The Blue Clock Workbook 11 12 1 10 2 9 3 8 6 4 7 5 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. Read the title and look at the pictures. • Ask your child to predict what the story might be about. • Teach your time to read the o’clock times. • Remind your child that the coloured cloud indicates a dream. 2. 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: Make sure your child can tell you the days of the week. What days make up the weekend? Make sure your child understands the joke. Tell some other jokes. • Day 2: Why does Pam feel sick? How might she feel sick? Encourage your child to generate several symptoms. Discuss a time when your child was sick. • Day 3: Why don’t Pam and Ben know that they have on their backpacks and what is in their backpacks? Discuss how dreams are often illogical. Find the parts in the story that tell you what was in the two backpacks. • Day 4: Who were the boy and girl, the mother, and the dog and cat that Pam and Ben saw. Discuss the idea of going back in time. What is different about what you can do and what you look like now compared to when you were younger. Would you like to go back to the time when you were younger? Why? • Day 5: How do Pam and Ben get back to their own time? Find the parts in the t story that tell the different times and discuss what happens when the clock is on that time. tComplete the activity sheets with your child and teach specific tcomprehension strategies such as going back into the story to check for the correct answer. t © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
SAMPLE Circle the correct word. 1. “I don’t think the clock can go faster, (slow, so, soon) it will stop,” said Ben. 2. The hands of the clock have stopped going (ready, know, around). 3. “I don’t (know, no, one) who put the backpack on my back,” said Pam. 4. The big hand is at the (would, top, fast) of the clock. 5. Ben and Pam (would, what, who) like to go for a swim. © 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. That boy looks like he is four said Ben. 2. Who is that boy and girl they ask. 3. This is very funny Ben tells Pam 4. I am not two now said Pam. 5. What will we do asks Ben. 6. Let’s get on the clock Pam tells Ben. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
SAMPLE Make a clock 1. Glue the next page onto cardboard and cut out the clock. 2. Cut out the big hand and the little hand. 3. Push a split pin through the end of each hand and the black dot in the middle of the clock. 4. Put the hands on one o’clock. What happened at one o’clock in the story? 5. Put the hands on four o’clock. What happened at four o’clock in the story? 6. Put the hands at seven o’clock. What might you do at seven o’clock in the morning? What might you be doing at seven o’clock at night? 7. Put the hands at twelve o’clock. What might you do at twelve o’clock in the day? What might you be doing at twelve o’clock at night? 8. Put the clock at some more times and say what you might be doing at that time. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
The Lost Boy 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. Read the title and look at the pictures. • Has your child been lost? Discuss how everyone felt – child and adult. • The children are going to a baseball game. If your child is not familiar with the game, take some time to discuss how it is played. If possible borrow or buy a cheap baseball bat and ball and have a hit. • Discuss why the boy might have got lost. Based on the pictures, what do you think Pam did to help the boy find his mother? 2. 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: How did Pam and Ben feel about the baseball game? Have your child support his/her answer by finding the relevant text. • Day 2: What did the children do on the bus ride? Teach your child the song “The Wheels on the Bus go Round and Round” (see last page). There are several YouTube versions of the song. Make up your own verses. • Day 3: Who hit the ball the best? Who was the worst hitter? Find the section in the text that supports your answers. • Day 4: Why did Pam see the boy? Why was the boy lost? Find the section in the text that supports your answer. t • Day 5: How did the little boy and his mother find each other? What could you do if you got lost? Encourage your child to come up with several solutions for different scenarios. t tComplete the activity sheets with your child and teach specific comprehension strategies such as going back into the story to check for the correct answer. t © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
