ee The Mouse and the Monster Martin Waddell Martin Chattertonrepairs cote ESS rac: coovasa BIGCAT se Pubs by Coins Sauer Rrinpintotfnnpercolnrbiters “rman enue el ns me The News baling ‘Spottt ee 4 Landon edge Suet faletaenden petsivn! dvertome ‘SEL 9GF — oo Browse the carpe Coos calogue at www.collins.co.uk Text © Martin Waddell 2006 Musteation and design © HamperCollinsPublshers Limited 2006 Series editor Kay Hiatt ‘Author: Martin Waddell n ISBN-13. 978-0-00.723589-6 ISBN-10 0-00-723589-5 Martin Waddell asserts his moral right tobe identified asthe author ofthis work Al rights reserved. No port of this publication may be reproduced, stored in a retrieval system, or uansmitted in any form ar by any means, electronic, mechanical photocopying, recording or otherwise, without the ioe written permission ofthe Publisher or licence permitting restricted copying inthe United Kingdom Issued by the Copyright Licensing Agency Ltd, 90 Tottenham Court Rood, London WIT 4LP. British Library Cataloguing in Publication Data {catalogue record for this publication is available from the British Library. Ilusteator: Martin Chatterton Designer: Anna Stasinska Reading ideas author: Sue Graves Acknowledgements Collins would lke to thank the teachers and children et the following schools who took part in the development of Collin Big Cat Phonics: Anthony Bok rimary School Earls vont Shoo! Engle Gren nvr Schoo! eteombe rimary Scho! ‘Meron Abbey Pray Scot Riverview Primary Schoo! Printed and bound by RR Donnelley APS Ge the att Cor i Catv t \www.collins.co.ukicollinsbigcat RBBB, (sieThe Mouse and the Monster Retold by Martin Waddell Illustrated by Martin Chatterton CollinsA mouse met a monster on the road. 2The mouse was wee but the monster was big, big, b \g.The monster said, “Pm bigger than youl” It was licking its lips. 4It was thinking of mouse pie and chips.The mouse had to think fast. It said, “You are big, but I am strong.” 6“Strong? Check this out, wee mouse!” the monster said.It bit big rocks, and it smashed them. It picked up trees, and it bashed them. 8It crashed up and crashed down and the ground shook.“You cannot crash, bash and |? smash!” said the monster. “IT can,” said the mouse, thinking fast. “T can ... but the big mouse said not to!” 10“The big mouse?” said the monster. “The big mouse by that rock!” said the mouse.The monster spun around to see the big mouse. 12And the wee mouse ran off!Wf Fl Fd FaVFaavFa F¥h F¥a Fa "64 4 VA ING GIA IA 4 I 944 74 AGG 4 IAS Fd M94 FAIAIH "A _ FAIA 74a 04 9494 44 490444 44 FA I4 74 Sa Vd OI VAT, fo FA Id 4 04, 2d od 4|2| 74 > ae A Ia 7; 04 7d Id oo FA a VA 6444 FAIA IA FAIA ST: 04 74 74 FA IAS FA IA Id Id A494 74 FAIA GA Id 74 74? 0464 FA IAG 44 F474 74 Se ec cre an cameo eae Gd es a fh fs ff\ Z ee ( Monster )@* Ideas for reading s@ Written by Sue Graves cert. Ed (Distinction) Primary Literacy Consultant Learning objectives: Extend vocabulary, Focus phonemes: sh (bash, smash, crash), exploring the meanings and sounds of new _er (monster, bigger) oa (road), ng (looking, words; Hear and say sounds in words in the thinking, strong) order in which they occur; knowledge to read unfamil Other new phonemes: ou, th (this), th labels and captions and begin to form (think), ee, , 00 (look), ie (pie), ch simple sentences; Use language to imagine and recreate roles and experiences. Fast words: the, was, said, !'m, you, of, to Curriculum links: Knowledge and Word count: 134 understanding of the world: Ask questions about why things happen and how things work; Look closely at similarities, differences, patterns and change. Getting started ‘* Write the words featuring the focus phonemes oa, er and ng ona small whiteboard and ask the children to fast-read them, blending aloud if they need to. ‘© Practise fast-reading the irregular fast words that appear in the book on the whiteboard. ‘* Write the phrase smashed, crashed and bashed on a whiteboard. If necessary, demonstrate blending then ask the children: Why do you think these words are @ used in this story? Experiment with reading them expressively, checking that the e different sounds can be clearly heard ‘* Read the title of the book together, blending along the words. Looking at the front cover only, ask: Would you be scared of this monster? How do you think the mouse feels here? Reading and responding ‘* Hand out the book for the children to read independently. Move round the children making sure that they read big, big, big on p12 with added expression.* Onp7, check that the expression used by the children shows their understanding of the phrase Check this out. © When they have finished reading, ask the children to explain how clever mouse was and give examples. Returning to the book © Use the pictures on pp14-15 to discuss the differences between the mouse and the monster. Which words could you write around the mouse? «Ask the children to show you their favourite part of the story and read it aloud to the group. Ask: Why do you like that part so much? # Revisit some of the spoken parts of the story and talk about the punctuation used. e.g, What do we do with our voices when we see an exclamation mark? Checking and moving on Make a zig-zag book with pictures from the story. Write sentences (or choose from some provided) to match each picture. * With help from an adult, list some other ‘ash’ words, e.g. cash, clash, mash. Write them on individual cards, and use them to practise speed reading. = ao 6 boom ‘© Invent your own monster and write some new sound words around it, e.g. wham, whoosh, boom, ete. Reading more Bart the Shark (Yellow/Band 3) is a humorous story about a little crab that stands up for itself against a big mean shark ABBE, D0ane ae cera) BIG. CAT = Phonics The Mouse and the Monster A mouse met a monster on the road. @ ote caplet Cans aloe at mw. colns.60.UK vm www.colns.co.uk/eolinsbigcat 0% 9 >