Tim and the Fish Workbook Dr Lillian Fawcett & Julie Myers
SAMPLEIns Instructions The Workbooks are designed to provide comprehension activities that compliment and build on the Learn to Read Books. It is envisaged that students will read 6 pages of the book each night and there are two comprehension/activity sheets that relate to those 6 pages. Outlined below are some recommended oral activities: 1. Look at the cover page and read the title. Ask your child who Tim might be and what the story might be about. This helps develop prediction skills and encourages the child to connect with the text. 2. Introduce the story by looking at all the pictures and discussing. There is not necessarily a correct answer for these questions. It is about helping your child develop prediction skills. • Pages 1 & 2: What do you think is the relationship between Pam and Ben? • Pages 3-6: What pet would you like? What would you buy for your pet? • Pages 7-10: What animals could you buy at a pet shop? What animals wouldn’t you be able to buy at a pet shop? Why? • Pages 11 & 12: Ben and Pam ask for their pets, but the way they ask is not very polite. How could they have they been more polite? • Pages 13 & 14: What would you have called the dog and the cat? Why? • Page 18: Why wouldn’t Ben get his dog a fish? What food would you buy for a dog? • Pages 21 & 22: Could you give a cat the fish whole like this? Why? • Pages 23-28: How would you describe Tim? How would you get Tim to give you the fish? 3. Ask your child to read 6 pages each night. At the end of each set of six pages you can do the following activities or ask the questions. t • Day 1: As your child to flip through the 6 pages and quickly point out the word ‘Pam’ every time it occurs. This activity is great for developing scanning skills to locate information quickly. • Day 2: What did Pam buy? Where in the text does it say that? t • Day 3: Why wouldn’t it be good to give fish to a dog? t • Day 4: How do you think Pam is feeling? Why? Discuss a range of emotions that Pam might be feeling (e.g., angry, upset, mad, sad…). • Day 5: Why do you think Tim wouldn’t give the fish back? Encourage your child to provide several answers. t Complete the activity sheets with your child and teach specific comprehension strategies such as going back into the story to check for the correct answer. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Fill in the missing words. dog shop Ben big cat Pam 1. “I wish I had a cat,” said . 2. Sox is a . 3. “I wish I had a dog,” said . SAMPLE 4. Tim is a . 5. Pam can get a cat at the . 6. Ben will get a dog. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Circle the or the x. 1. Tim is a cat. X 2. Ben gets a dog. X SAMPLE X3. Sox is in the shop. 4. Ben will get Tim a Xfish. 5. Pam will give Sox Xa fish. 6. Tim is big. X © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Read pages 19-24. Put in the correct order. Pam gets a fish. Pam is in the fish shop. Tim will not give the fish to Pam. Tim gets the fish. SAMPLE Pam gives Sox the fish. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Tim Gets the Chick Workbook Dr Lillian Fawcett & Julie Myers
SAMPLEInIs nstructions The Workbooks are designed to provide comprehension activities that compliment and build on the Learn to Read Books. It is envisaged that students will read 6 pages of the book each night and there are two comprehension/activity sheets that relate to those 6 pages. Outlined below are some recommended oral activities: 1. Look at the cover page and read the title. Ask your child where Tim might have got the chick and discuss what the story might be about. This helps develop prediction skills and encourages the child to connect with the text. 2. Introduce the story by looking at all the pictures and discussing. There is not necessarily a correct answer for these questions. It is about helping your child develop prediction skills. • Pages 1 & 2: Ask your child to tell you the name of all the characters. • Pages 3 & 4: Who do you think the man is? Encourage your child to come up with several alternatives. What clues do his clothing provide? • Pages 5 & 6: Use the pictures on this page to decide which answers generated above is mostly likely to be correct. • Pages 7 & 8: What do you think Tim is thinking? Why? • Pages 13 & 14: What do you think Tim is going to do with the chick? Encourage your child to come up with several alternatives. • Pages 15 & 16: How is Tim feeling? Discuss a range of emotions (embarrassed, angry, mad, sad, disappointed…). Why is he feeling like that? How can we tell how he is feeling? (Discuss facial expression, body language, etc.). • Pages 21 & 22: What do you think Pam wants? • Pages 23 & 24: What do you like to eat for lunch? • Pages 27-28: Where are they going? Why is Tim not getting in the car? 3. Ask your child to read 6 pages each night. At the end of each set of six pages you t can do the following activities or ask the questions. • Day 1: As your child to flip through the 6 pages and quickly point out the word ‘the’ every time it occurs. This activity is great for developing scanning skills to locate information quickly. t • Day 2: Does Pam like the chick? How do you know? t • Day 3: Why is Ben angry with Tim? • Day 4: What do Ben and Pam have for lunch? Ask your child to show you the answer in the text. • Day 5: Is Tim happy to be going home? Why? t Complete the activity sheets with your child and teach specific comprehension strategies such as going back into the story to check for the correct answer. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
