DOCUMENT RESUME

ED 112 373 CS 002 158

AUTHOR Finney, FrankTITLE Monster Moose Reading.PUB DATE 75NOTE 35p.; Paper presented at the Annual Meeting of the

Transmountain Regional Conference of theInternational Reading Association (2nd, Calgary,Alberta, Nov. 13-15, 1975)

EDRS PRICE MF-$0.76 Plus Postage. HC Not Available from EERS.DESCRIPTORS *Beginning Reading; *Child Language: Language. Skills;

Primary Education; Reading Materials; *ReadingPrograms; *Self Concept; Story Telling; *StudentDeveloped Materials; Teaching Techniques

ABSTRACTMonster Moose (MM) Reading is a program specifically

aimed at improving children's language, beginning reading, andself-concept development through the creation and utilization ofstudent-authored reading materials which feature a series cf wordlesspicture books about a magical moose. The MM Program is based on thefollowing general principles of learning: that language, reading, andthinking are interdependent; that children learn new language best ifthey feel the need for verbal communication; that children learn newlanguage best when it is associated with something they already knowor with something they can see or feel; and that children will learnnew language best when it is heard and used often. In this document,teaching techniques are suggested in order to help the teacherfacilitate listening, develop speaking, aid writing, and promotereading. Ten story outlines for the teacher to elaborate upon andnarrate to the class are included. (LI)

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"

U.S DEPARTMENT OF HEALTH.EDUCATION & WELFARENATIONAL INSTITUTE OF

EDUCATIONHIS DOCUMENT HAS BEEN REPROUCED EXACTLY AS RECEIVED FROMHE PERSON DR ORGANIZATION ORIGINTING IT POINTS OF VIEW OR OPINIONSTATEO DO NOT NECESSARILY REPREENT OFFICIAL NATIONAL INSTITUTE OFOUCATION POSITION OR POLICY

MONSTER MOOSE READING

Frank Finney

I'PERMISSION TO REPRODUCE THIS

COPYRIGHTED MATERIAL 6Y MICRO.F I C HA ,S, 1.S1.aR ANT E D BY

TO ERIC AND ORGANIZATIONS OPERATNO UNDER AGREEMENTS WITH THE NA

TIr/NAL INSTITUTE OF EDUCATIONFURTHER REPRODUCTION OUTSIDETHE ERIC SYSTEM REQUIRES PERM'SSION OF THE COPYRIGHT OWNER "

Dr. Frank 'FinneyReading Specialist.Learning Assistance

ContraCrerde Prairie, Albert4

isvNONSTER

"What a dangenou4 aAtt thi6 ptaateti

Why pt tern on at aU whenatuady? So much toehedit but and uze as wonkidraw it out athen. 16 IL t wooed come out under

TEACHER'

CONTENTS

What is

Instructional Insight

Leading a Lesson ....

Supplementary Strateg

Story Outlines

MONSTER MOOSE READING

Frank Finney

PERMISSION TO REPRODUCE THISCOPYRIGHTED MATERIAL BY MICRO.FICI rrOallAHA.t, BY

TO ERIC AND ORGANIZATIONS OPERATINC. UNDER AGREEMENTS WITH THE NATIQNAL INSTITUTE OF EDUCATIONFURTHER REPRODUCTION OUTSIDETHE ERIC SYSTEM REQUIRES PERMISSION OF THE COPYRIGHT OWNER "

DI%FraakrrINq

Reading SpecialistLear mria Assistance CantrlCArde Prairie, Aibert4

IsyKONSTER MOOSE READING

FRANK FINNEY

LOIS CONNELL - ILLUSTRATOR

"What a dangenou4 activity /Leading is, teach-

ing is. AU ptazteking on of ioneign 4tu66.Why ptaztek on at att when theft,e's do much inside

atkeady? So much tacked in? 16 onty I coutd get

it Out and use it as woaking matekiat. And not

draw it out either. Ti I had a tight enough touchit woad come out under its own votcanic powert..."

Sytvia Ashton wannest

TEACHER'S GUIDEBOOK

CONTENTS

What is '1114'? 2

Instructional Insights 3

Leading a Lesson 5

Supplementary Strategies t 10

Story Outlines 13

" .iumarresarzrzat ilmtnrAntrtvrarkromorrrettl4

3

W HAT IS 'MM'

'NM' is a program specifically aimed at imprOv-ing children's language, beginning reading and se}f-concept development through the creation andization of student - authored reading materials. Aseries of wordless picture books about a magical,mysterious and monsterous moose provide the motiv4-tion to learn to read - the eventual objective ofthe program.

