Book 8 Workbook sample

The New Moon Workbook Dr Lillian Fawcett & Julie Myers

SAMPLEInstructions 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. Discuss the different phases of the moon and what is meant by a ‘new moon’. 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 1-4: If possible look at the moon and see if you can see a face like shape. • Page 9: What do you think Pam and Ben are making? Encourage your child to generate several ideas. • Page 11: What do you think Ben is looking for? Again, encourage your child to generate several ideas. • Page 17 onwards: Point out the dream cloud and that this part of the story is only occurring in Pam and Ben’s imagination. Where do you think they are all going? Where would you go in a jet plane? • Page 23: What might have happened to the plane? How do you think Pam and Ben are feeling? How would you feel? Discuss a range of emotions and the reason (e.g., scared because ….). • Page 30: How do you think they will get the plane out? 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: Ask your child to flip through the 6 pages and quickly point out the words ‘said’ and ‘tells’ every time they occur. Point out the use of speech marks each time these words are used. DiscussIns how speech marks indicate the words that are being spoken. • Day 2: Why do Ben and Pam put their pets in the bedroom? What do Ben and Pam make? Where does it tell you that in the story? • Day 3: List all the things that Ben and Pam take with them. Remember to point out that this is the dream section of the story. • Day 4: Were Ben and Pam able to find the man in the moon? Discuss why. • Day 5: Where was the jet plane? How did they feel when they saw the plane? How did Ben get it out? How did they feel when they got back on the plane? 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

When a sentence tells you the reason something has happened, it is the cause. When the sentence tells you what happened, it is the effect. Look at the following pairs of sentences and match the cause with the effect. Ben can’t find SAMPLE Ben and Pam his tent. are very happy. It is fun to go to Pam helps Ben the moon. look for his tent. You must have They find Ben’s a hat if you go tent. to the moon. Pam gets some They need hats. somewhere to sleep. Pam gets a cake. They need food to eat. © 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. The moon is very big said Ben. 2. We were down there said Ben. 3. It is funny up here on the moon Pam tells Ben. 4. He is not on the moon Ben tells Pam. 5. I do not like it up here on the moon said Pam © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com

SAMPLE I’m going to the moon…. This game is designed to help children look for relationships. It uses the following structure. I’m going to the moon and I’m taking a _______ and a ________, but not a ___________. Would you like to come to the moon? What will you bring? The first two mentioned items need to have something in common, but not the third item. Ideas: • Words beginning, ending or containing a particular sound or letter (e.g,. a ball and a box but not a cat – ball and box begin with /b/). • Words that belong to the same category (e.g., clothing, furniture, animals, food, etc). • Items found in a particular place (e.g., kitchen, zoo, park, school, etc). • Items that are used in a particular activity (e.g., sport, cooking, etc), © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com