Illustration of a girl shocked by the ghost of girl appearing in front of her
c.b. CANGA

The Ghost of Specter Elementary

Arriving at her third new school in two years, Mia has no interest in trying to make friends. But then a visit from a friendly phantom convinces her to change her attitude.

By Lauren Magaziner
From the Issue

Learning Objective: Students will explain how the main character changes from the beginning of a story to the end; they will determine the story’s theme. 

Lexile: 620L
Guided Reading Level: S
DRA Level: 40
Topic: Social Issues,
UP CLOSE

How Character Changes 

As you read this story, look for how Mia changes—and why.  

Mia slumped down in her seat as the car rolled to a stop. It was her third new school in two years, and she was starting to feel like she moved more than a checkers piece. Last time, she didn’t even bother making friends or joining clubs. 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,” prodded her dad.

Mia looked out the window, surveying her new prison—erm, school—with
a scowl.

Specter Elementary was an old, ramshackle house with a single clock tower and creaky windows. The building was taller than it was wide, sitting atop a hill. No matter which way you looked at it, the school constantly seemed in danger of blowing over, even in the slightest wind.

“Do I have to go?” Mia whispered.

“You’ll be great,” her dad said, his eyes unmistakably on the car’s clock.

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 administrator led her to her new classroom, and as her teacher introduced her, Mia could feel her face growing flush, with anger, with loss. She balled her hands into fists as she looked out into the strange faces of all her classmates.

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

c.b. Canga

At lunch, Mia chose a spot all by herself, far from the other kids in her class. A few people tried to catch her eye, but she looked away. She ate with her head down, and she imagined herself wearing a funeral veil, mourning her old life, back when she didn’t float around from school to school like a piece of driftwood. She used to have friends, before her first move. And she had friends after her second move too, but they were ripped from her so fast that it was more painful than just not having friends at all.

That whole first week at Specter, Mia ate at the far end of the table, all alone, completely invisible to everyone. But to her surprise, on Friday, two people slid close to her.

“What are you doing?” Mia asked.

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

“Travis,” the boy next to Mia said. He was short and round and very red. He had a face that blushed every time he talked.

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

Natalie looked at Travis, and her look seemed to mean something to the two of them. It was a special friendship glance that made Mia ache.

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

“I’m shy,” Travis added in a whisper.

Mia sighed. She wasn’t shy—she just wasn’t getting 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 bellybutton with a straw,” Travis said, his voice hushed.

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

“What do you mean?” Natalie said, 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.”

Travis flushed, while Natalie blanched. Together, they could have been a candy cane.

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

Mia stood up suddenly, her eyes prickling with tears. Without another glance at Natalie and Travis, she sprinted out of the cafeteria.

Mia didn’t stop running until she was safe in the bathroom, locked inside a stall. Don’t cry, don’t cry, don’t cry, she thought. Then, despite herself, hot tears slid down her cheeks; she snozzed into a wad of toilet paper. As she flushed her snotty tissues down the toilet, 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 uneasy expression in the mirror.

“Don’t be silly,” she said aloud, chuckling. “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 jumped a mile. 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, puzzled.

“Who are you?” Mia asked, slowly opening the stalls one by one. Nobody was there.

And yet—a shiver slid down her back, a thousand goosebumps prickled on her arms. The air was colder, somehow, and smelled of snow. She could see her breath. Then something came into view—the shimmery outline of a kid. Mia couldn’t tell whether it was a boy or a girl; the figure was almost completely see-through.

“I know, that’s a dreadful joke. Dreadful . . . or deadful?” the ghost said. “Punny, isn’t it!” And then it grinned.

Mia laughed and panicked at the same time, which resulted in her letting out a squeaky guffaw. “What are you?”

“I think you know.”

“A-are you real?”

“You know that too.”

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

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

Mia shivered. “Did you die . . . in this school?”

“I’m not dead! I’m just the school spirit!” The ghost paused. “Get it? School spirit? Oh, I crack myself up!” The ghost’s body broke into a pile of pieces and then quickly reassembled itself. A ghost comedian? Mia marveled.

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

As the ghost flitted around the room, bathroom tiles looked blurry through its body. “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, hollow cheeks, thick hair—everything looked normal. Relieved, she moved to tuck a lock of hair behind her ear—but the tips of her fingers! She couldn’t see them!

“Don’t scream!” the ghost warned.

“I must have fallen asleep in class! Wake up!” Mia pinched herself. Hard.

“You’re not dreaming,” the ghost said, “you’re disappearing. It’s a slow process, but eventually you’ll be a floating spirit like me!” The ghost put its cold arm on her shoulder. “This is what you’ve been wanting!”

“What are you talking about? I don’t want this!”

“Sure you do. You don’t do any activities. You don’t talk to anyone. You don’t participate in class. You don’t play at recess. You’re already pretty invisible—might as well make the change permanent,” the ghost finished brightly.

“I just moved here!” Mia cried. “I’ve been feeling lonely!”

The ghost hummed. “That’s entirely your choice. People have tried to talk to you and be your friend. But you sit there with a grumpy face and folded arms, and it scares people away,” the ghost said.

“There has to be some way to stop this—please! Help me!” Mia pleaded.

 “Once the change is complete, there is nothing I can do. But it takes a long time to become a Full Ghost. The more you’re absent from your own life, the more you fade away.”

Mia winced. “But I can’t help how I feel. What if I miss my old life?”

“You’ve got to live in the present, dude! Wait, do people say ‘dude’ anymore?”

“Not really.”

