|More of Milly-Molly-Mandy|
|Further Doings of Milly-Molly-Mandy|
|Milly-Molly-Mandy Again [These first four titles are also available in one book: The Adventures of Milly-Molly-Mandy]|
|Milly-Molly-Mandy and Billy Blunt|
One of the first activities we always do is to make a map. We usually do this soon after reading the first chapter.
|Photocopy the map from the front of the Milly-Molly-Mandy book (enlarging it to A4 size), and make a separate copy of one of the pictures of Milly-Molly-Mandy. The child colours both the map and the picture, then we mount them both on cardboard, and attach Milly-Molly-Mandy to the map with coloured wool.|
|The child can use his map to:
|Copy work: Have the child copy (or trace – if he is younger) the name of the story and its author.|
|Dictionary work: Look up the word “errand” in the dictionary. Check first to see that the dictionary you use has the word in it (some children’s dictionaries don’t!) An older child may write down the dictionary definition from dictation|
|Composition: The child writes a description of himself, using the first three paragraphs of “Milly-Molly-Mandy goes Errands” as a model. He may dictate it for you to write out, and then he may illustrate it. (It is a good idea to make a collection of your child’s stories and narrations, and at the end of the year make a book with copies of the pages, to share with grandparents). [See below for an actual example, written by a 7-year-old.]|
Messages”. In this story, Milly-Molly-Mandy had a lot of
things to remember. Can you do as well as she did?|
|Talk about Money in English & older Australian stories.
In this story, Milly-Molly-Mandy’s
mother received a letter. It started off, “Dear Polly,” and ended “Your
affectionate Aunt Margaret”.|
|Family Tree: Use pictures of Grandpa, Grandma, Great-Aunt
Margaret, Uncle, Auntie, Father, Mother, and Milly-Molly-Mandy, to make up a
simple family-tree chart. Use this to explain the relationships between each
|Grammar: Talk briefly about describing words. … Like "nouns" (the names of people or things), describing words also have names – they called adjectives and adverbs. Again, do not expect that the child will necessarily remember this: we are simply providing pegs on which later skills (and understanding) will hang.|
|Game: “The Teacher’s Cat”.|
This is a good family game which provides practice with the alphabet, parts of speech, and vocabulary. Don't label it as "educational" – just play for fun. Play co-operatively to begin with, helping each other find words. Later on, older children may be expected to choose all of their own words quickly (or be out of the game), while younger children may still be given help.
Follow this pattern, choosing your own words in place of the italicised ones:
Player 1: The Teacher’s cat is an amazing cat. His name is
Alfred, he lives
in Africa, and he likes angling.
Player 2: The Teacher’s cat is a brave cat. His name is Benjamin, he lives in Bendigo, and he likes baking.
Player 3: The Teacher’s cat is a cautious cat. His name is Claude, he lives in Camelot, and he likes carol-singing.
... and so on, through the alphabet
|Grammar: Doing words – what did Father do? Mother? Uncle? ... (Have the child express his answers in complete sentences, and write them down). Say that these “doing words” are called verbs, but do not major on this, or expect that he will necessarily remember the term: as with the nouns and adjectives (see above). Remember we are providing pegs for later understanding.|
|Research project: – What
can you find out about hedgehogs? This can be as simple or elaborate a
project as you like:|
|Vocabulary: What is a
thatched cottage? Look at
pictures of thatched cottages. Do some research to find out how
thatching is done.|
This is another project that can be as simple as looking at books, or may be far more involved. (Follow the child's interests here – Remember: you may find the whole process of thatching incredibly fascinating; but your child may be satisfied with looking at a couple of pictures, and anything beyond that would be overkill).
|Oral narration: After reading one of the Milly-Molly-Mandy stories together,
ask the child to re-tell it in his own words. Try not
to prompt him, but if it helps, he may look at the pictures that go with the
story to prompt his memory. Write down his narration, and keep it for
his end-of-year book.|
Caution: you may find that your child begins every sentence with “and”, or “so”, or “then” (or various combinations of those words!) Do not worry about this: it is quite normal. If it is your child’s first attempt at narration, ignore it, but if he has been narrating for some time, gently point it out, and see if he would like to edit the narration he has given before you make a final copy. As children become more aware of this, they take special care not to over-use some of these words.
|Composition: Picture story|
Choose one of the big pictures from a chapter you have not yet read. Talk about it together. (Who is in the picture? What is happening? What do you think might happen next?) Then ask the child to tell a story beginning "Once upon a time". Write it down, and keep it for his end-of-year book.