A synonym is a word that has the same meaning. Read the words on the left to your child. The child matches the word with a synonym on the right. lass one single fast quick girl SAMPLE lad slowly unhurriedly know understand top prepared ready therefore boy peak so © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Read the feelings in the box. Match each sentence with how the person was feeling. sad happy upset helpful brave 1. “I have lost my mum and dad,” said the small boy. SAMPLE2. “I will not fall off this wall. It is just a small wall,” said the little boy. 3. Some girls were jumping over a rope and singing a song. 4. “I think if we go to the top of the hill we will see your mum,” Pam told the small boy. 5. Robert’s mum looked everywhere for her little boy and kept calling his name. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Read each pair of sentences. Put a circle around the sentence that tells the correct order. Look at pages 25 to 30. • The mum went to the top of the hill before she saw the hill. • The mum went to the top of the hill after she saw the hill. • Pam and the boy went to the top of the hill before they saw his mum. • Pam and the boy went to the top of the hill after they saw his mum. • The small boy let go of Pam’s hand before he ran to his mum. • The small boy let go of Pam’s hand after he ran to his mum. SAMPLE • The small boy hugged his mum before he told his story. • The small boy hugged his mum after he told his story. • Robert got lost before his red and yellow ball went down by the small wall. • Robert got lost after his red and yellow ball went down by the small wall. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
The Funny Tree 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. Read the title and look at the pictures. • Ask your child to predict what the story might be about. Why might a tree be ‘funny’? Discuss the different meanings of funny – hilarious and strange. • The book uses the same idea as in Enid Blyton’s Faraway Tree series: The Enchanted Wood, The Magic Faraway Tree, The Folk of the Faraway Tree. You may like to source and read these book before or after reading The Funny Tree. After reading The Funny Tree contrast and compare the two stories. • Remind your child that the pictures with the coloured clouds indicate a dream sequence. 2. 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 find a specific phrase on each page to help practice scanning and finding information quickly. • Day 2: Why didn’t Ben want to climb the tree? How did he feel? How did Pam feel about climbing the tree? Compare and contrast the two children’s responses. How can you make climbing a tree safer? • Day 3: Ben doesn’t want Pam to go inside the ugly man’s home. Why shouldn’t you go inside a stranger’s house? Help your child generate a number of reasons and explore each a little further. t • Day 4: Find in the text all the things that were made from candy. What is your favourite food? Why did Pam get sick? What did Ben put in his pocket just before he left? This fact is important at the end of the story. • Day 5: Describe the ugly man – appearance and attitudes/values. How did the t man feel about Pam and Ben leaving? Why? Ben finds some candy in his t pocket. What does that mean about their ‘dream’? 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 noun is a ‘naming word’, like cat, tree or doll. It is something that you can see, touch, hear or smell. You can put ‘the’ in front of nouns.* Circle the noun in each sentence to make it correct. Think of another noun you could use instead.** 1. It was flying with the (do, down, ducks). 2. They walk over to the (tree, these, their). 3. We can check that each (branch, first, open) is safe. 4. You can stand on this (just, giving, box). SAMPLE 5. Ben could see his (let, kite, might). * Except proper nouns **The substituted noun does not have to have the same meaning. It should just make sense grammatically. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
One word in each sentence does not make sense. Circle the word that does not make sense and write the correct word. walking First should How write giving 1. “Your pets these be fine,” said the man. SAMPLE2. “You can these on this paper,” the ugly man said to Ben. 3. How Ben writes that he went to the Land of Candy. 4. “Let are you?” Ben asks Pam. 5. “Thank you for live me your bed to sleep in,” said Pam 6. Tim and Sox were might around the lake. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Add ‘y’ to these words. Circle the words in which the ‘y’ = /ee/ cand___ sk___ fl___ happ___ SAMPLE wind___ mumm__ sunn___ dr___ wh___ ugl___ dadd___ sill___ cr___ © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