4

1ar21giae - listening, sreading skills are internexisting language of themodel - the teacher.

Reading - is viewed asnot fragmented, isolatedskills are correlated witFor example:

What I listen to, heWhat I learn to speaWhat I write, I can

Using reading material whthe child's spoken languastrategies facilitate theprinted signals.

Self-Concept. - developmpositive qualities a studability to read, are promchild's language; small,teaching and assisted rea

S ' M M '

!am specifically aimed at impr v-tage, beginning reading and self -through the Creation and utilauthored reading materials AUcture books about a magical,serous moose provide the motiv.w-

id - the eventual objective of

Language - listening, speaking, writing, andreading skills are interrelated through the alreadyexisting language of the child and the languagemodel - the teacher.

Reading - is viewed as one language activity andnot fragmented, isolated or separated. All languageskills are correlated with the art of reading.

For example:

What I listen to, helps me to speak;What I learn to speak, helps me to write;What I write, I can read.

Using reading material which closely approximatesthe child's spoken language and assisted readingstrategies facilitate the transfer from spoken toprinted signals.

Self-Condept - development, particularly thepositive qualities a student attributes to hisability to read, are promoted through use of thechild's language: small, flexible groups; affectiveteaching and assisted reading strategies.

2

INSTRUCTIONAL INSIGHTSThe children are th

story to the teacher.01,44

A V0.414414 f1,1,1:esk*00t'OFA

The instructional strategy follows the processof listening, speaking, writing and reading. Let usfollow this order in discussing development of thereading material which of course is the ultimategoal.

The teacher first tellsthe story to the students insimple outline form. Almostall children are enthusiasticabout listening to a story.

:

Since this is the first experience children willhave with the materials it is important to establisha friendly, warm and accepting climate.

For small children, beginstory or say "What wouldstory?" Older students mtdiscussion groups to helpcognitive repertory by boiing language. Such groupsmore thoughtful story andactive participation. Socfor language acquisition.

IONAL INSIGHTS

nal strategy follows the processing, writing and reading. Let usn discussing development of theLch of course is the ultimate

rst tells

idents inAlmost

:husiasticstory.

st experience children willlvit is important to establishaccepting climate.

For small children, begin by gett ng a title for thestory or say "What would you like to call yourstory?" .Older students may be divided into smallerdiscussion groups to help expand their verbal andcognitive repertory by both.receiving and express-ing language. Such groups usually contibute to amore thoughtful story and provide opportunity foractive participation. Socialization is a catalystfor language acquisition.

Write down the story on a language chart, ablank 'MM' booklet or the chalk board.

ser 000.

o 04°

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Have the children as close to you as possible sothat the formation of letters and the story can beclearly seen...

Individually or in groutheir own 'MM' story at writspecial story boxes;

A story box can be cardboard,desk or a large box with .a s

writing materials.

ry on a language chart, ahe chalk board.

e to you as possible soters and the story can be

Individually or in groups, the children writetheir own 'NM' story at writing stations or inspecial story boxes;

A story. box can be cardboard, cut out to Ut eachdesk or a large box with .a small .table set up withwriting materials.

1..

Young children can select key words or phrasesfrom the regenerated story and write them on thepage entitled "My Own Words." These act as a guideas children work independently. For children whosay "I don't know what to write," let them review thepictures and lead them to discuss and develop thestory. Here are some suggested questions:

a. Who are these people?

b. What is s/he saying?

c. What is happening?

Children who cannot write, can record theirstory on a cassette tape or see it written down bythe, teacher's aide.

The self-authored stories provide bothteachers and students with a source of highly moti-vating material.

LEADING

Here are some suggegies. Not the way, butpriate way. You may finways, depending on your tstudents.

can select key words or phrases1 story and write them on theen Words." These act as a guideiependently. For children whoat to write," let them review thelem to discuss and develop thene suggested questions:

re these people?

Ls s/he saying?

LS happening?

knnot write, can record theirtape or see it written down by

'ed stories provide boths with a source of highly moti-

LEADING A LESSON

Here are some suggestions for teaching strate-gies. Not the way, but what seems to be an appro-priate way. You may find alternative and additionalways, depending on your teaching style and yourstudents.