Milly-Molly-Mandy had a dog. What was its name? Can you tell me some of the
things Milly-Molly-Mandy and Toby did together?|
Find a picture (not from the Milly-Molly-Mandy books) showing a boy and a dog. What do you think the boy's name is? What is his dog’s name? Can you tell me a story about the little boy and his dog? Perhaps you could start with a description, like the one you wrote of yourself, and then tell about something the little boy and his dog did one day.
(This would work equally well with a picture of a girl and her dog!)
Keep this story for the child’s end-of-year book.
|Chapter activities: Some chapters include instructions (or provide inspiration) for making paper dolls, making toffee, knitting, card-making, letter-writing, going on a picnic... If you have the time and the inclination, do some of these activities together.|
|Discussion: Then and Now.|
How are things different today, to when Milly-Molly-Mandy lived in the nice white cottage with the thatched roof?
|Re-read some of your favourite stories.|
This is the actual record of our very first journey through the book. At the time, Andrew was 7, James was 5 ½ and Keith was 3.
|Day 1 – "Milly-Molly-Mandy goes Errands" – We read the story. Andrew looked up "errand" in the dictionary, and James tried to do the same, but his dictionary didn't have the word. The boys copied/traced the name of the story and its author. Andrew wrote the dictionary definition down from dictation. We played a game which we called "Milly-Molly-Mandy's Messages" – "Milly-Molly-Mandy went to the shops and she bought some plums" – "Milly-Molly-Mandy went to the shops and she bought some plums and a cottage with a thatched roof" – "Milly-Molly-Mandy went to the shops and she bought some plums, a cottage with a thatched roof, and some sweets" ...]|
|Day 2 – Reviewed "Milly-Molly-Mandy goes Errands" – The boys wrote lists of the people who lived in the nice white cottage with the thatched roof, and of the things Milly-Molly-Mandy had to remember. They put both lists into alphabetical order, and copied/traced the first list into their books (I did all of the writing for Keith, and he drew lines to match the names from the two lists); then they cut out and pasted a picture of Milly-Molly-Mandy's family into their books. We talked about why all of the words in one list started with capital letters, but none of those on the other list .(People's names begin with capital letters).|
|Day 3 – We read "Milly-Molly-Mandy Goes to the Pictures". The boys copied out the lists of things Milly-Molly-Mandy had to remember (from "Milly-Molly-Mandy goes Errands"): the first list in the order she remembered them, and the second in alphabetical order. Keith drew lines to match the similar words in both columns.|
|Day 4 – We read "Milly-Molly-Mandy goes for a Picnic". Then the boys were shown a picture and asked what it showed. The inevitable answer: "Milly-Molly-Mandy" – Keith qualified this by adding, "and she is running". Andrew and James each gave their own version of what she was doing, and they were asked to give the information in a sentence. The final results: "Milly-Molly-Mandy is doeing [sic] some quick jobs" (which provided opportunity for a brief spelling lesson) and "Milly-Molly-Mandy goes errands". All three boys pasted the picture into their books. Andrew wrote his sentence unaided, and James copied his on to the page. The boys remembered that sentences begin with a capital letter, and end with a full stop.|
|Day 5 – We read "Milly-Molly-Mandy Looks for a Name". The boys each made a Milly-Molly-Mandy card for their new cousin, colouring the picture, cutting and pasting, and writing a message inside the card.|
|Day 6 – We read "Milly-Molly-Mandy Gets Locked In". The boys narrated the story, orally. Andrew began every sentence with "and", "and so", or "and then". His re-telling was very good apart from that, and he is going to try not to use "and" so much next time!|
|Day 7 – We read "Milly-Molly-Mandy's Mother Goes Away", and talked about describing words. (What present did Mother give Milly-Molly-Mandy?) Then the boys added describing words to cottage, apron, kitchen, flowers, cake... Andrew voluntarily put his "cake" words in alphabetical order (the only difficulty he had was where my hand-writing was not clear enough for him).|
|Day 8 – Writing a description, using "Milly-Molly-Mandy goes
Errands" as a model. This was Andrew's account:|
Day 9 – We read "Milly-Molly-Mandy Goes to the Sea" – The boys narrated part of the story, and then practised "swimming" in the lounge-room.