SAMPLECircle the correct word. Pam Ben Tim chick fish lunch dog big chap such cat give © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Circle the correct word. 1. The dog (in, the, can) not get in. 2. “Get the dog,” (said, a, me) the chap. SAMPLE 4. “Can (I, is, a) give the chick lunch?” said Pam. 3. Tim cannot (had, give, get) the chick. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Add ‘ch’ to the words and match to the rhyming word. su____ top SAMPLE____op cap lun____ slip ____ap much pin____ winch ____ip munch © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
The Big Moth Workbook Dr Lillian Fawcett & Julie Myers
IIns nstructions The Workbooks are designed to provide comprehension activities thatSAMPLE compliment and build on the Learn to Read Books. It is envisaged that students will read 6 pages of the book each night and there are two comprehension/activity sheets that relate to those 6 pages. Outlined below are some recommended oral activities: 1. Look at the cover page and read the title. Help your child identify the creature the children are riding on and discuss what the story might be about. This helps develop prediction skills and encourages the child to connect with the text. 2. Introduce the story by looking at all the pictures and discussing. There is not necessarily a correct answer for these questions. It is about helping your child develop prediction skills. • Pages 1 & 2: What do you think Pam is doing? What makes you think that? • Pages 3 & 4: How do Pam and Ben feel about the moth? Discuss a range of emotions (admiration, curiosity, surprise…) • Pages 5-8: What do Sox and Tim want to do with the moth? • Pages 9-27: In The Big Moth, students are introduced to the concept of a change in time and place through a dream sequence. As you flip through this section of the story, draw your child’s attention to the clouds indicating that this is a dream. • Page 14: Where do you think they will go? Encourage your child to come up with several alternatives. • Page 21: What is Sox trying to do? • Page 26: What is Tim trying to do? Why? • Pages 29 & 30: What do you think Pam and Ben are telling their mum? 3. To help your child connect to the story, you could also catch and study a moth and/or find some information about moths on the internet. 4. Ask your child to read 6 pages each night. At the end of each set of six pages you t can do the following activities or ask the questions. • Day 1: As your child to flip through the 6 pages and quickly point out the word ‘moth’ every time it occurs. This activity is great for developing scanning skills to locate information quickly. t • Day 2: Can you really ride on a moth? How can Pam and Ben ride on this t moth? • Day 3: Who goes up on the moth? Ask your child to locate the sentence that provides this information. • Day 4: Can Sox get the fish? Why? Can Tim jump in the water? Why? t • Day 5: What do you think would happen to the moth if it went in the water? Complete the activity sheets with your child and teach specific comprehension strategies such as going back into the story to check for the correct answer. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Draw a line from the sentence to the picture. 1. Pam is on the moth. 2. “That moth is not for you,” said Ben. SAMPLE 3. Ben jumps onto the big moth. 4. ”That moth is not for you,” Pam said to Sox. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Circle the correct word. 1. I (think, thank, thin) Tim, the dog, likes the big moth. 2. It is (rich, much, such) a big moth. SAMPLE 3. Ben likes the moth (the, have, very) much. 4. (You, Come, Must) and get on the moth,” Ben said to Tim and Sox. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Write a story using these words: Pam, Ben, fish, cannot, get, Pam, Sox, is, on, moth, the, they, up, go, water, to SAMPLE © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
The Silly Sheep Workbook Dr Lillian Fawcett & Julie Myers
