Millie and the Cowboy
Band 1: Introduction (instructions to teachers)
Band 2: m, ē, s, t, h_
http://youtu.be/kkuNCDgI53w - Millie story – Band 2
Phonograph Record One
Band 1: Introduction (instructions to teachers)
Band 2: m, ē, s, t, h_
http://youtu.be/kkuNCDgI53w - Millie story – Band 2
Lesson 1: Introducing m, /m/ [Ice Cream sound]
Once a little girl named Millie was lying on the beach. It was a hot day, and Millie was thirsty.
Just then an ice-cream man came by. He was an old friend of Millie’s family.
“Oh, my,” said Millie. “How I wish I had a dime!”
“Would you like a cone?” asked the man. “I’ll give you a cone if you’ll deliver this bag for me."
“I’ll be glad to,” said Millie.
The ice-cream man gave her a cone, and she took the first lick. She smiled and said, “/m/!” (pause) /m/!” (pause).
Lesson 1 Continued: Introducing ē spelled ē and ee [Block E]
Now let’s see what happened to Millie next.
After Millie licked her cone, she asked the ice-cream man where she should deliver the bag.
“To the cowboy,” said the ice-cream man. “Do you know him?”
“Yes,” said Millie. “He lives near the school, and so do I.”
The ice-cream man gave her the bag. “Hurry!” he said. “It’s important.”
As soon as the ice-cream man left, Millie peeked in the bag. Inside was an alphabet block that had been carefully carved from a large piece of wood. On the block was the letter E: /ē/ (pause), /ē/ (pause).
Lesson 1 Continued: Introducing s, /s/, [Flat tire sound]
“I wonder who carved that block,” thought Millie, as she walked up and down the beach looking for her father. At last she found him, talking to the lifeguard.
“Can we go home now?” she asked. “I have an errand to do. It’s important."
“All right,” he said. They got into the car and started off. As they did, they ran over a board. Millie’s father stopped the car and got out to look. There was a rusty nail sticking out of the board, and it made a hole in the tire. As the air came out of the tire, it made a hissing sound, /s/ pause, /s/ pause.
Lesson 2: Introducing t, /t/ [Ticking Clock sound]
Millie and her father heard the air coming out of the tire of the car. “I’ll have to get this tire changed,” said Millie’s father. “If you’re in a hurry, you’d better walk home.”
“I am in a hurry,” said Millie. “I’ll run.” And she did. “Mother!” she called when she got inside the door. “Mother!” There was no answer. All she could hear was the grandfather’s clock in the hall going /t/, /t/, /t/ (Pause), /t/,/ t/, /t,/ (pause).
Lesson 3: Introducing h, /h_/ [Out of Breath sound]
When Millie got home from the beach and called her mother, there was no answer. She decided that her mother wasn’t home.
Quickly she changed into a dress and looked in the bag again to make sure the E block was still there.
“I’d better find the cowboy.” She said. She hurried to the school.
The school building was empty. Behind the school was an athletic field with a cinder track around it. Some girls were having a race. Two of them were way ahead of the others, running very fast.
Millie waited for them at the finish line. A blue ribbon made of paper was stretched across the finish line. One of the girls ran through it and broke it.
“The winner!” cried the judge.
The winner stood still, panting and trying to catch her breath: /h/, /h/, /h,/ (pause), /h/, /h/, /h/ (pause).
“Excuse me,” said Millie, “have you seen the cowboy?”
The winner tried to speak, but all she could say was /h/, /h/, /h/ (pause)
[Note: the record has boys running a race; the sound card (and script) has girls.]
Band 3: w_, f, th, th, l
Lesson 3 Continued: Introducing w, /w_/ [Lariat sound]
At last the winner caught her breath and was able to talk.
“I saw the cowboy a while ago,” she said. “He was practicing with his lariat, over on the other side of the school.”
“Thank you,” said Millie. She went around the school.
Then she saw him. He was wearing a big cowboy hat. He had a loop of rope in his hand and was making it spin through the air above his head. As it swished through the air, it made this sound: /w/, /w/, /w/ (pause, /w/, /w/ /w/, (pause).
Lesson 4: Introducing f, /f/ [Angry cat sound)
Millie went up to the cowboy.
“Hi,” she said. “I have something for you. The ice-cream man gave it to me.”
She handed him the bag.
He opened it.
