concept Patsy Layne and Donald L. Buchholz
designed and illustrated by Donald L. Buchholz

Curriculum Writer: Rioichy Johnny

Language: Trukese

This book can be used in the following ways:
To develop speaking skills: describing and storytelling.
To develop thinking skills: inferring; predicting: organizing sequentially.
To develop reading skills: expanding vocabulary; decoding; sight-word recognition; relating speech to writing.
To develop writing skills: spelling spatial relationship words; and writing a story.

TO THE TEACHER:

1. Teaching suggestions are on page 16.

2. Independent readers can follow directions on pages 2 and 15. You may also use them for a teacher-directed lesson.

USUN ÓÓMW KOPWE NÉÚNÉÚ EEI PWUK:

1. Nengeni ekkewe peekin. Meet kaa ekieki aa fis nón ekkana nioos?

2. Néúnéú ekkeei kapas reen meet kaa ekieki pwe aa fis nón ewe pworaus:

pwáánni ewe kónik
núkún ewe kónik
fáán ewe núú
wóón ewe núú
asan ewe kónik
seni ewe núú
ettiw nón ewe kónik
nón ewe kónik
fáán sáát
aron ewe iik
mwúrin ewe iik
asan ewe áán
fáán ewe áán
fáán sáát
pwáánni ewe áán
toonong nón ewe pwaang
neepeekin ewe áán
ngeni ewe pwaang

3. Pwusin sópweeno ewe pworaus. Chúngaani eew nioos reen peekin 14. Néúnéú pwúsin noumw taropwe.

4. Kopwe apworausa ngeni emén chienómw.

5. Kopwe fééri ekkana exercises nón peekin 15.

EMÉN ME EMÉN EPWE FÉÉRI:

Néúnéú pwisin noumw taropwe. Kosapw mak nón eei pwuk.

Aeewin mettóóch kopwe fééri:

Kapas énnúk: 
A. Nengeni eew me eew nioos.

B. Fini menni kapas aa pwúng ngeni ekkana nioos.

pwáánni	wóón
pwereni	asan
nón

Aruwan mettóóch kopwe fééri:
Kapas énnúk:  
A. Anneeá eew ekkana kapas.
B. Chúngaani nioos epwe pwúng ngeni weeween ekkana kapas.

1. wóón                              4. nón

2. pwáánni                          5. fáán

3. asan

TO THE TEACHER:

1. For beginning readers:  Do this exercise orally. Point to each picture and have the child say the words.

2. Older children can write the words.

SUGGESTED TEACHER DIRECTED ACTIVITIES:

A. Speaking and Listening:
1. Have students talk about each picture. Ask questions that require thinking. Examples: (page 3) Where is he? How do you know? How is he moving? Why is he moving quietly? What is he trying to do? How do you know? What is in the tidal pool? What will happen next? What else might happen? What else? Why do you think that? Etc.

Give positive reward for every answer given. Never say, "That is not right." Ask, "Why do you think that?" and praise children for being able to give evidence to support their statements.

2. When they reach page 13, ask, "What is he thinking? What will he do next?" Get as many possibilities from the children as you can.

3. Have the children draw on their own paper an ending for the story, for page 14.

4. Have individuals tell the entire story supplying their own endings.

B. Reading Skill Development:
1. Language experience: As children tell what is happening for each picture write their words on the board or on chart paper. Have children "read" the entire story. Have them locate words and phrases as you call them out.

2. Sight-words: Write words such as mwurin ewe iik, neepeekin ewe áán, fáán ewe núú on cards. Have children select the card that matches each picture or have children pick a card and act out a sentence using the word selected.

C. Writing:
Have older students write a story to match the pictures. They are to write their own endings.