SAMPLEIns Instructions The Workbooks are designed to provide comprehension activities that compliment and build on the Learn to Read Books. It is envisaged that students will read 6 pages of the book each night and there are two comprehension/activity sheets that relate to those 6 pages. Outlined below are some recommended oral activities: 1. Look at the cover page and read the title. Discuss what the story might be about. This helps develop prediction skills and encourages the child to connect with the text. 2. Introduce the story by looking at all the pictures and discussing. There is not necessarily a correct answer for these questions. It is about helping your child develop prediction skills. • Pages 1 & 2: What do you think Pam and Ben might do at the lake? What might you see at a lake? • Pages 3 -6: Would these fish be good to eat? Why? • Pages 7-10: Discuss bees – life cycle, bee stings, etc. • Pages 11-14: How did the sheep get there? • Page 15: What do you think Tim will do when he sees the sheep? What do you think the sheep will do? • Page 19: What do you think will happen to Tim and the sheep if they jump in the water? Can sheep swim? Can dogs swim? • Page 22: How do you think Ben feels when he can’t see Tim in the water? Discuss a range of emotions (scared, terrified, upset, angry…). 3. Ask your child to read 6 pages each night. At the end of each set of six pages you can do the following activities or ask the questions. • Day 1: As your child to flip through the 6 pages and quickly point out the word t ‘with’ every time it occurs. This activity is great for developing scanning skills to locate information quickly. • Day 2: Why does Ben say, “That bee is not good for you?” • Day 3: Why is it not good for Tim to jump on the sheep? t • Day 4: Can the sheep swim? How do you know? t • Day 5: What time of the day is it? How do you know? Complete the activity sheets with your child and teach specific tcomprehension strategies such as going back into the story to check for the correct answer. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
SAMPLEWork out the relationship between the first two words. Choose a word from the box which has the same relationship with the next word in the sentence. water on jump you some go like • Up is to down as off is to • Me is to I as your is to • Had is to have as went is to • Wave is to clap as hop is to • Book is to paper as river is to • Good is to bad as hate is to • Ten is to lots as three is to © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Some things are true. They are called facts. Some sentences tell what a person thinks or likes. They are called opinions. Decide if the following sentences are facts (F) or opinions (O). SAMPLE 1. The bee gets on the sheep. 2. It is not good for a bee to get on a sheep. 3. Tim sees the sheep. 4. Tim likes the sheep. 5. Tim is a bad dog. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Unscramble these sentences and write correctly. 1. water That very deep is . 2. good is lunch a It . SAMPLE 3. like you Pam Do ? © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
The Funny Cake Workbook Dr Lillian Fawcett & Julie Myers
SAMPLEIns Instructions The Workbooks are designed to provide comprehension activities that compliment and build on the Learn to Read Books. It is envisaged that students will read 6 pages of the book each night and there are two comprehension/activity sheets that relate to those 6 pages. Outlined below are some recommended oral activities: 1. Look at the cover page and read the title. Discuss what the story might be about. This helps develop prediction skills and encourages the child to connect with the text. 2. Introduce the story by looking at all the pictures and discussing. There is not necessarily a correct answer for these questions. It is about helping your child develop prediction skills. • Pages 1 & 2: What do you think Ben is doing? Why? • Pages 3 -4: What time of the day do you think it is? Why? • Page 7: What do you think Pam is looking for in the box? • Pages 8-10: Describe your favourite hat. • Pages 11-20: Discuss the steps in making a cake. • Pages 21-24: Do you think they like the cake? What is your favourite cake? • Page 25: What do you think Pam and Ben are going to make now? Encourage your child to generate several ideas. 3. To help your child to connect with this text, you could also make a cake together and construct pictures using shapes cut out of coloured paper or using coloured shape stickers. 4. Ask your child to read 6 pages each night. At the end of each set of six pages you can do the following activities or ask the questions. • Day 1: As your child to flip through the 6 pages and quickly point out the word t ‘look’ every time it occurs. This activity is great for developing scanning skills to locate information quickly. • Day 2: What did Pam find in the toy box? Describe Pam’s hat. Describe Ben’s hat. t • Day 3: What do you think Mum is cutting up? What do you think they shake t onto the cake? • Day 4: Do you think Mum and Pam like the cake? How do you know? • Day 5: What is the problem with Pam’s plane? How does she get it to work? t Complete the activity sheets with your child and teach specific comprehension strategies such as going back into the story to check for the correct answer. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