11

TO FACILITATE LISTENING*

MARTINO,WRITINGREADING

Tell the story rather than read it. The storystyle should be simple and direct. Move the storyalong clearly, quickly and informally. The fewerthe roadblocks of lengthy descriptions or digressionfor philosophy the better. Emphasize the plot;don't try to paint too many word pictures; use somedialogue; use the present tense; and dramatize.

An important, though often overlooked, aid tohelp young children remember a story and to eventu-ally read it is to telegraph meaning through repe-titive sequence. Over-emphasize repetition forsmall children to help keep the story simple andas a cue for language regeneration and reading.

See how repetitive sequence was used by stud-ents to regenerate this story.

mickey the moose goes tc school.mickey the moose is brushing his teeth.mickey the moose greets the teacher.mickey the moose is reading a story called

honk the moose.the teacher and kids like mickey the moose.

t

LISTENINGTO DEVELOP SPEAKING*

WRITINGREADING

There are four over-ageneral principles of learbased.

1. Language, reading anddent.

Beginning readingials which closely appexperiences of. the chi

The other three princito language development.poration of these principlesuccess you have. Read thefully.

2. Children learn new lang"thd need for verbal co

This implies creatinteresting enough to sally, it means giving texpress his thoughts.to talk about any idearespect his/her contribcorrect grammar, slang,

.

"TENING*EAKING.

:TINGAGING

.then than read it. The storyand direct. Move the storyand informally. The fewerthy descriptions or digression,ter. Emphasize the plot;many'wtrd pictures; use someent tense; and dramatize.

ugh often overlooked, aid tomember a story and to eventu-rgraph meaning through repe--emphasize repetition forkeep the story simple andregeneration and reading.

e sequence was used by stud-tstory.

toes to school.

pa brushing his teeth.treets the teacher.

reading a story called

ois like mickey the moose.

../11116111

LISTENINGTO DEVELOP SPEAKING*

WRITINGREADING

1111.1..au "WM.

There are four over-all basic assumptions orgeneral principles of learning on which 'MM' isbased.

. Language, reading and thinking are interdependent.

Beginning reading is facilitated by mater-ials which closely approximate the language andexperiences of.the child.

The other three principles are directly relatedto language development. Understanding and incor-poration of these principles will be crucial to thesuccess you have. :Read them carefully and thought-fully.

. Children learn new language best if they feel"the need for verbal communication.

This implies creating a situation which isinteresting enough to stimulate talk. Additionally, it means giving the child opportunity toexpress his thoughts. Encourage each studentto talk about any idea at any time. Accept andrespect his/her contributions, rather thancorrect grammar, slang, or.dialect.

3. Children learn new language best when it isassociated with something that they already knowor with something they can see or feel.

This principle is self-explanatory. Makeuse of concrete experience in relation tolanguage whenever possible.

We instinctively show a baby a kitten whenwe repeat "kitty" but often forget that the six-year old needs to visually experience terms suchas "above" or "under."

4. Children will learn new language best when.it isheard and used often.

The importance of your role as teacher inmodeling language cannot be over-emphasized.Children develop and test their notions aboutthe meanings of words and the structure ofsentences chiefly through interaction withmore verbally mature speakers. Wheneverpossible, small group instruction will assureample opportunity for interactive dialogue.

You can help as a modedevelop children's language,

a. Extending_a word t

Teacher:

Student:

Teacher:

"What

"Scare

"Yes,

b. Flexing the syntax

Student: it futooter

Teacher: "Playiis fun

c. Refining meaning odescriptive words.

Student:

Teacher:

"Dog i

"Yes,he is

language best when it isaething that they already knowthey can see or feel.

is self-explanatory. Makeperience in relation topossible.

ply show a baby a kitten whenOut often forget that the six-visually experience terms suchpr."

it new language best when .it i

tat.

of your role as teacher in:annot be over-emphasized.id test their notions aboutxis and the structure of:hrough interaction withe speakers. Wheneverup instruction will assureor interactive dialogue.

4

You can help as a model in this dialogue todevelop children's language by:

a. Extending a word to a phrase or sentence.

Teacher: "What is happening?"'

Student: "Scared."

Teacher: "Yes, the children are scared."

b. Flexing the syntax or word order.

Student: "It fun to play on teeter-tooter."

Teacher: "Playing on the teeter-tooteris fun."

c. Refining meaning or providing moredescriptive words.

