Book 12 Workbook sample

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