“The E,” he said. “I’ve been expecting it. It’s the first clue. I hope someone has pasted a picture on it to tell me where to go.” He turned the block over. “Good! There is a picture on it. It’s a picture of a lion. Where can we find a lion?”
“Why do we want to find a lion?” asked Millie. "I’d rather find out who carves such fine blocks.”
“Because the lion is a clue,” said the cowboy. “It might lead us to the other four alphabet blocks, and they might lead us to a treasure.”
“Oh,” said Millie. “Well. I know where to find the lion. The circus has come to town, and the circus wagons must be fairly close. Last year they were at Anderson’s farm.”
“Let’s go,” said the cowboy.
He and Millie hurried along the dirt road that lead to Anderson’s farm. They soon reached it, but there were no circus wagons.
“The circus must be at some other farm this year,” said the cowboy. “Let’s find Mr. Anderson and ask him.”
They opened the door of the barn to look for Mr. Anderson. Suddenly Millie felt something furry against her legs. She looked down.
It was the Andersons’ cat. Her back arched, and her tail went straight up in the air. All her fur stood up too. She was looking at a little turtle that was just crossing the floor, and she was making a sound like this: /f/! (pause), /f/! (Pause).
Lesson 4 Continued, Introducing th, /th/ (th voice bar). [Angry goose, and Angrier goose sound]
After the angry cat scared the little turtle in Mr. Anderson’s barn, the turtle turned (as fast as a turtle can turn) and made his way through the door and out into the yard.
Millie turned to the cowboy.
“Mr. Anderson isn’t here,” she said. “Maybe he’s out by the pond."
She and the cowboy hurried over to the pond.
“Nobody's here," said the cowboy.
“Wait!” said Millie. “I hear something!”
They turned. Not far away was a gray goose, hissing at them angrily: /th/, /th/, /th/ (pause), /th/, /th/, /th/ (pause).
“Why is she angry?” asked Millie.
“Because she’s afraid we want to hurt her babies,” said the Cowboy. “Look, two little goslings have already hatched, and there’s another egg, just starting to hatch. It’s cracked a little, and the third baby goose is trying to peck its way out.”
The cowboy stooped down to get a better look.
“Watch out for the goose!” said Millie.
The cowboy darted back. The goose came at him, sounding even angrier than before: /th/, /th/, /th/ (pause), /th/, /th/, /th/ (pause).
Lesson 5: Introducing l, /l/ [Electric Mixer sound]
“Let’s get out of here!” said the cowboy as the angry goose returned to her babies.
“But we still haven’t found the circus and the lion,” said Millie.
“We haven’t even found Mr. Anderson,” said the cowboy. “Let’s try the farm house."
He and Millie climbed the steps of Mr. Anderson’s back porch.
As they did so, they heard a strange sound coming from the kitchen. /l/ (pause), /l/ (pause)
“It’s the electric mixer,” said Millie. “Mrs. Anderson must be baking a cake. Listen!” /l/, /l/ (pause).
Band 4: d, r, z, ī, n
Lesson 5 Continued: Introducing d, /d/ [Door Knock sound]
“You’ll have to knock loudly to be heard above the sound of the mixer,” said Millie.
The cowboy went to the door of the farmhouse and knocked: /d/, /d/, /d/ (pause). No answer. He knocked again: /d/, /d/, /d/ (pause).
Lesson 6: Introducing r, /r/ [Angry Lion sound] (Note Lesson 23: /r/ in middle or end of word usually spelled er, ir, or ur. The sound is not exactly the same as /r/ at the beginning of a word, but it is so nearly the same that we put these spellings on the Angry Lion card.)
Millie and the cowboy kept knocking at Mr. Anderson’s door, and at last Mr. Anderson opened it.
“Can you tell us where the circus is?” asked the cowboy.
Mr. Anderson laughed. “You’re at the wrong farm,” he said. “The circus is over at Sullivan’s farm this year, down by the bay.
"Thanks," they said, and raced towards Sullivan's farm.
They could see the circus wagons long before they reached the farm. As they reached the first wagon, they heard a growl: /r/ (pause), /r/ (pause).
Millie jumped. She turned her head and looked right into the face of a huge lion. /r/, /r/, /r/, (pause).
“Let’s get out of here!” said Millie, “that cage doesn’t look very strong.”
“You’re right,”said the cowboy.
