Book 11 Workbook sample

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