Student: "Dog is crying."

Teacher; "Yes, the dog is crying --he is howling."

7

LISTENINGSPEAKING

TO AID WRITING*READING

Write down the regenerated stories in 'groupsof meaning' as the children say them. Avoid sayingeach individual word as it is written down. Wordsdo not simply follow one another in unrelatedseparateness.. Reading is putting meaning to manyfunny squiggles and lines not individual letters orwords. Meaning is gained from word clusters.

Read the following story in 'normal style,'

Mickey the Moose is brushing histeeth and washing his face. He is gettingready to go to school for the first time..Bobby the bird is waiting for him. Heis going to go to school too.

and written down in 'groups of meaning.'

mickey the mooseis brushing his teethand washing his face.he is getting ready to go to schoolfor the first time.bobby the bird is waiting for him.he is going to go to school too.

See how the word clusters aid meaning???

The beginning storiesletters other than captialstops at the end of senten

mike the moose has soI will play hockey heone shootstwo shootsno one can score a go

Captial letters for tand for proper nouns togetbe introduced when you fee]while contribution and not

Punctuation and printchild to read, besides, it'creative with the writing-d

See how the following

enerated stories in 'groupsldren say them. Avoid sayings it is written down. Wordsne another in unrelatedg is putting meaning to manynes not individual letters orned from word clusters.

ry in 'normal style,'

pose is brushing hishis face. He is getting`cool for the first time..waiting for him. Heschool too.

roups of meaning.'

Beth

Ice.

ly to go to school

waiting for him.to school too.

trs aid meaning???

FlimmaIimmilualWINEnannmAIMMUMMMA=.14.NOCUPhillaailiMMIPMenaaMIIMi4MSIMIAValirWWJCA.

The beginning stories should have no capitalletters other than captial I, but should use fullstops at the end of sentences.

.

mike the moose has some skates.I will play hockey he says.one shootstwo shootsno one can score a goal.

Captial letters for the beginning of sentencesand for proper nouns together with speech marks canbe introduced when you feel they will be a worth-while contribution and not confusing.

Punctuation and print can attract or dare a'child to read, besides, it's a lot of fun. Becreative with the writing-down process.

See how the following 'invites' you to read.

8.

LISTENINGSPEAKINGWRITING

TO PROMOTE READING*

4 One important, though often overlooked aspect .

of beginning reading, is enjoyment of stories. Donot try to use the procedures from a more formalreading program at this stage of reading. Don't di-gress from the story to point out similar beginningor ending'sounds or similarities and difference be-tween letter and word forms. The payoff for thechild is the story. This is a motivating force nece-ssary to sustain the child when he begins to readfor himself.

Three simple strategies are suggested forassisting children to. read:

1. READING ALONG

Read the story when you have written it down.Read smoothly and expressively but try to point toeach word as you are reading it. Avoid word byword reading. Invite the children to read alongwith you as you sweep your hand from left to right.Rereading is important. Children need to read alongwith the teacher several times to learn the words,phrases and the story. Ask for volunteers to readwords or phrases. Invite children to find wordsthat are repeated in the story or to tell their fa,-,vourite word and find it in the story. Favourite .words can be written on the back page of an 'MM'booklet or on an index card. This can be the begin-ning of a student's word bank - a collection ofwords placed into categories: "Words I Know" and"Words I Am Learning." For some students a thirdbank - "Words I Would Like To Know" can be added.Small boxes or envelopes can be used to store wordcards.

READING OVER

Children will varin "Reading Over" thein reading is a vitalferences must be respeChildren generally wantit is important that thsense of failure.

Invite the child toffering to help. Thewords but "Reads Over"child knows.

In practice, the tstudent(s), holdiArbAcor phrase not known.sophisticated as you lethe students know. Conreading are important aand reinforcements durienhance the positive quto his ability to read.

If a child appearshave little meaning. Ithe story and "Read Alouseful.)

. READING IN

The child moves toto say the words alone.assists the child tore=words or phrases not knments and encouragementpayoff will ensure succeindependence in reading.