Lesson 6 Continued: Introducing z, /z/ [Buzzing Bees sound]
After Millie and the cowboy were scared by the lion, they hurried away into a nearby field where there were no circus wagons or wild animals.
“Watch out!” said Millie.
"What’s wrong now?” asked the Cowboy.
“You almost stepped on a bee,” said Millie. “There it is, flying around those tulips.”
The cowboy laughed. “Bees don’t bother you if you don’t bother them,” he said. “This one is just buzzing around gathering nectar so it can make honey. Listen. /z/ (pause), /z/ (pause).
The bee flew off toward the bay.
Lesson 7: Introducing ī, _ȳ, _īe [Block I]
After the bee flew away, Millie and the cowboy looked around the field.
“Look!” said the cowboy. “There on the fencepost!”
“What is it?” asked Millie.
“It’s the second alphabet block, the Ī: /ī/, (pause), /ī/.” (pause)
Lesson 10: Introducing n, /n/ [Motorboat sound]
Millie and the cowboy were delighted about finding the second alphabet block.
“Horray!” said Millie. “Does it give us another clue? What sort of picture does it have? Is is carved like the last one?"
The cowboy turned it over. “There’s a picture of some boats tied up at the dock,” he said
“I wonder which dock it is,” said Millie.
“The nearest one is over there across the bay,” said the cowboy, “but I don’t know how we’ll get across.”
"Look,” said Millie, “There’s Mr. Sullivan rowing out to his motorboat. Maybe he’ll take us.”
Milllie called to Mr. Sullivan. “May we go with you?” she shouted.
“Do you know how to swim?” called Mr. Sullivan.
“ I do,” said Millie.
“So do I,” said the cowboy.
“All right,” said Mr. Sullivan. He rowed back to shore, and they got in.
They he rowed them out to his motorboat. When the motor started, they raced across the bay. Other motorboats passed them, all making a noise like this: /n/, (pause), /n/ (pause).
Band 5: v, sh, ā, b
Lesson 11: Introducing v, /v/ [Airplane sound]
When they reached the other side of the bay, Millie and the cowboy thanked Mr. Sullivan and climbed up the ladder onto the dock. Then they sat on the edge of the dock for a while, swinging their legs and wondering where to find the next alphabet block.
“Do you think this is the right dock?” asked Millie.
Just then an airplane went overhead, making a lot of noise. /v/ (pause), /v/ (pause).
Lesson 12: Introducing sh, /sh/ [Be Quiet! sound]
The airplane made so much noise that Millie and the cowboy had trouble hearing each other.
“What did you say?” shouted the cowboy.
“I can’t hear you,” shouted Millie.
A few feet away was a lady with a baby carriage. She put her finger to her lips. “/sh/! (pause) “Please don’t shout. You’ll wake up my baby. /sh/!” (pause).
Lesson 13: Introducing ā [Block A]
The airplane flew off into the distance, and soon it was quiet again.
Millie turned to the lady with the baby and dropped her voice to a whisper.
“I’m sorry,” she whispered. “We didn’t think about your baby. We’re trying to find some missing alphabet blocks.”
“Then you must be one of the treasure hunters,” said the lady.
“Yes,” said the cowboy. “Can you help us?”
The lady reached down into a bag that was hanging from the end of the carriage. She pulled something out and handed it to Millie.
“Is this what you’re looking for?” she asked.
Then she turned and wheeled the baby carriage away.
“Horray!” said the cowboy. “It’s another carved alphabet block. It’s the Ā: /ā/ (pause), /ā/ (Pause). Now we have E, I, and A.”
Lesson 15: Introducing b, /b/ [Beating Heart sound]
Millie and the cowboy were surprised and pleased about getting the third alphabet block.
“Wonderful!” said Millie happily. "Is there a picture on it? Does it give us a clue about where to find the other two blocks?"
The cowboy studied the block.
“Yes,” he said, “it has a picture of a doctor on it.”
“Dr. Sakora?” asked Millie.
“Maybe so,” said the cowboy. “His office is just up the street. Let’s go see.”
Millie and the cowboy raced up the street and into Dr. Sakora’s office. Dr. Sakora was wearing his stethoscope and was listening to a boy’s chest.
“What are you listening to, Dr. Sakora?” asked Millie.
I’m listening to this boy’s heart,” said Dr. Vega. “It goes /b/, /b/, /b/ (pause) /b/, /b/, /b/ (pause). Every time it goes /b/, it pumps more blood through his body.”