A sentence is one idea. Every sentence starts with a capital letter. A full stop is used to show the end of the sentence. Read the story and put in the full stops and capital letters. Ben looks for Pam he looks under here he looks over there he cannot find Pam SAMPLE © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
SAMPLE Read pages 19 to 24. Circle the correct answer based on these pages. 1. Mum will help to a) mix the cake. b) bake the cake. c) cut up the cake. 2. When the cake is baked, Mum a) gets the cake onto a plate. b) drops the cake. c) looks at the cake. 3. Ben cuts the cake when a) it looks funny. b) Pam looks at it. c) it is cold. 4. Pam and Mum a) hate the cake. b) give the cake to Tim and Sox. c) like the cake. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
‘e’ goes away when ‘ing’ comes to stay or any other suffix beginning with a vowel (a, e, i, o, u and sometimes y). Add the suffixes to these words. SAMPLE + =wakeing + =cakes + =bakeer + =makeing + =shakeer + =planes • Note: When the suffix begins with ‘e’ (e.g., er, est, ed), the ‘e’ goes away and then comes back again. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
The Little Red Kite Workbook Dr Lillian Fawcett & Julie Myers
SAMPLEInstructions The Workbooks are designed to provide comprehension activities that compliment and build on the Learn to Read Books. It is envisaged that students will read 6 pages of the book each night and there are two comprehension/activity sheets that relate to those 6 pages. Outlined below are some recommended oral activities: 1. Look at the cover page and read the title. Discuss what the story might be about. This helps develop prediction skills and encourages the child to connect with the text. 2. Introduce the story by looking at all the pictures and discussing. There is not necessarily a correct answer for these questions. It is about helping your child develop prediction skills. • Pages 1 & 2: What do you think Pam and Ben are saying to Mum? They might be asking a question. What might their question be? Encourage your child to think of several ideas. • Pages 4-8: What is the cat sitting on? How does Pam get the cat to come down? • Page 10: Where could Ben fly his kite? • Pages 11-12: Where do you think Pam and Ben want to go? How will they get there? Hint: What can they see outside the window? • Pages 16-20: What game are Pam and Ben playing? Where would you hide? • Pages 22-29: Point out the dream cloud and that this part of the story is only occurring in Ben’s imagination. How would you feel if y you were Ben or Pam flying on the kite? Discuss a range of emotions and the reason (e.g., scared because I might fall off….). • Page 30: Where do you think Pam and Ben are going now? 3. Ask your child to read 6 pages each night. At the end of each set of six pages you can do the following activities or ask the questions. • Day 1: As your child to flip through the 6 pagesIns and quickly point out the word ‘where’ every time it occurs. Look at the end of the sentences that begin with where. Discuss how they all finish with a question mark. • Day 2: Why won’t Ben let Sox come to the lake with them? • Day 3: Why do you think Pam and Ben like going to the lake? Encourage your child to think of several reasons. • Day 4: Who sees Pam first? Find the sentence that tells you that. • Day 5: What do the fish do? Complete the activity sheets with your child and teach specific comprehension strategies such as going back into the story to check for the correct answer. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Antonyms are words that have the opposite meaning. Match the antonyms. sheSAMPLE here sad funny there big he dad mum under over little © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Put in the correct order. Tim and Ben get in the pipe with Pam. Tim has the line of the little red kite. SAMPLE Tim sees Pam in the pipe. Ben gets the little red kite. Pam and Ben jump on the kite. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Make a plastic bag kite You will need 1 plastic shopping bag with no holes Some string or ribbon Method • Tie the string onto the handle loops of the shopping bag. • Decorate your bag. • Take it outside and fly it in the wind. SAMPLE You can also make it into a parachute. Tie a small doll onto the end of the string. Throw the bag into the air and watch it come down slowly. See if you can catch it before it falls to the ground. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Sox Needs Help Workbook Dr Lillian Fawcett & Julie Myers
