Book 17 Workbook sample

The Kind Clown 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. • Ask your child to predict what the story might be about. • Page 1: What might Ben be reading? Encourage your child to generate several answers. • Discuss clowns. What do clowns do? What do they wear? Where might you find a clown? If your child hasn’t see a clown watch a YouTube clip. • Discuss busking. Why do people busk? If possible take your child to watch a busker. 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 understands that there is a ‘story inside the story’. Ask your child to identify which parts are ‘the story within the story’. • Day 2: Why was it difficult for Dad to find a parking spot? Why were there so many people in town? Why did Mum want Pam and Ben to hold her hand? Has your child ever been lost? Discuss how everyone involved felt. If not, discuss how Mum and Pam or Ben would feel if one of them got lost. • Day 3: Why was it difficult for Ben to know what the clown had made with the balloons? Make sure your child understands the joke about Adwin’s name. Are there small words inside the names of anyone in your family? t • Day 4: How did the clown remove the string from Adwin and the small clown? Discuss the names for bikes with one, two and three wheels? The prefix indicates the number (uni=one, bi=two, tri=three). Discuss more words using these prefixes. t • Day 5: How was Ben’s book the same as what he saw? t Complete the activity sheets with your child and teach specific comprehension strategies such as going back into the story to check for tthe correct answer. © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com

We use a ? at the end of questions. Put a ? if the sentence is a question or a full stop if it is not a question. 1. I think we should stop talkingSAMPLE 2. Can you see that green car with the yellow stripe 3. Pam and Ben held onto their mother’s hand 4. You can sit down here to look at the show 5. What are you doing now 6. Who likes flowers 7. How can I play the drums now 8. He pumped up the balloons © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com

A contraction is when you join two words into one word. The first word stays the same and you take one or more letters from the second word. You put in an apostrophe (’) to show where the missing letters used to be. Change these words into one word. First cross out the letters that you will take out. did + not =SAMPLE I + am = is + not = he + is = I + will = it + is = Change these words back into two words. can’t = + she’ll = + that’s = + don’t = + we’d = + © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com

Can you find the answer to these puzzles? It can be brown or black They can be small and white. It eats grass. It or tall. They have a big red nose. They gives us milk. _____________________ make you laugh. It can be big or _______________ small. It can be SAMPLE brown, blue, red or yellow. You blow it up. It goes ‘bang’ when you pop it. ______________ It has lots of cars and roads. There are lots of shops. There are people everywhere. _______________ © 2015 Dr Lillian Fawcett & Julie Myers www.crackingtheabccode.com