“Could you hear my heart, too?” asked the Cowboy.
“Certainly,” said the doctor. He put the stethoscope against the cowboy’s chest and listened. “Your heart is going /b/, /b/, /b/ (pause). That means you've been running. When you run, your heart has to pump blood very fast."
Band 6: ō, g, y_, o͞o, ū
http://youtu.be/N1fX1NKrAz8 - Millie Story – Band 6
Band 6: ō, g, y_, o͞o, ū
Lesson 16: Introducing ō (ō, o_e, oa_, -ōw, _oe) [Block O]
After the doctor listened to the cowboy’s heart, the cowboy said, “You’re right, we’ve been running to find the alphabet blocks. We already have A, E, and I.”
The doctor pulled open one of his deep desk drawers and took something out.
“Would you like to have this?” he asked.
It was the fourth block, Ō, /ō/ (pause), /ō/ (pause).
Lesson 18: Introducing g, /g/ [Croaking Frogs sound]
Millie and the cowboy looked at the fourth alphabet block.
“Yippee!” they shouted. Quickly they looked for a picture.
“Here’s the picture,” said Millie. “It’s a picture of a pond!”
“It looks like the pond back on Andersons’ farm,” said the cowboy. “Maybe there is a block at that pond. Let’s go back there and see.”
They caught up to Mr. Sullivan just as he was ready to go back across the bay in his motorboat.
“May we go, too?” they asked.
“Hop in,” he said, starting the boat.
Soon they were back at Anderson’s farm, near the pond.
“Be very quiet,” said Millie. “I hear something.”
/g,/ /g/, /g/ (pause), /g/, /g/, /g/ (pause).
The cowboy laughed. “That’s a frog,” he said. “See the frogs climbing around on those stalks at the edge of the pond?”
Lesson 19: Introducing y, /y/ [Baby Birds sound]
Millie listened to the noises at the pond.
“That frog wasn’t all I heard,” said Millie. “Something was saying /y/, /y/, /y/ (pause). “Listen!”
“Oh, that’s a bird,” said the cowboy. “That isn’t anything to worry about.”
Lesson 19 Continued: Introducing /o͞o/. [Ghost sound]
They both listened again to the noises at the pond. After a moment they heard a new noise different from the others /o͞o/! (pause).
“What’s that?” they asked together.
“I don’t see anything,” said the cowboy. “Maybe it’s a ghost!”
A white figure appeared from behind some bushes and came toward them, waving its arms.
“It is a ghost!” said Millie. “Help! Help!”
“Wait!” cried the cowboy. “It’s someone dressed like a ghost. It’s holding something in its hands. It’s going to give us something!”
“/o͞o/ (pause), /o͞o/ (pause).
Lesson 20: Introducing ū (ū, u_e) [Block U]
The ghost by the pond came very near to Millie and the cowboy and as it passed them, it dropped something on the ground.
The cowboy bent to pick it up.
“Look, Millie!” he shouted. “It’s a block. It’s the last block! It’s the U: /ū/ (pause) /ū/ (pause). Now we have them all: A, E, I, O, and U.”
Band 7: p, i_, k
Lesson 24: Introducing p, /p/ [Dripping Water sound]
Millie and the cowboy counted the alphabet blocks. They found that they had all five.
“But what do we do with them?” asked Millie.
“I don’t know,” said the cowboy. “I’ll look for a clue on the last block.” He turned the block, staring at it.
“There’s no picture.” He said at last, much disappointed.
“Wait,” said Millie. “It rattles when you turn it. There must be something inside. I wonder what it is.”
The cowboy shook the U block. “You’re right!” he said. “Maybe that’s the clue.”
“How can we get the block open to find out what’s making it rattle?” asked Millie.
“We’ll have to pry the block apart,” said the cowboy. “Let’s borrow a screwdriver from Mr. Anderson.”
They raced to the door of the farmhouse and knocked on it. Slowly the door swung open, but there was no one there.
“Mr. Anderson!” they called. “Mr. Anderson!”
“There’s some sort of noise coming from the kitchen,” said Millie. “I can hear something going /p/, /p/, /p/ (pause, /p/, /p/, /p/, (pause). Maybe we’d better go in there and make sure that everything’s all right.”
The cowboy led the way into the kitchen. After a moment he began to laugh.
“That’s water dripping into a pan,” he said. /p/, /p/, /p/ (pause).