The Card Shop 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. Read the title and look at the pictures. • Ask your child to predict what the story might be about. • Pages 1 & 2: Pam and Ben are wishing for different things. What would you wish for? • Pages 3-10: Pam and Ben are making cards? What do you think they will do with the cards? Making cards would be a great craft activity. Discuss with your child the different times you would give a person a card, include occasions like thanking or congratulating a person. • Pages 11-16: Discuss what Tim and Sox are doing. How do you think that made Pam and Ben feel? Why? • Pages 19-30: What do you think has happened? 2. 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 find a particular phrase on each page to practise scanning. • Day 2: What do Pam and Ben do to help them remember all their ideas? How will they let people know that they have cards for sale? Find the sentence that tells you this. • Day 3: Why were Pam and Ben angry? Is it all Tim’s fault? Why? What do t you think his punishment should be? Who was their first customer? What did he buy? • Day 4: Why did the police come to Ben and Pam’s house? What do you think the boy will do with the money that he stole? Do you think he will be caught? If t so, where do you think they will find him? t • Day 5: Where did they find the boy? What had he done with the money? Why was Ben so upset? How would you describe the policeman? Why? 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
Write in the missing words. farm their they would them Ben thinks of ____________.SAMPLE trip to the farm. The farmer let ____________ feed his chicks and ____________ had chips and a chop for lunch. Pam and Ben’s pets Tim and Sox went to the farm too. His dog Tim was very bad at the ____________. He got a chick and ____________ not give it back to the farmer. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Use the words in the box to compare and contrast the old man and the big boy. SAMPLE good bad big old slow fast walked ran Old Man Big Boy © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Often you can tell the meaning of a word from the words around it. Write the words which have the following meanings. Use the page number, the number of spaces and the provided letter to help you. • Move slowly, not run: • w _ _ _ (p.27) • Tug, take out: • _ u _ _ (p.28) • Belonging to two orSAMPLE • _ _ _ _ r (p.29) more people: • Now, at that time: • _ _ e _ (p.26) • When the sun shines, not • __y (p.6) night: • To put letters on paper: • w _ _ _ _ (p.5) • Perhaps, may: • _ _ _ h _ (p.16) • Not shut: • o _ _ _ (p.13) • You write on it: • _ _ p _ _ (p.8) • Must • _ h _ _ _ _ (p.21) © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Never Trust a Goat 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. Read the title and look at the pictures. • Ask your child to predict what the story might be about. • Pages1-3: Why do you think Ben is looking angry? What do you think his mother is telling him to do? What do you think Ben does? • Pages 5-23: Remind your child that the coloured cloud indicates a dream sequence. • Pages 5-7: What has happened to Ben’s baseball? • Page 11: What do you think the goats might be eating? Encourage your child to generate several answers. Remember this is part of Ben’s dream so the answers don’t necessarily have to be logical. • Pages 13-17: What happens to the boat? Why do you think it sunk? • Page 27: What has Ben done now? What do you think his mum says? 2. 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 quickly find a different phrase on each page to help develop scanning skills. • Day 2: Draw parallels between Ben’s baseball and the pumpkin coach in Cinderella. Compare and contrast the two stories. Why was Tim upset and what did Ben do to help? t • Day 3: Why did the boat sink? What do you think will happen to Ben? Encourage your child to generate some different scenarios. • Day 4: How did Ben and Tim get back home? How would you describe the goats? Would you trust a goat? Why? t • Day 5: Why is Ben able to go to the baseball game? Why was he surprised t that he would be able to get to the game in time? 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 suffix is added to the end of the word. Add the correct suffix to the word in each sentence. y ed ing ly s 1. Ben doesn’t want to spend the day putting his thing_____ away. SAMPLE 2. His black hat is hang_____ from the clock. 3. Ben liked his mess_____ room. 4. Ben picked up his ball and jump_____ back onto his bed. 5. Sudden_____, the ball started to get bigger. 6. Ben pulled the door open slow_____. 7. The ball floated over the wash_____ lines. 8. Ben kept look_____. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Follow these instructions. 1. Look at the next page.SAMPLE 2. Make the circle into a yellow baseball. 3. Put a red door on the ball. 4. Put in two windows. 5. Make the ball into a coach. 6. Put a goat next to the coach. 7. Put Tim at the back of the coach. 8. Put Ben in the window looking out. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Circle the or the x. 1. The boat had eight red Xand blue flags. SAMPLE 2. Ben wanted to go on the X boat because he had been on lots of boats. 3. The bedroom on the X boat was very messy. 4. Ben didn’t know the Xgoats were on the boat. 5. Ben woke up when Tim X licked him. 6. The boat sunk because Xthere was too much on it. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Holiday Fun 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. Read the title and look at the pictures. • Ask your child to predict what the story might be about. Ask your child to talk about their favourite activities to do during the school holidays. What was the best holiday? • The children put on a play about Rumplestiltskin. If your child is not familiar with this story read the story to your child before asking your child to read Book 16. You can download a version from the internet. • After you read Book 16 discuss how the two versions vary. 2. 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: When don’t you have to go to school? Find the answer to the question in the text. What word does Pam use to describe her feelings about going to the farm? Find the word in the text. • Day 2: How were the children going to help the farmer? Find your answers in the text. The farmer likes joking. How do you know? • Day 3: Where do the children put on the play? Why is this a good place to put on the Rumplestiltskin play? Which character is each of the children? How do they dress to portray that character? t • Day 4: Find the elf’s song. Why do you think he sings the song as he spins? Do you think the elf is kind or mean or a bit of both? Why? • Day 5: Why do the children do the play again? Ask your child to find the following phrases in the story and to explain what emotions they depict: t ‘everyone hissed’, ‘everyone clapped’, ‘everyone smiled’, ‘everyone got up and t jumped around’, ‘everyone gave them a hug and patted them on the back’. Complete the activity sheets with your child and teach specific t 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 verb is a ‘doing word’, like eat, jump or swim. Verbs tell you if something is happening in the past, present or future. Circle the verb in each sentence. Change the verb to show it is happening in the past. 1. Kim needs a ring in the play.SAMPLE 2. The king is very greedy. 3. Kim runs up to Adwin, the king. 4. Kim gives the elf some candy. 5. The king wants more gold. 6. The elf spins the hay into gold. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Read pages 19 to 24. Choose the correct answer based on these pages. 1. Ben isSAMPLE a) an ugly, but helpful elf. b) an ugly, unhelpful elf. c) a lovely helpful elf. 2. The pretty girl will give the elf a) her first little girl. b) her first baby. c) her first little boy. 3. Kim has a) a real baby. b) a doll for her baby. c) a happy baby. 4. The queen is sad because a) she doesn’t like the elf. b) she want to keep her baby. c) she could not think of any names. 5. On the first day, the queen could a) not tell the elf his name. b) tell the elf his name was Sam. c) not see the elf. 6. On the second day, the queen a) had a short list of names. b) could tell the elf his name. c) sent men everywhere to look for names. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Use the numbers to find the words. Read all the words to your mum or dad. 1a 2b 3c 4d 5e 6 f 7g 8 h 9 i 10 j 11 k 12 l 13 m 14 n 15 o 16 p 17 q 18 r 19 s 20 t 21 u 22 v 23 w 24 x 25 y 26 z SAMPLE 19 1 20 21 18 4 1 25 14 5 22 5 18 23 8 25 1 12 23 1 25 19 4 15 15 18 8 21 18 20 4 15 5 19 23 1 19 8 13 15 20 8 5 18 5 9 7 8 20 1 14 25 © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
The Kind Clown 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. Read the title and look at the pictures. • Ask your child to predict what the story might be about. • Page 1: What might Ben be reading? Encourage your child to generate several answers. • Discuss clowns. What do clowns do? What do they wear? Where might you find a clown? If your child hasn’t see a clown watch a YouTube clip. • Discuss busking. Why do people busk? If possible take your child to watch a busker. 2. 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: Make sure your child understands that there is a ‘story inside the story’. Ask your child to identify which parts are ‘the story within the story’. • Day 2: Why was it difficult for Dad to find a parking spot? Why were there so many people in town? Why did Mum want Pam and Ben to hold her hand? Has your child ever been lost? Discuss how everyone involved felt. If not, discuss how Mum and Pam or Ben would feel if one of them got lost. • Day 3: Why was it difficult for Ben to know what the clown had made with the balloons? Make sure your child understands the joke about Adwin’s name. Are there small words inside the names of anyone in your family? t • Day 4: How did the clown remove the string from Adwin and the small clown? Discuss the names for bikes with one, two and three wheels? The prefix indicates the number (uni=one, bi=two, tri=three). Discuss more words using these prefixes. t • Day 5: How was Ben’s book the same as what he saw? t Complete the activity sheets with your child and teach specific comprehension strategies such as going back into the story to check for tthe correct answer. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
