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Home Explore Book 4 Workbook sample

Book 4 Workbook sample

Published by lfawcett, 2019-06-12 01:37:28

Description: Book 4 Workbook sample


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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

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

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

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

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