TENINGING

TINGING*

though often overlooked aspectg, is enjoyment of stories. Doprocedures from a more formalthis stage of reading. Don't di-to point out similar beginning

similarities and difference be-rd forms. The payoff for theThis is a motivating force nece-

e child when he begins to read

trategies are suggested foro. read:

when you have written it down.ressively but try to point toreading it. Avoid word bye the children to read alongp your hand from left to right.nt. Children need to read alongeral times to learn the words,y. Ask for volunteers to readnvite children to find wordsthe story or to tell their fa-

d it in the story. Favouriteon the back page of an 'MM'

ex card. This can be the begin-word bank - a collection oftegories: "Words I Know" and." For some students a thirdd Like To Know" can be added.opes can be used to store word

3

iir

2. READING OVER

Children will vary in the amount of time spentin "Reading Over" the story; Moving to independencein reading is a vital process and individual dif-ferences must be respected to ensure success.Children generally want to read for themsleves andit is important: that they avoid frustration and asense of failure.

Invite the child to "Read Over" his own story,offering to help. The teacher reads most of thewords but "Reads Over" those s/he feels that thechild knows.

In practice, the teacher reads along with thestudent(s), hOldidrhack'when s/he comes to a wordor phrase not known. This technique will becomesophisticated as you learn which words and phrasesthe students know. Confidence and enjoyment ofreading are important aspects of the 'MM' programand reinforcements during this stage can greatlyenhance the positive qualities a child attributesto his ability to read.

If a child appears frustrated, the story willhave little meaning. If this is the case, rereadthe story and "Read Along." (A tape cassette isuseful.)

. READING IN

The child moves to independence when s/he asksto say the words alone. At this stage the teacherassists the child to.read by "Reading In"he fewwords or phrases not known. Appropriate reinforce-ments and encouragement together with the storypayoff will ensure success experiences and eventualindependence in reading.

19

SUPPLEMENTARY' STRATEGIES

A variety of reading methods and materials havebeen developed in recent years buc none of them havebeen shown to be exclusively superior. It is doubt-ful that materials or method alone are the main fac-tors in teaching success. Most successful teachersof reading are good without knowing why -- they aregood intuitively. However, some teacher behaviorssuch as enthusiasm, insight into individual differ-ences, positive reinforcement, deviation from the'prescribed' reading program, diagnostic-prescrip-tive teaching, and recognition of non-responders canreadily be identified in teachers who promote read-ing success.

Most teachers are eclectic -- the one methodteacher probably promotes more reading problems thananything else and is an anachronism the public canill afford to support.

With a bit of over-simplification we can sug-gest supplementing any 'sight' approach with some'phonics' any linguistic approach with some highutility words, and so forth -- but don't be 'brain-less' and sell your students only one product.

Some supplementary streading instruction, to coby developing important re

1. Spoken context: .Practfigure out several worwhere the teacher has

For example:

Teacher: "Moose sohis

Student: "Clothes

. Initial consonant soundtial sounds'in words wirepresent them.

Fot example: (Completecuttingpasting'column.).

3. Letter names: Using maand naming games to tealand lower case letters.

For example:

Prepare a deck of calprinted in lower caston the other. Set aiTake the unknown leti

__time, not necessarilymimauguiumswermimmamizi

211

TARP' STRATEGIES

ading methods and materials havecent years but none of them havelusively superior. It is doubt-r method alone are the main fac-CeSs. Most successful teacherswithout knowing why -- they areowever, some teacher behaviorsinsight into individual differ-forcement, deviation from theprogram, diagnostic-prescrip-ecognition of non-responders cand in teachers who promote read-

re eclectic -- the one methodSotes more reading problems thanan anachronism the public can

t.

I

er- simplification we can sug-y 'sight' approach with sometic approach with some highforth -- but don't be 'brain-

tudents only one product.

Some supplementary strategies for beginningreading instruction, to complement the 'MM' program,by developing important reading skills, include:

1. Spoken context: .Practice in using context tofigure out several words that would make sensewhere the teacher has omitted a word.

For example:

Teacher: "Moose got dressed, he put onhis I I

Student: "Clothes, coat, pants, vest."

. Initial consonant sounds: Associating the ini-tial sounds'in words with the letters which .

represent them.

For-example: (Complete activity funsheets bycutting out the pictures andpasting them in the appropriatecolumn.)

L.

. Letter names: Using matching, identifyingand naming games to teach recognitiompf upperand lower case letters.

For example:

Prepare a deck of cards with all 26 lettersprinted in lower case on one side, upper case;on the other. Set aside all cards mastered.

I

Take the unknown letters and teach one at a......time,.not necessarily in alphabetical order.

itiommenommommaizmat.icripaimat.hu..

