Book 3 Workbook sample

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