SAMPLEInIs nstructions The Workbooks are designed to provide comprehension activities that compliment and build on the Learn to Read Books. It is envisaged that students will read 6 pages of the book each night and there are two comprehension/activity sheets that relate to those 6 pages. Outlined below are some recommended oral activities: 1. Look at the cover page and read the title. Discuss with your child why Sox might need help. Ask your child who he/she would go to for help. Generate the names of at least 5 different people – one for each finger of one hand. 2. Introduce the story by looking at all the pictures and discussing. There is not necessarily a correct answer for these questions. It is about helping your child develop prediction skills. • Pages 1 & 2: Where are Pam, Ben, Tim and Sox? • Page 4: Is it a good idea for Sox to try to catch the bee? Why? Discuss bee stings. • Page 6: A new character is introduced – Kim. • Pages 7-8: What do you think Ben is doing? • Pages 9-12: Look at the expressions on the characters’ faces. Do you think Tim should be in the water? • Page 13: What do you think has happened to Sox? • Page 14: How would you feel if your pet was sick? Help your child to generate a number of emotions and explain why. • Page 15: Where do you think Ben is going? • Pages 27 & 28: What do you think Ben and Pam are worried about? 3. Ask your child to read 6 pages each night. At the end of each set of six pages you can do the following activities or ask the questions. • Day 1: Choose a word on each page for your child to quickly find. • Day 2: Did Ben want Tim to go in the water? Find the sentence that tells you t that. Why do you think Ben didn’t want Tim to go in the water? • Day 3: What happened to Sox? What did Ben do? Discuss what things might make you choke. t • Day 4: How do we know that Tim is thirsty? Find the sentence that gives the answer. t • Day 5: Dad says that it is good for Tim and Sox to sleep. Why would it be good for them to sleep? Help your child generate several answers. Complete the activity sheets with your child and teach specific tcomprehension strategies such as going back into the story to check for the correct answer. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
A sentence is one idea. Every sentence starts with a capital letter. We also use capital letters for names. A full stop is used to show the end of a sentence. Read the story and put in the full stops and capital letters. ben has a rope on tim he wants tim to come with him the rope will not choke tim the rope will make him come with ben SAMPLE © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
SAMPLE Read pages 19 to 24. Circle the correct answer based on these pages. 1. Dad and Ben find Pam a) in the water. b) at home. c) at the lake. 2. Dad tells Pam that bones a) are not good for cats. b) are good for cats. c) are good for dogs. 3. Ben gave his dog a) lots of water. b) some fish. c) some bones. 4. Sox likes to eat a) water. b) fish. c) bones. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Read each pair of sentences. Write 1 next to the sentence that happened first and 2 next to the sentence that happened second. • Mum made a cake. _____ • Pam and Ben eat the cake. _____ • Tim and Sox go to sleep. _____ • Sox eats some fish. _____ SAMPLE • Pam does not want to choke. _____ • Ben gave his dog some water. _____ © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
The New Moon Workbook Dr Lillian Fawcett & Julie Myers
SAMPLEInstructions The Workbooks are designed to provide comprehension activities that compliment and build on the Learn to Read Books. It is envisaged that students will read 6 pages of the book each night and there are two comprehension/activity sheets that relate to those 6 pages. Outlined below are some recommended oral activities: 1. Look at the cover page and read the title. Discuss what the story might be about. Discuss the different phases of the moon and what is meant by a ‘new moon’. 2. Introduce the story by looking at all the pictures and discussing. There is not necessarily a correct answer for these questions. It is about helping your child develop prediction skills. • Pages 1-4: If possible look at the moon and see if you can see a face like shape. • Page 9: What do you think Pam and Ben are making? Encourage your child to generate several ideas. • Page 11: What do you think Ben is looking for? Again, encourage your child to generate several ideas. • Page 17 onwards: Point out the dream cloud and that this part of the story is only occurring in Pam and Ben’s imagination. Where do you think they are all going? Where would you go in a jet plane? • Page 23: What might have happened to the plane? How do you think Pam and Ben are feeling? How would you feel? Discuss a range of emotions and the reason (e.g., scared because ….). • Page 30: How do you think they will get the plane out? 3. Ask your child to read 6 pages each night. At the end of each set of six pages you can do the following activities or ask the questions. • Day 1: Ask your child to flip through the 6 pages and quickly point out the words ‘said’ and ‘tells’ every time they occur. Point out the use of speech marks each time these words are used. DiscussIns how speech marks indicate the words that are being spoken. • Day 2: Why do Ben and Pam put their pets in the bedroom? What do Ben and Pam make? Where does it tell you that in the story? • Day 3: List all the things that Ben and Pam take with them. Remember to point out that this is the dream section of the story. • Day 4: Were Ben and Pam able to find the man in the moon? Discuss why. • Day 5: Where was the jet plane? How did they feel when they saw the plane? How did Ben get it out? How did they feel when they got back on the plane? Complete the activity sheets with your child and teach specific comprehension strategies such as going back into the story to check for the correct answer. