Bibliographic Citation:
Willems, Mo. Leonardo, the Terrible Monster. New York, NY: Hyperion Books, 2005. 48 p. ISBN 978-0786852949.
Willems, Mo. Leonardo, the Terrible Monster. New York, NY: Hyperion Books, 2005. 48 p. ISBN 978-0786852949.
Awards/Selection Lists:
School Library Journal Starred Review
Time Magazine's 10 Best Children's Books, 2005
Book Sense Book of the Year Honor Book, 2006
Format Examined:
Hard cover
Annotation:
Leonardo is a monster who cannot scare anyone, so he seeks out Sam, a boy who he thinks he can scare.
Personal Reaction:
This story introduces Leonardo, a monster who is not able to scare anyone, so he seeks out a kid that he can scare, and finds Sam. When he scares Sam, the boy bursts into tears, but not because he scared him, but for a variety of "wrongs" that Sam has suffered that day. Leonardo decides to change from a scary monster to a good friend to help Sam.
Age Recommendation:
I would recommend this book to children 3-7 years of age.
Themes/Issues:
Self-esteem, frustration, change in perspective, friendship
Early Literacy Skill Value:
Letter Knowledge:
Letter knowledge is not a direct focus of this book.
Narrative Skills:
Narrative skills can be modeled through the reading of this book through dialogic reading. The large text also invites children to become familiar with the text of this book, and encourages involvement in the telling of the story.
Phonological Awareness:
Phonological awareness is not a direct focus of this book.
Print Awareness:
Changing, colorful, and lively fonts bring the text of the story into the story in a way that the words almost become characters of the story themselves.
Print Motivation:
This is a fun story that children will love revisiting and becoming a part of the telling of the story. The surprising turn of events in the story make this a book that children will enjoy.
Vocabulary:
The vocabulary in this book deals with self-esteem, feelings of frustration, changing emotions, and friendship.
Author/ Illustrator Website:
http://www.mowillems.com/
Letter knowledge is not a direct focus of this book.
Narrative Skills:
Narrative skills can be modeled through the reading of this book through dialogic reading. The large text also invites children to become familiar with the text of this book, and encourages involvement in the telling of the story.
Phonological Awareness:
Phonological awareness is not a direct focus of this book.
Print Awareness:
Changing, colorful, and lively fonts bring the text of the story into the story in a way that the words almost become characters of the story themselves.
Print Motivation:
This is a fun story that children will love revisiting and becoming a part of the telling of the story. The surprising turn of events in the story make this a book that children will enjoy.
Vocabulary:
The vocabulary in this book deals with self-esteem, feelings of frustration, changing emotions, and friendship.
Author/ Illustrator Website:
http://www.mowillems.com/
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