“Thank goodness!” said Millie.
Lesson 25: Introducing /ĭ/: i_ (i blank) [Baby Pig sound]
Millie and the cowboy didn’t find Mr. Anderson in the house.
“Well, let’s go look for him in the barn,” said the cowboy. “We still need the screwdriver.”
On the way to the barn, they passed a mother pig. Six of her babies were close to her, having their dinner, but one baby pig was lost. He couldn’t find his mother, and he was hungry. So he went /ĭ/, /ĭ/, /ĭ/ (pause).
The cowboy picked him up and took him to his mother.
Lesson 26: Introducing /k/ spelled k/, c, & _ck (green box blank ck) [Cracking Nut sound]
After the cowboy took the baby pig back to its mother, he and Millie went into the barn to find Mr. Anderson. As they opened the door, they saw several children watching Mr. Anderson work on the tractor.
“Hello, Millie,” said Mr. Anderson. “Hello, cowboy. These children are here for Ann’s birthday party, and they asked to go for a ride on the tractor. Would you both like to ride on the tractor, too?”
“Thank you,” said Millie, “but we don’t have time. We’re hunting for a treasure, and this alphabet block has a clue in it.” She rattled the block. “Can you open it for us so we can find out what the clue is?”
“Certainly, “said Mr Anderson. He took the screwdriver and pried the block open.
Out fell a nut.
“A nut?” said Millie. “That’s no help.”
“It must mean something,” said the cowboy. “We just have to figure out what does it mean.”
Mr. Anderson picked it up and cracked it open. It made a cracking noise: /k/ (pause), /k/ (pause).
The children ate the nuts inside.
Band 8: ng, a_, j_, o_, _x
Lesson 27: Introducing ng: _ng (blank ng) and _ñ_ (blank n blank mark) [Gong sound]
After Mr. Anderson cracked the nut and the children ate the pieces inside, they heard a sound from the direction of the house: /ng/ (pause), /ng/ (pause).
“What’s that?” asked the cowboy.
Mr. Anderson laughed.
“It’s the big gong Mrs. Anderson uses when she wants me to come in for supper. I can hear it even when I’m in the back pasture.”
Millie ran to the door of the barn to see.
“A boy is hitting it.” She said.
“Mrs. Anderson must have asked him to,” said Mr. Anderson. "I’ll bet Ann’s surprise is ready. I hope you and the cowboy will come and see what the surprise is.”
“We will,” said Millie and the cowboy together.
Lesson 30: Introducing /ă/: a_ (a blank) [Baby Lamb sound]
Millie and the cowboy started toward the house with Mr. Anderson and the other children.
“Wait,” said Mr. Anderson. “I hear a mother sheep calling for her lamb. That baby lamb must have wandered off again. We’ll have to find it before we go into the house.
All the children ran off in different directions to look for the lamb. After a while one of Mr. Anderson’s boys came back with the lamb in his arms. The lamb was calling its mother: /ă/, /ă/, /a/ (pause) /ă/, /ă/, /ă/. (pause)
“Now we can go in,” said Mr. Anderson.
Lesson 33: Introducing j_ (j blank, _dge: green box blank dge) ġ (one-dot g) [Scrub Brush sound]
When they reached the kitchen of the farmhouse again, they found two of Ann’s friends working very hard. Greg Sikora was washing dishes at the sink. Rick Katz was on his knees with a scrub brush and a pail of soapy water.
“We’re cleaning up for Ann’s party.” Rick told them. “Someone tracked mud across the floor.”
“Oh, dear,” said Millie. “Maybe we did. I’m sorry.”
“It’s all right,” said Rick. He started to scrub the floor. /j/, /j/, /j/ (pause) /j/, /j/, /j/ (pause).
Lesson 35: Introducing /ŏ/: o_ (o blank) [Open mouth sound]
In the Andersons’ living room several children were watching the Doctor Grant show on TV.
Dr. Grant was looking down a boy’s throat.
“Say /ŏ/!” (pause), said Dr. Grant.
"/ŏ/," said the boy. "/ŏ/."
Mr. Anderson entered the living room.
“Where’s Ann’s surprise?” he asked.
The children turned off the TV and trooped into the dining room.
Lesson 36: Introducing /ks/: _x (green box blank x) [Pop Bottle sound]
On the table in the dining room was a big birthday cake with roses around the edge, and Ann’s name was written on it in pink icing.