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
When a sentence tells you the reason something has happened, it is the cause. When the sentence tells you what happened, it is the effect. Look at the following pairs of sentences and match the cause with the effect. Ben can’t find SAMPLE Ben and Pam his tent. are very happy. It is fun to go to Pam helps Ben the moon. look for his tent. You must have They find Ben’s a hat if you go tent. to the moon. Pam gets some They need hats. somewhere to sleep. Pam gets a cake. They need food to eat. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
SAMPLEWe use speech marks “…” to show the words a person said. Put the speech marks in the following sentence. Hint: Put a line under the word that tells you a person is speaking (e.g., said, tell, yell) and a line under the person who did the speaking (e.g., Mum, Pam, Ben) and, if relevant, who they spoke to. The words that are left are the ones that were spoken. Remember to put a comma before the last speech mark. 1. The moon is very big said Ben. 2. We were down there said Ben. 3. It is funny up here on the moon Pam tells Ben. 4. He is not on the moon Ben tells Pam. 5. I do not like it up here on the moon said Pam © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
SAMPLE I’m going to the moon…. This game is designed to help children look for relationships. It uses the following structure. I’m going to the moon and I’m taking a _______ and a ________, but not a ___________. Would you like to come to the moon? What will you bring? The first two mentioned items need to have something in common, but not the third item. Ideas: • Words beginning, ending or containing a particular sound or letter (e.g,. a ball and a box but not a cat – ball and box begin with /b/). • Words that belong to the same category (e.g., clothing, furniture, animals, food, etc). • Items found in a particular place (e.g., kitchen, zoo, park, school, etc). • Items that are used in a particular activity (e.g., sport, cooking, etc), © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Ben’s Wish Workbook Dr Lillian Fawcett & Julie Myers
SAMPLEInIs nstructions The Workbooks are designed to provide comprehension activities that compliment and build on the Learn to Read Books. It is envisaged that students will read 6 pages of the book each night and there are two comprehension/activity sheets that relate to those 6 pages. Outlined below are some recommended oral activities: 1. Look at the cover page and read the title. What is Ben’s wish? What would you wish for if you could wish for anything? Discuss any stories your child knows in which the person is granted a wish or read such a story (e.g., Aladdin and the Magic Lamp). Discuss who might grant your wish in real life or in an imaginary situation. This helps develop prediction skills and encourages the child to connect with the text. 2. Introduce the story by looking at all the pictures and discussing. There is not necessarily a correct answer for these questions. It is about helping your child develop prediction skills. • Page 1: Where do you think Pam wants to go and what does she want to do? • Pages 3 & 4: What does she have to do? How do you feel about cleaning up your room? • Page 6: How do they get to the lake? • Pages 7-16: What do they do at the lake? • Pages 17-20: Help your child identify the type of bird in the picture. Do a google search and find out more about pelicans. Point out the blood on the pelican’s wing. What might have happened? Encourage your child to come up with several ideas. • Pages 21-24: Who are the new characters in the story? How do you know? Discuss the different elements that help identify them as royalty. • Pages 25-30: Point out the dream cloud and that this part of the story is only occurring in Ben and Pam’s imagination. 