We use a ? at the end of questions. Put a ? if the sentence is a question or a full stop if it is not a question. 1. I think we should stop talkingSAMPLE 2. Can you see that green car with the yellow stripe 3. Pam and Ben held onto their mother’s hand 4. You can sit down here to look at the show 5. What are you doing now 6. Who likes flowers 7. How can I play the drums now 8. He pumped up the balloons © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
A contraction is when you join two words into one word. The first word stays the same and you take one or more letters from the second word. You put in an apostrophe (’) to show where the missing letters used to be. Change these words into one word. First cross out the letters that you will take out. did + not =SAMPLE I + am = is + not = he + is = I + will = it + is = Change these words back into two words. can’t = + she’ll = + that’s = + don’t = + we’d = + © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Can you find the answer to these puzzles? It can be brown or black They can be small and white. It eats grass. It or tall. They have a big red nose. They gives us milk. _____________________ make you laugh. It can be big or _______________ small. It can be SAMPLE brown, blue, red or yellow. You blow it up. It goes ‘bang’ when you pop it. ______________ It has lots of cars and roads. There are lots of shops. There are people everywhere. _______________ © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
The Talking Bird 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. Read the title and look at the pictures. • Ask your child to predict what the story might be about. • Discuss why a different font has been used on page 2. • Find out what your child knows about birds. Together, you could do an internet search and open up a site about birds which is designed for children. Discuss the key characteristics of birds. • Find a YouTube clip of a bird hatching. • Find a YouTube clip of a bird talking. Ask your child to tell you what he/she would teach a bird to say. 2. 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. Encourage your child to quickly find the sentence that supports his/her answer. • Day 1: See how many things your child can remember from Ben’s notes. Give prompts if necessary (e.g., What did Pam make from paper? What sort of books did Pam read?). • Day 2: Find the part that describes the bird that Ben wants to buy. Why did they take the bird to Nan and Pop’s house? What else could Ben have done to keep the bird a surprise? Encourage your child to generate several answers. • Day 3: What did Pam call the bird? What would you have called the bird? Encourage your child to generate several names and to give a reason. • Day 4: How did the bird learn to talk? How did Pam feel when Winks flew out t the window? What did Dad suggest? • Day 5: Where did Winks go? How did the little girl know where Winks lived? How do you think the girl felt about giving Winks back to Pam? • Help your child develop a ‘nutshell sentence’ which includes the title, author, t key characters and main idea of the story. t Complete the activity sheets with your child and teach specific comprehension strategies such as going back into the story to check for tt he 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. seven great children read try talk wheel book 1. Cake is to eat as book is to 2. Letter is to b as number is to SAMPLE3. Bird is to chirp as girl is to 4. Shirt is to sleeve as car is to 5. First is to win as fantastic is to 6. Cloth is to skirt as paper is to 7. Found is to lost as give-up is to 8. Work is to father as play is to © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Add ‘ir’ to these words. Choose the correct word for each sentence. 1. Pam got Winks for her th____sty ___________. sh____t b____thday 2. The little girl had a red th____d ___________. 3. Winks would only ___________. SAMPLE 4. At the end of the b____d ___________ week, Winks said d____t its name. f____st ch____p 5. Winks was a little, yellow st____ ___________. 6. When you are ___________, you drink a lot of water. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Write down the names of the people in your family. Think of a present that they would like. Name Present SAMPLE © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
The Clever Seal 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. Read the title and look at the pictures. • Why do you think Ben is riding on a seal? Encourage your child to generate several ideas. • Find a YouTube video that shows seals performing tricks. If you have been to a show that involves animals performing tricks you can talk about this with your child. • Help your child do some research on the internet to find out some information about seals. • On page 25, Ben and Pam are holding tickets. What do you think the tickets are for? 2. 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 retell the story with as much detail as possible. Keep giving prompts (e.g., What did Ben see? What did Mum say to Pam and Ben?). • Day 2: How were Pam and Ben nice to each other? How were they mean? How does it make you feel when people are mean to you? How does it make you feel when people are nice to you? What are some nice things you could do? • Day 3: Why did Ben think he was still dreaming when he saw the seal under the table? What did the children do? Where do you think the seal came from? How do you think it got to the children’s house? t • Day 4: What were some tricks the seal could do? Find the sentences that describe the tricks. How did he learn the tricks? • Day 5: What did the man from the Water Park give Pam and Ben? What do you think they liked best at the Water Park. What would you like best? t • Help your child develop a ‘nutshell sentence’ which includes the title, author, t key characters and main idea of the story. 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