10,

Say to the student, "This is z. Say it. What

is this letter?" Teach easily confused letterssuch as b and d, m and n, p and a, and othersat separate times.

Use the alphabet cards, three at a time. Sayuto the student as you point to one unknownletter, "This is t. Point to the letter t.What is this?"

An alphabet train around the room or alphabetstrips should be available together withmanipulative alphabet letters for refereAcepurposes.

Games such as adding leaves to an alphabet-tree)

or climbing the ABC ladder can be devised.

'ABC' Concehtration can be played by preparingpairs of cards for five different letters.Mix the ten cards, and turn them upside down.Students take turns to turn over a card, nameit, and match it with its duplicate.

Use the student's names to help teach letternames. For example, place some names on thechalkboard and say, "How many of our nameshave a letter f in them?" Invite a studentto underline the letter f in any name and sayit as s/he does so.

. Context and initial 'consonant sounds: Practicein using context and initial consonant soundclues to figure out words.

For example:

Moose wants to cut a board in half. He needsa tool that begins with the same sound as sitand sang. He needs a .

5. Context and displayed word: Reading a phraseor paragraph in which one or two words whichhave been omitted are displayed on ,flash cards.

.)14/

Children are asked t

For example:

MM carried the

bridge. I_ bus 1

Are there any o

the "MM"

ident, "This is z. Say it. Whatc ?" Teach easily confused lettersd, m and n, E and a, and othersImes.

'et cards, three at a time. Say

as you point to one unknownis t. Point to the letter t.

rain around the room or alphabetbe available together withslphabet letters for reference

adding leaves to an alphabet-treel

le ABC ladder can be devised.

ration can be played by preparingfor five different letters.

irds, and turn them upside down.`turns to turn over a card, nameit with its duplicate.

It's names to help teach lettersample, place some names on the$ say, "How many of our namesf in them?" Invite a studentthe letter f in any name and sayes so.

tia1 consonant sounds: Practicet and initial consonant soundout words.

to cut a board in half. He needsbegins with the same sound as sitla needs a

aged word: Reading a phrasewhich one or two words whichCd are displayed on flah cards.

2

Children are asked to say the word.

For example:

MM carried the

bridge. bus

over the broken

Are there any other ways to use

the "MM" booklets?

, 11

The 'MM' booklets can be used for a variety opurposes by all students at any grade level.

Young children like to look at.pictures andtell what is happening. The booklets can be used tostimulate language development in young childrenwho need experience in oral expression. The shy,youngster, who seemingly has nothing to talk about,or the child with a limited background, whose ex-perience resources are limited, can interpret anddescribe the action in one of the booklets..

When story action is visually presented, youngchildren can discover the excitement of sequence andthe,resolution of a conflict, for themselves. Thiswill motivate and encourage them to read.

Besides providing oral langauge experiences,MM booklets can also be used as a stimulus forcreative writing.

Some children have difficulty in writing astory. Often, two or three short sentences reflecttheir struggles and frustration. For these child-ren, the teacher might suggest that they write astory of their own for one of the MM booklets. Be-cause the story plot is visually represented child-ren often write surprisingly long stories and sodevelop the skills of story writing.

Different forms of writing can be encouraged,such as:

- poetry- secret co- another langu- decorative pri

A story can be rewritten in dialogue for aplay. Have the students dramatize theirfavorite MM story using simple or elaborate

props, costumes and m4

The blank comics are uAllow students to drawwords spoken by them:From this it is an easusing quotation marks..

Transpose the language- singular to plur- masculine to fem- present tense to- first person to

Make a classroom 'MM'I

- completed books- books with funny:- books with strap!- same page - differ)

section

Draw extra pictures in

Dictate the story on abe used as read-alongs

.Cut out the pictures anacross a bulletin board

Cut out the illustratioblank paper to invent ause them as puppets on

I

can be used for a variety of.ts at any grade level.

ke to look at.pictures and. The booklets can be used toelopment in young childrenoral expression. The shy,ly has nothing to talk about,mated background, whose ex-limited, can interpret andone of the booklets.

.

is visually presented, youngthe excitement of sequence andInlet, for themselves. Thisnage them to read.

oral langauge experiences,used as a stimulus for

k difficulty in writing ahree short sentences reflectstration. For these child-suggest that they write aone of the MM booklets. Be-visually represented child-ingly long stories and'sotory writing.

