Book 10 Workbook sample

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