All the children thought the cake was beautiful. Ann, of course, was the happiest of all. After everyone had a piece, bottles of soda pop were passed around. As each child opened a bottle of pop, everyone could hear the sound /ks/ (pause). /ks/ (Pause). Soon the room was full of the sound: /ks/ (pause), /ks/ (Pause).
Band 9: e_, ch, wh_, u_ qu_
Lesson 37: Inroducing /ĕ/ as e_ (e blank), and _ĕa (Blank ea blank curved) [Rocking Chair sound]
Mr. Anderson sat down in his rocking chair and began to rock. As he rocked, the chair creaked /ĕ/, /ĕ/, /ĕ/ (pause).
“I ought to tighten this chair up,” said Mr. Anderson. “It’s been sounding just like this for months: /ĕ/, /ĕ/, /ĕ/ (pause).”
Lesson 38: Introducing /ch/ as ch and _tch (green box blank tch) [Steam Engine sound]
Some of the children at Ann’s party had a second helping of cake.
"Did Ann get any presents?” asked the cowboy after he finished his piece of cake.
“She got a caboose for her train,” said Mr. Anderson.
“My train has a steam engine,” said Ann. “Come see it run!” All the children followed her.
When she got the train started, it chugged along making puffs of steam, /ch/, /ch/, /ch/ (pause), /ch/, /ch/, /ch/ (pause).
Lesson 40: Introducing /wh/ spelled wh_ (wh blank). [Blow out Match sound]
At the birthday party all the children watched Ann’s steam engine go.
To make it run, Ann’s mother lit a wick under the tiny boiler. Then she blew out the match. /wh/ (pause). She blew it out very carefully: /wh/ (pause). /wh/ (pause), /wh/ (pause), /wh/ (pause).
Lesson 41: Introducing /ŭ/ spelled u_ (u blank) [Mother Bear sound]
Millie and the cowboy realized that it was getting late.
“Four o’clock already,” Millie said.
“Well anyway, it’s time for us to figure out what that nut means,” said the cowboy. “We’ve got to find that treasure.”
“Let’s see,” said Millie. “That was a walnut. What other kinds of nuts are there?”
“What about peanuts?” said the cowboy.
“Well, you can always buy peanuts at the zoo,” said Mr. Anderson. “The last time we went to the zoo we fed peanuts to a mother bear and her two cubs. Whenever she wanted the cubs to follow her, she grunted like this: /ŭ/, /ŭ/, /ŭ/ (pause), /ŭ/, /ŭ/, /ŭ/ (pause).”
Lesson 42: Introducing /kw/ spelled qu_ (qu blank). [Coffee Pot sound]
“It’s worth a try,” said the cowboy, “but how can we get to the zoo?”
“We’re taking Ann there for a birthday treat,” said Mr. Anderson. “Would you and Millie like to come with us?”
“Oh, yes,” they said together.
“But first,” said Mr. Anderson, “I’ve got to help the carpenter finish a little job in the garage. Then Mrs. Anderson and I are going to have cup of coffee.”
Already they could smell the coffee which was just beginning to perk on the kitchen stove. They could hear it, too: /kw/ (pause). As the coffee boiled, the pot made the little sound /kw/ (pause), /kw/ (pause), /kw/ (pause).
Band 10: ow, ar, aw, _oy
Lesson 43: Introducing /ow/ spelled ow and ou_ (ou blank). [Hurt Finger sound]
Mr. Anderson left the room. Soon the children could hear hammering in the garage.
“/ow/!” the carpenter shouted. “I hit my finger. But I guess I’ll live. /ow/! /ow/!” (pause)
“I wonder if that’s the carpenter who made the blocks,” said Millie.
Lesson 45: Introducing /är/ (two-dot ar) [Spinning Tire sound]
As soon as everyone was in the car, the Andersons left for the zoo. On the way they saw a car which had driven a little bit off the road. It was stuck in the mud, and one of its rear wheels was spinning whenever it tried to go: /är/, /är/, /är/ (pause).
Lesson 46: Introducing /aw/ spelled au_ (au blank) and a̤ (a two dots) [Broken Bat sound]
Mr. Anderson drove past the car that was stuck in the mud.
“Did you see the driver’s face?” asked the cowboy. “He looked as disgusted as my big brother did the day he broke his best bat.”
“How did he break his bat?” asked Millie.