,writing can be encouraged,

,cage

pint

atten in dialogue for adents dramatize theirsing simple or elaborate

props, costumes and makeup.

The blank comics are useful to teach dialogue.Allow students to draw balloons and write thewords spoken by characters inside the balloons.From this it is an easy and natural step tousing quotation marks.

Transpose the language- singular to plural- masculine to feminine- present tense to past- first person to third person

Make a classroom 'MM' reading center for- completed books- books with funny endings- books with strange endings- same page-different interpretation,

section

Draw extra pictures in an 'MM' booklet.

Dictate the story on a cassette., (These canbe used as read-alongs by other children.)

.Cut out the pictures and make a frieze-storyacross a bulletin board.

Cut out the illustrations and paste some ontoblank paper to invent a different story oruse them as puppets on the overhead prgjector.

12

STORY OUTLINES

The story outline for each booklet has beenwritten down for the teacher's information NOTfor convenience. Remember, you must tell the storyrather than read it., Make the story telling part

.

of your own teaching style, in a way you feel mostcomfortable and according to your knowledge of thestudents.

Monster Moose Goes to School

Monster Moose is getting ready to go to school.

His friend the bird will go with him..

The teacher says hello. The children arefrightened.

The children listen to Monster Mnnse. He does notfrighten them now.

Monster Moose reads a story to the children.

He is learning to paint.

He is learning to write.

At recess time the children and Monster Moose playon the teeter-totter. The teacher shouts, "Holdon tight."

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Monster Moose Me

Monster Moose is getting re

He forgets his lunch.

Bird tries to tell MonsterHe is too busy getting read

The fishing line is caughtto free the hook.

Monster Moose tries again.caught around two children.brought the lunch.

Monster Moose and the childi

They catch lots of fish. T1

TORY OUTLINES

ne. for each booklet has been

teacher's information NOTmember, you must tell the storyMake the story telling part .

'style, in a way you feel mostrding to your knowledge of the

Moose Goes to School

4ng ready to go to school.

rill go with him.

o. The children are

o Monster Moose. He does not

story to the children.

t.

te.

ldren and Monster Moose playThe teacher shouts, "Hold

1151814.

Monster Moose Meets Two Friends

Monster Moose is getting ready to go fishing.

He forgets his lunch.

Bird tries to tell Monster Moose about the lunch.He is too busy getting ready to catch fish.

The fishing line is caught on a tree. Bird helpsto free the hook;

Monster Moose tries again. This time the line getscaught around two children. The children havebrought the lunch.

Monster Moose and the children share the lunch.

They catch lots of fish. They are friends.

13

2 i

Monster Moose and The Children Go Camping

Monster Moose is going camping.

The children are going camping. The dog is goingtoo.

Monster Moose and bird put up the tent. Theylight a fire.

The children put up their tent. They have a fire.

Bird sees smoke from the children's campfire.Dog sees smoke too.

Monster Moose and children climb the hill.

"Hi!" says Monster Moose. "Hi!" say the children."Why don't we camp together?"

Monster Moose and the children roast marshmellows.The dog and the bird eat marshmellows too.

Monster Moos

Monster Moose is cleanin

The children areccleanin

What is that? It is theThe children are frighte

No! It is only Monster

Everyone helps.

Monster Moose and the chwater.

"Is everybody ready?"

Monster Moose and the ch

Are they in danger?

and The Children Go Camping

Lng camping.

$.ng camping. The dog is going

trd put up the tent. They

their tent. They have a fire.

6 the children's campfire..

lildren climb the hill.

loose. "Hit" say the children.together ?"

e children roast marshmellows.eat marshmellows too.

Monster Moose and the Monster'

Monster Moose is cleaning up. He has a canoe.

The children are'cleaning uptoo.

What is that? It is the monster of the woods.The children are frightened.

Not It is only Monster MooSe. He needs help.

Everyone helps.

Monster Moose and the children put .the canoe in thewater.

"Is everybody ready?"

Monster Moose and the children are having fun.

Are they in danger?

14

Magical Monster Moose

The children and Monster Moose see the dangerousrocks and waterfall.

They are frightened and try to save themselves.

Monster Moose grabs a branch. It looks likeantlers. They are close to the waterfall.Help! The branch breaks. What is Monster Moosegoing to do?

Hooray! Monster Moose is magical. He saves thechildren.

He can fly.