3. Ask your child to read 6 pages each night. At the end of each set of six pages you t can do the following activities or ask the questions. • Day 1: Ask your child to flip through the 6 pages and quickly point to a different word on each page. This activity helps develop scanning skills. • Day 2: How does Pam feel about going down the slide? What does Ben do? t What are you scared of doing? t • Day 3: What can Ben and Pam see when they are swinging? • Day 4: Why is the pelican sad? What did Ben and Pam do? Why did the king and queen give Ben a wish? Find the sentences that give the answers. • Day 5: What happened in the dream sequence? Ask your child to retell the t story in his/her own words. Complete the activity sheets with your child and teach specific comprehension strategies such as going back into the story to check for the correct answer. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Circle the correct word. 1. Under the water are some (put, pretty, please) fish. 2. After their swim, Ben and Pam get (dry, fly, saw). SAMPLE 3. (Because, By, Ben) the lake are two swings. 4. Pam goes down the big (yellow, can’t, next) slide. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Unscramble these sentences and write correctly. 1. jumped Ben up bee onto the . 2. the yellow saw They slide . SAMPLE 3. lots It fun was of . © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Find the hidden words. a f t e r unb s d o n ’t b e e p r et t yvc uye s beea t hcan l r u nex t f l y s o t he r o t e a s k s awa s SAMPLE put next run ate because by yellow every bee other don't after pretty saw yes ask dry was fly © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Saved by Tim Workbook Dr Lillian Fawcett & Julie Myers
SAMPLEInstructions The Workbooks are designed to provide comprehension activities that compliment and build on the Learn to Read Books. It is envisaged that students will read 6 pages of the book each night and there are two comprehension/activity sheets that relate to those 6 pages. Outlined below are some recommended oral activities: 1. Look at the cover page and read the title. Discuss what the story might be about. Discuss occupations which are based on saving people (firemen, lifesavers, ambulance officers, etc). Read your child other stories in which animals save people. 2. Introduce the story by looking at all the pictures and discussing. There is not necessarily a correct answer for these questions. It is about helping your child develop prediction skills. • Pages 1-6: What do you think Pam and Ben are looking for? Encourage your child to generate several ideas. • Page 6: Can you see the wriggly line in the apple tree? What do you think it is? • Pages 10 & 11: Now what do you think Ben is looking for? • Page 12: Where do you think Pam wants to go? • Pages 14 & 15: What do Pam and Ben do at the river? • Pages 17 & 18: Why do you think Tim is swimming towards Kim with a rope? • Pages 21 – 28: Can you see a pattern? • Page 29: Look at Ben’s face. How do you think he is feeling? Why do you think he is angry? 3. Ask your child to read 6 pages each night. At the end of each set of six pages you can do the following activities or ask the questions. • Day 1: Ask your child to flip through the 6 pages and quickly point out a different phrase on each page (e.g., I don’t have a fishing line). • Day 2: Why couldn’t Ben find his fishing lineIns earlier? Where will he go fishing? • Day 3: Pam and Ben had fun in the river. What was Kim’s problem? What was Tim’s idea? Was it a good one? Why? • Day 4: What are the different rewards that Tim gets? Find the sentences that support your ideas. Do you think he deserved all these rewards? Why? • Day 5: Do you think Tim was clever? Why? Do you think he should be punished? If so, what would be an appropriate punishment? Complete the activity sheets with your child and teach specific comprehension strategies such as going back into the story to check for the correct answer. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Work out the relationship between the first two words. Choose a word from the box which has the same relationship with the next word in the sentence. dry yellow by yes pretty ate saw • In is to out as SAMPLE no is to • Sweep is to swept as eat is to • Insect is to bee as colour is to • Big is to little as wet is to • Run is to ran as see is to • Old is to new as ugly is to • Over is to above as next to is to © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Circle the or the x. 1. Pam rides on her new X pink bike. 2. Pam and Ben like to Xswim in the river when it is cold. X3. Ben gets lots of fish on his line. X4. Ben sees Tim with Kim and her two dogs. SAMPLE 5. The dogs like Kim’s X game. 6. Kim is a good X swimmer. www.crackingtheabccode.com © 2015 Dr Lillian Fawcett & Julie Myers
Some things are true. They are called facts. Some sentences tell what a person thinks or likes. They are called opinions. Decide if the following sentences are facts (F) or opinions (O). 1. Ben rides on his red bike.SAMPLE 2. Ben and Pam are happy to go to the river. 3. It feels good in the river. 4. Tim runs to a tree and shakes himself dry. 5. Kim has fun with the dogs. 6. Ben sees Tim jump into the water and swim to Kim. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
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