“Groovy! Thanks for the 4-1-1. It’s hard to keep up with the lingo.”

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

“Listen, I’ve been haunting these halls for centuries now, and if there’s one thing I know it’s this: If you spend your whole life missing the past instead of living in the present, then you’re going to disappear.”

Mia suddenly felt like crying again, but instead she wiped her hands on her pants and looked at the ghost with a steely glance.

“Want to hear another joke?” offered the ghost.

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

“Excellent!”

Mia marched out of the bathroom and sprinted down the hall, not even slowing down when a teacher hollered after her. 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 glanced at her hands and smiled. They were fully solid and completely visible. 

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More About the Story

Skills

character, vocabulary, close reading, setting, figurative language, inference, imagery, mood, theme, critical thinking, author’s craft, narrative writing 

Complexity Factors

Levels of Meaning/Purpose

On one level, “The Ghost of Specter Elementary” is a humorous story about a sulky girl who meets a ghost and changes as a result; on another level, the story delivers a message about the value of making friends and the personal choice involved in doing so.

Structure

The story is chronological.

Language

The story contains some higher-level words (e.g. ramshackle, blanched, steely), as well as metaphors, similes, and puns.

Knowledge Demands 

The context of the story will be largely familiar to readers, but some familiarity with ghost stories will be helpful.

Step-by-Step Lesson Plan

1. Preparing to Read

Vocabulary (15 minutes)

  • Start by drawing students’ attention to the title of the story. Ask: What does specter mean? Explain that it’s a synonym for ghost. Invite students to think of other synonyms for ghost. (phantom, spirit, apparition
  • Distribute our vocabulary activity to preview six words. Students will also be able to add other words from the story that are unfamiliar to them. 
  • Words in the activity are ramshackle, curtly, gullible, blanched, winced, and visible

Set a Purpose for Reading (10 minutes)

  • Ask a volunteer to read aloud the Up Close box on page 11. 
  • Preview the questions in the margins as a class. Tell students they will answer the questions during a second read of the story. 

2. Close Reading

First Read: Get to Know the Text (20 minutes)

  • Read “The Ghost of Specter Elementary” as a class or in small groups so students gain a general understanding of what happens. Or play our audio version, read by the author, as students follow along in their magazines. 

Second Read: Unpack the Text (30 minutes)

  • Have small groups read the story again, pausing to discuss the close-reading questions in the margins. They can then respond on their own paper. Answers follow.
  • Discuss the critical-thinking questions as a class.

Answers to Close-Reading Questions

  • Setting (p. 11) The description of the school makes it seem like a haunted house. This fits with the title, which mentions a ghost. Plus, the name of the school is “Specter,” which means ghost. 
  • Character (p. 11) This sentence tells you that Mia is angry about going to a new school. 
  • Figurative language (p. 12) Driftwood floats along wherever the water takes it. Mia feels like driftwood because she also moves along wherever her family takes her. She feels as if she doesn’t have a place where she can stay and belong. 
  • Inference (p. 12) The glance hurts Mia because it shows that Natalie and Travis have a special kind of friendship that Mia would like to have with someone but feels she can’t. 
  • Character (p. 12) Mia’s reaction tells you that she doesn’t trust people. She thinks it’s more likely people will be mean, rather than nice, to her. 
  • Inference (p. 13) She does this because Travis had previously suggested that if you say “Specter ghost” three times into a mirror, the ghost will appear. Mia wants to find out whether that could really happen. 
  • Imagery (p. 13) The author includes these details to help readers imagine the strange chill in the room and what Mia felt as the ghost appeared.
  • Mood (p. 13) The ghost surprises Mia by telling her that she is in danger. This is especially surprising since the ghost had just been making jokes. 
  • Inference (p. 14) The ghost means that Mia is responsible for her actions and for her lonely, sad situation. 
  • Theme (p. 14) This applies to Mia because she regrets leaving old friends behind so much that she refuses to make any new friends. 
  • Character (p. 14) Mia’s solid hands show that she is no longer disappearing. She has made the choice to connect with new friends and to try to be less lonely

Critical-Thinking Questions

  • How is Mia different at the end of the story than at the beginning? (how character changes) At the beginning of the story, Mia is angry about constantly moving and determined not to make any friends. She doesn’t want to lose them when she moves again. At the end of the story, she is open to making friends. She apologizes to Natalie and Travis for being grumpy, and she wants to sit with them. 
  • Why do you think the author made the ghost funny rather than spooky? (author’s craft) Having a funny ghost makes the story entertaining and fun to read. The ghost also surprises both Mia and readers by being different from typical ghosts in stories.

3. Skill Building

Featured Skill: How Character Changes

  • Project or distribute our character activity sheet. It will help students examine how Mia changes and prepare them to respond to the writing prompt on page 14.

Differentiate and Customize
For Struggling Readers

This story has a number of challenging vocabulary words. Help struggling readers prepare by going over the vocabulary activity together. Keep the activity handy as you read the story together, adding and discussing other hard words as they come up. 

For Advanced Readers

Have students explore the theme of the story by making brochures to prevent students from “disappearing.” Their brochures should have tips for new students, plus suggestions for how current students can welcome newcomers.

For ELL Students

This story will likely be challenging for English language learners. Read only the first page with them, explaining parts as necessary. Then discuss how Mia feels and let students compare her feelings with how they might have felt coming to a new school—and country. 

For Independent Reading

Let students choose this story to read for pleasure in class or at home. Invite them to write a response to it in a reading response journal.

Text-to-Speech