia asked.

“I think you know.”

“Are you going to suck my soul out of my belly button?”

The ghost yawned. “If I knew you were going to call me here just to ask me silly questions, I wouldn’t have come.”

“Can I ask what you’re doing here?” Mia asked.

“My job is to help out students who are in danger of disappearing.”

“In danger of what?” Mia rushed to the mirror. Her brown eyes, thick hair— everything looked normal. Then she moved to tuck a lock of hair behind her ear. But she couldn’t see the tips of her fingers! She really was disappearing.

Settling In

“There has to be some way to stop this. Please! Help me!” Mia begged.

“Once the change is complete, there is nothing I can do. But you might be able to stop becoming invisible,” said the ghost.

Mia looked at her fading fingers. “What can I do?” she asked quietly.

“If you spend your whole life missing the past instead of living in the present, then you’re going to disappear. Want to hear another joke?” asked the ghost.

“No,” Mia said. “I’m going to recess.”

“Excellent!” said the ghost.

Mia marched out of the bathroom and ran down the hall. Outside, she found Natalie and Travis talking under the slide.

“I’m sorry about lunch,” Mia said. “Can I join you?”

Natalie looked surprised, but she and Travis moved aside to make a spot for her. As Mia sat down, she looked at her hands and smiled.

They were back.

THINK AND WRITE

Imagine you’re Mia. Write a journal entry about what happened at Specter Elementary on your first day and how it changed you. Be sure to use details from the story in your entry. Answer in a well-organized paragraph.

Slideshows (1)
Audio ()
Activities (5)
Quizzes (2)
Quizzes (2)
Answer Key (1)
Slideshows (1)
Audio ()
Activities (5) Download All Quizzes and Activities
Quizzes (2)
Quizzes (2)
Answer Key (1)
Can't-Miss Teaching Extras
About the Author

Did you know that Lauren Magaziner was an editor at Storyworks? She left to pursue writing full-time, and she’s had lots of success! Check out her new choose-your-own-adventure series “Case Closed”.

A Ghostly Connection

Got any Harry Potter fans? Ask students to make connections between the ghost of Specter Elementary and Moaning Myrtle, the student-turned-ghost who haunted the girls' bathroom at Hogwarts in Harry Potter and the Chamber of Secrets.

More About the Article

Content-Area Connections

Social-emotional learning: Relationship skills (communication, social engagement)

Key Skills

how a character changes, figurative language, text features, character, main idea, inference, key detail, plot, vocabulary

Step-by-Step Lesson Plan

1. PREPARING TO READ

Preview Text Features (10 minutes)

  • Ask students to look at pages 14 and 15. Direct their attention to the title, subtitle, and illustration. Explain that specter is another word for ghost. Ask how the girl in the illustration might feel. How does this picture connect to the title and subtitle? Will this story be about events that could happen in real life? Encourage students to give reasons for their answers.
  • Have students look at the pictures and the subheads that introduce each section on pages 16-19. Have students compare the pictures on pages 14 and 19. Ask students to predict how Mia will probably change by the end of the story.
  • Point out the Pause and Think boxes at the end of each section. Explain that the questions will help students better understand the story as they read.

Introduce Vocabulary (15 minutes, activity sheet online)

  • We have highlighted in bold six vocabulary words that may be challenging and defined them on the page. Discuss the meanings of the words, focusing on how they are used in the story.
  • Preview these words by projecting or distributing our vocabulary activity and completing it as a class. Play our Vocabulary Slideshow, where images and audio help students with comprehension and fluency.
  • Highlighted words: scowl, ramshackle, curtly, gullible, shimmery, dreadful.

Set a Purpose for Reading (10 minutes)

  • Call on volunteers to read aloud the Think and Read and Think and Write boxes on pages 14 and 19. These features and the fiction package support the story’s featured skill, how a character changes.
  • As they read remind students to look for clues that tell how Mia changes throughout the story.

2. CLOSE READING

Reading and Unpacking the Text

  • First read: Read the story as a class. Use the Pause and Think question at the end of each section to check comprehension.
  • Second read: Distribute Close-Reading and Critical Thinking Questions to the class. Preview them together. Ask students to read the story again and answer the questions as a class or in small groups.

Close-Reading Questions (30 minutes, activity sheet online) 

  • Read the first section. What does the author mean when she writes that Mia “was starting to feel like she moved more than a checkers piece”? (figurative language) A checkers piece moves around a checkerboard a lot. Mia had started three new schools in two years.
  • How does the picture of Specter Elementary help you understand the description of the school in the story? (text features) The picture shows an old house that is taller than it is wide and sits on top of a hill. The roof is sagging and the building looks old, like it could fall down.
  • Read “All Alone.” How does Mia act during her first week at Specter? (character) She sits by herself, eats with her head down, and doesn’t say hello to the other kids. Why does she act this way? (main idea) Whenever she moves she has to leave her old friends behind, so it’s easier not to make any new friends.
  • Why do Natalie and Travis tell Mia the story about the ghost? (inference) They want her to know what the rest of the students meant to help her fit in.
  • Read “Meeting the Ghost.” Why is Mia so upset when she runs into the bathroom? (inference) She thinks that Natalie and Travis were making fun of her.
  • What special job does the ghost have? (key detail) Her job is to help students who are in danger of disappearing.
  • After meeting the ghost, what happens to Mia’s hands? (plot) The tips of her fingers disappear.
  • Read “Settling In.” What does the ghost mean when she tells Mia she “might be able to stop becoming invisible”? (inference) “Becoming invisible” means that Mia can help herself by not being alone all the time, refusing to make friends.
  • Why is Mia able to see her hands after she sits down with Natalie and Travis? (how a character changes) She has stopped disappearing because she followed the ghost’s advice and is living in the present. She has decided to accept life at her new school and try to make it a good experience.

Critical-Thinking Question (10 minutes, activity sheet online)

  • At the end of the story Mia asks Natalie and Travis if she can join them for lunch. What does this show about how her character has changed? (how a character changes) At the beginning of the story Mia was angry about needing to make friends at a new school again. She didn’t want to talk to Natalie and Travis. However, at the end of the story she understands that she has to live in the present instead of the past. As a result, she reaches out to Natalie and Travis.

3. SKILL BUILDING

  • Distribute our Character activity sheet. Ask students to work in pairs to complete it.
  • Discuss the writing assignment in the Think and Write box with students. Remind them to use the personal pronoun “I” since the diary entry is written from Mia’s point of view. Have students complete the assignment in class or as homework and discuss their diary entries in small groups.

Differentiate and Customize
For Independent Readers

Ask students to reread the story and look for descriptive details about the characters and about Specter Elementary that make the story fun to read. Have them use some of these details to write a one-paragraph review of the story.

For ELL Students

Have students listen to the audio version as they follow along in their magazines. Tell them to pay special attention to the dialogue. Then read some of the dialogue aloud. Have students repeat the dialogue after you, pausing for commas and end punctuation.

For Struggling Readers

Reread the story with students. Ask them for details that describe Mia’s feelings before, while, and after she saw the ghost. Write down their answers. Ask students to use one of the details in an original sentence describing how Mia felt.

For Advanced Readers

As students reread the story ask them to think about how the dialogue helped them imagine the characters. Then ask small groups to write a brief scene that takes place the day after the story ends. Students can perform their scenes in class.

Text-to-Speech