The children and the dog are saved. They saythank you to Monster Moose.

The children and Monster Moose sleep. Everybodyis happy that Monster Moose is a magical MonsterMoose.

Danger

The children are showitthey have found.

Everyone is picking.The dog is helping.Who is watching them?

The bear cub is behindThe mother is behind th

Everyone is frightened.The boy has found somet'

He is telling Monster 14It is hunting time,

Two hunters are coming.Monster Moose hides.

The girl is showing thel

The hunters have gone."Thank you," says Monstt

gical Monster Moose

'onster Moose see the dafigerous1.

,d and try to save themselves.

s a branch. It looks likeclose to the waterfall.

reaks. What is Monster Moose

ose is magical. He saves the

e dog are saved. They sayr Moose.

nster Moose sleep. Everybodyer Moose is a magical Monster

Danger in the Bush

The children are showing Monster Moose the berriesthey have found.

Everyone is picking.The dog is helping.Who is watching them?

The bear cub is behind Monster Moose.The mother is behind the children.

Everyone is frightened.The boy has found something.

He is telling Monster Moose to hide.It is hunting time.

Two hunters are coming.Monster Moose hides.

The girl is showing them a trail.

The hunters have gone."Thank you," says Monster Moose, to his friends.

15

Monster Moose Plays Hockey

Monster Moose wants to learn how to skate.

The, children are playing hockey.

"Watch out."The boy and girl will teach Monster Moose.

"Now I can skate," says Monster Moose."Let's play hockey."

No one can score a goal.,.

Monster Moose is the'best goalie.He can play on the team.

The team is getting on the bus.Monster Moose will ride on top.

"Stop," says Monster Moose,."The bridge is broken."

Monster Moose carries the bus across.

Everybody thanks Monster Moose..

3 c9

. Cross Count

Monster Moose is skiing.,He has a present for his

Now they all can go cross

"Put one foot in front ofMoose.

Monster Moose and the boyThe girl is resting.

A tree has fallen down,The path is blocked.

Monster Moose is lifting

"Look out," shouts the. giShe is going fast.'

Hooray! She wins the raci

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r Moose Plays Hockey

to learn how to skate.

aying hockey.

11 teach Monster Moose.

says Monster Moose.1

oal.

best goalie.eam.

on the bus.ide on top.

Moose,n.

a the bus across.

ster Moose.

rigariumneftrInwineramenesettstracmemm

Cross Country-Ski Adventure

Monster Moose is skiing.He has a present for his friends.

Now they all can go cross-country skiing.

"Put one foot in front of the other," says MonsterMoose.

Monster Moose and the boy are in a race.The girl is resting.

A tree has fallen down.The path is blocked.

Monster Moose ia.lifting up the tree.

"Look out," shouts the. girl, "Here I come,'!She is going fast:.

Hooray! She wins the race.

39- 33

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Snowmobile Fun

Monster Moose is opening a crate.What is inside?

The children are running.They want to see.

Monster Moose has a snowmobile.'But where is the other parcel?.

"Look," says Monster Moose, "Here are clothesfor us all."

Snowmobiling is fun.

The children are off.

The boy is hurt.But here comes theHe is in a plane.

"I will give you aMoose,

doctor.

ride, Doctor," says Monster

The boy's leg and arm are fixed."Goodbye, doctor."

Monster II

Monster. Moose is bringIt is Christmas.

Everyone is singing. TThe dog is. singing too.

"Look," says the bird.It's Santa Claus.

Santa is in trouble. Ifti

children to help him..

Santa cannot deliver th'The reindeer has a cold,

Monster Moose helps to 1

The boys and girls get

Monster Moose'would likeBut the clothes do not 1

j4

Snowmobile Fun

opening a crate.

D running.t.

is a snowmobile.t other parcel?.

aster Moose, "Here are clothes

fun.

t off,

6

the doctor.

,a ride, Doctor," says Monster

d arm are fixed.

d4

Monster Moose Helps Santa

Monster. Moose is bringing presents.It is Christmas.

Everyone is singing. They are happy.The dog ia singing too.

"Look," says the bird. "Someone is coming."It's Santa Claus.

Santa is in trouble. He asks Monster Moose and thechildren to help him.

Santa cannot deliver the toys.The reindeer has a cold.

Monster Moose helps to pull the sleigh.

The boys and girls get their presents.

Monster Moose would like to be Santa Claus.But the clothes do not fit.