“He hit the ball with the wrong side of the bat, and it split into two pieces. He said, ‘/aw/!, (pause), /aw/!’” (pause.)
Lesson 50: Introducing /oi/ spelled oi_ (blank) and oy_ (blank oy). [Barking Seals sound]
Soon Millie and the cowboy and the Andersons reached the zoo. As they walked down some steps, Millie asked, “What’s that barking noise from over by the pool?”
They all looked around.
“It’s a seal,” said the cowboy, “waiting for the keeper to throw him a fish. He’s barking like this: /oi/, /oi/, /oi/ (pause), /oi/, /oi/, /oi/.” (pause) "Right," said Millie. "But we can't spend much time watching the seals. We still haven't found that treasure."
Band 11: Short /o͝o/ and _s̮_
Lesson 51: Introducing /oo/ spelled o͝o (double o long curved mark) and /_ṳ_/ (blank two-dot u blank) [Barbell sound]
Millie and the cowboy watched the seals for a while and then walked on.
“Wait!” said the cowboy. “There’s the ice-cream man!”
“But he’s not selling ice cream,” said Millie.
“No,” said the cowboy. "Let’s ask him what he’s doing.”
The ice-cream man was encouraging a boy to lift a barbell. It was almost too heavy for him, but finally he managed to push it above his head, saying, “/o͝o/ (pause), /o͝o/.” (pause)
The ice-cream man pointed at him. “The winner and new champion!” he shouted.
Carefully the boy set the heavy barbell down.
Lesson 54: Introducing _s̮_ (blank s blank mark) [technically, the zh sound as in pleasure/treasure] [Sawing sound] ]
As the weight-lifter set the barbell down, Millie and the cowboy walked up to the ice-cream man.
“What’s happening?” asked the cowboy.
The ice-cream man smiled. “I have been judging a weight-lifting contest,” he said. “How are you coming with the treasure hunt?”
“We found A, E, I, O, and U,” said the cowboy, “and we found the peanut, but we don’t know where to look next.
“You’ve done very well,” said the ice-cream man. “I gave clues to five different boys, but you’re the only ones who found the rest of the alphabet blocks. So right now you’re very close to winning the prize.”
“What’s the prize?” asked the cowboy.
“Free ice cream for a month.”
“Oh, boy!” said the cowboy to Millie. “Let’s go!”
“But where do we look?” asked Millie. “We still have only the peanut for a clue.”
The cowboy thought for a minute. “What animal likes peanuts most of all?” he asked.
“The elephant!” said Millie.
Millie and the cowboy ran to the elephant cage. People were throwing peanuts to the elephants and the elephants were catching them in their trunks.
Near the cage the carpenter who had helped Mr. Anderson was sawing a board in two; /s/ (pause), /s/ (pause), /s/ (pause).
“What are you doing?” asked the cowboy.
“I finshed making all the alphabet blocks,” said the carpenter, smiling at Millie, “so I’m fixing the boxes the elephants stand on to catch the peanuts. They’re getting too heavy for them.”
“They must be eating too many peanuts,” said Millie. “Where can we buy some?”
“Over there where the ice-cream man is talking to the peanut-seller.”
Millie and the cowboy hurried over and bought a bag of peanuts.
Millie reached in and, to her surprise, she pulled out a tightly folded note.
“What does it say?” she asked.
The cowboy opened it and read:
“I.O.U. FREE ICE CREAM FOR A MONTH.” It was signed: “THE ICE-CREAM MAN.”
“We’ve won! We’ve won the treasure!” Millie shouted. And in her excitement she threw the whole bagful of peanuts at the astonished elephants.
Mr. Donald L. Potter discovered the script for “Millie and the Cowboy” in the 1985 Open Court Foundation Teacher’s Guide: Level B: The Headway Program on June 28, 2014. I would like to thank Mr. Paul J. Wigowsky for telling me about the Millie and the Cowboy. The story was a brilliant way to teach children the English speech sounds (phonemes) in an interesting and memorable manner. Mr. Wigowsky taught Open Court for many years starting in 1976. The old Open Court (before SRA/McGraw-Hill purchased the rights to publish the program, but published an entirely different program under the same name) taught the speech sounds with actions that produced the sounds. This unique method made it possible for the students to recognize the sound anywhere in a word. Most programs, including the new Open Court (Imagine It!) use words that contain the sounds.