SAMPLEFollow these instructions to finish the pictures. 1. Put two children together on the seal’s back. 2. Put a black seal under the table. 3. Put Tim next to the seal. 4. Put Sox behind the seal. 5. Put Ben in his bed. © 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. The man held out SAMPLE Ben and Pam get the fish. free tickets to the seal show. It didn’t want to leave Pam and The seal moved Ben. closer to the man. They looked after It was hard for the seal. father to find a parking spot. There were lots of cars in the The seal looked carpark. sadly at Pam and Ben. The black seal splashed Pam Pam and Ben and and Ben. all the other children laughed. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Fill in the diagram to show which things only happened in Pam and Ben’s dream, which things only happened in real life and which things happened in both. DREAM SAMPLE REAL © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Sent in the Mail Workbook THIS WAY UP 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. Read the title and look at the pictures. • Ask your child to predict what the story might be about. • The story refers to the book Flat Stanley written by Jeff Brown. You may like to source and read this book before or after reading Sent in the Mail. After reading Sent in the Mail contrast and compare the two stories. • Discuss the postal system. Help your child write a letter. Go to the post office together to buy a stamp and post the letter in the mailbox. • Make a chart with two columns. In one column, make a list of items that you could send in the mail. In the other column, make a list of items that you couldn’t or are prohibited from sending in the mail. 2. 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. Encourage your child to quickly find the sentence that supports his/her answer. • Day 1: Ask your child to retell the story with as much detail as possible. Keep giving prompts (e.g., What was the wall made from? What did Mum buy Ben?). • Day 2: What were the advantages and disadvantages of being flat? You could make this into a chart. • Day 3: Why did they use Ben as a sail? How else could they have got back to shore? What might have happened if they couldn’t get back? • Day 4: Why did they have to buy lots of stamps? Where would you like to go if you were sent in the mail? • Day 5: Why was everyone kind to Ben in the beginning? Why did they start t being mean? What could you do if you saw someone being mean to another child? • Help your child develop a ‘nutshell sentence’ which includes the title, author, key characters and main idea of the story. t 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. t © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Homophones are words that have the same sound, but different meanings and spellings. Circle the correct homophone in each sentence. 1. Ben couldn’t (hear, here) the girls andSAMPLE boys clapping. 3. Ben, the kite, swooped to the (right, write) and then the left. 4. Being flat was really (great, grate) for playing games like hide and seek. 5. No-one (wood, would) play hide and seek with Ben. 6. Lots of children were flying (their, there) kites. 2. Ben started to moan and (wail, whale) as if he was hurt. 7. Everyone walked (buy, by) thinking Ben was a painting. 8. The wind kept pushing Ben across the (road, rode). © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Circle the or the x. 1. Ben could fly just like the Xbirds because he had wings. 2. Ben had met the ugly little Xman in the treehouse before. SAMPLE 3. Father wanted to go fishing Xbecause it was a windy day. 4. Father turned left because he Xneeded to get some bait. 5. Ben and Pam each had their Xown fishing rod. 6. They all got very wet from X the rain. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
Read the feelings in the box. Match each sentence with how the person was felling. sad surprised happy afraid helpful 1. The man in the tree house opened the door and saw Ben. SAMPLE 2. The ugly man said, “Goodbye,” to Ben. 3. Mum and Dad could not start the boat. 4. “That would be lots of fun,” yelled Pam and Ben. 5. “You can use me as a sail,” Ben told his mother. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com
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