Book 2 Workbook sample

Tim Gets the Chick Workbook Dr Lillian Fawcett & Julie Myers

SAMPLEInIs nstructions 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. Ask your child where Tim might have got the chick 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: Ask your child to tell you the name of all the characters. • Pages 3 & 4: Who do you think the man is? Encourage your child to come up with several alternatives. What clues do his clothing provide? • Pages 5 & 6: Use the pictures on this page to decide which answers generated above is mostly likely to be correct. • Pages 7 & 8: What do you think Tim is thinking? Why? • Pages 13 & 14: What do you think Tim is going to do with the chick? Encourage your child to come up with several alternatives. • Pages 15 & 16: How is Tim feeling? Discuss a range of emotions (embarrassed, angry, mad, sad, disappointed…). Why is he feeling like that? How can we tell how he is feeling? (Discuss facial expression, body language, etc.). • Pages 21 & 22: What do you think Pam wants? • Pages 23 & 24: What do you like to eat for lunch? • Pages 27-28: Where are they going? Why is Tim not getting in the car? 3. 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 ‘the’ every time it occurs. This activity is great for developing scanning skills to locate information quickly. t • Day 2: Does Pam like the chick? How do you know? t • Day 3: Why is Ben angry with Tim? • Day 4: What do Ben and Pam have for lunch? Ask your child to show you the answer in the text. • Day 5: Is Tim happy to be going home? Why? t 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

SAMPLECircle the correct word. Pam Ben Tim chick fish lunch dog big chap such cat give © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com

Circle the correct word. 1. The dog (in, the, can) not get in. 2. “Get the dog,” (said, a, me) the chap. SAMPLE 4. “Can (I, is, a) give the chick lunch?” said Pam. 3. Tim cannot (had, give, get) the chick. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com

Add ‘ch’ to the words and match to the rhyming word. su____ top SAMPLE____op cap lun____ slip ____ap much pin____ winch ____ip munch © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com