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Extra Activities - Phonics

Word Study - Compound Words

November 24th 2007 06:40
Compound Words
Compound Words - page 1



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Printing Instructions



Compound Words - page 1.


Notes for teachers – Compound Words.
Parents/Carers/Tutors adjust the activity to suit your circumstances.

This activity introduces/consolidates compound words.

Children love studying words. A compound word is made up of two smaller words.
Reading the story “The Twin’s Birthday” gives the children an interesting activity to search for compound words.

• Make sure the children understand what a compound word is before they attempt the activity.
• Decide whether the children will work individually or in pairs. Perhaps they could work in pairs to read the story and help each other find the compound words and then each child write the compound words on her/his own sheet of paper.


Extra Activities:

The story “The Twins’ Birthday” could be revisited to observe/consolidate where speech marks are used when writing a story. It is beneficial to bring this to the children’s attention as often as possible.

The story could lead into a discussion about birthdays. The children could draw/paint and write about a present they would like to receive or the best present they have ever received.

Discussion could be generated about acceptable behaviour at birthday parties and good manners when receiving and giving presents. (Health Learning Area)

Jill called her frog Rob. What would the children call a frog if they had it for a pet?
What would they call a goldfish if they had it for a pet? This activity consolidates the rule that a name begins with a capital letter. Whether it is the name of a person (eg Jill, Tom), a pet, a town, a country, a month or a day (etc) it has a capital letter.


Compound Words
Compound Words - page 2


Print above image and complete the lesson with pages 1 and 3.

Printing Instructions


Compound Words - page 2.


Compound Words

Read the story called “The Twins’ Birthday”. As you read underline any compound words you find.
When you are sure you have underlined all the compound words write them neatly on the lines below. Write each compound word once, even if it is used more than once in the story.



Compound Words
Compound Words - page 3


Print above image and complete the lesson with pages 1 and 2.

Printing Instructions


Compound Words - page 3.


The Twins’ Birthday

Today is Tom and Jill’s birthday. Mum and Dad said they would take the children to the pet shop to buy a present each.

Tom said he would like a goldfish for his birthday.
Jill said she would like a frog for her birthday.

They all got into the car.
Jill did her seatbelt up all by herself.
Tom did his seatbelt up all by himself.

----------------------------- ----------------------------- ------------

When they arrived at the pet shop they went inside.

Tom looked for the goldfish.
“There is one behind the seaweed,” he said.
“Can I please have that one?”
“We cannot go home without some fish food,”
Dad said.


Jill looked for the frogs.
She saw them in a glass box.
“Can I please have the one that is
asleep on the rocks?” she asked.
“You cannot go home without some crickets for him to eat,” the shopkeeper told them.



Mum paid for the presents.
“Thank you,” said Jill. “I will call my frog Rob.”
“Thank you,” said Tom. “This is the best present ever.”



































































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Word Study - Compound Words

November 24th 2007 07:03
Compound Words
Compound Words - page 4



Print above image and complete the lesson with pages 5 and 6.

Printing Instructions


Compound Words - page 4.


Notes for teachers– Compound Words (for more advanced readers)
Parents/Carers/Tutors adjust the activity to suit your circumstances.

This activity introduces/consolidates compound words.

Children love studying words. A compound word is made up of two smaller words.
Reading the story “Twelve Brave Seamen” will give the children an interesting activity to search for compound words. This activity has a more difficult reading vocabulary than “The Twins’ Birthday”.

• Make sure the children understand what a compound word is before they attempt the activity.
• Decide whether the children will work individually or in pairs. Perhaps they could work in pairs to read the story and help each other find the compound words and then each child write the compound words on her/his own sheet of paper.


Extra Activities:

The story “Twelve Brave Seamen” could be revisited to observe/consolidate where speech marks are used when writing a story. It is beneficial to bring this to children’s attention as often as possible.

What happens next? It would be a fun exercise to complete the story.




Compound Words
Compound Words - page 5



Print above image and complete the lesson with pages 4 and 6.

Printing Instructions


Compound Words - page 5.


Compound Words

Read the story called “Twelve Brave Seamen”. As you read underline any compound words you find.
When you are sure you have underlined all the compound words write them neatly on the lines below. Write each compound word once, even if it is used more than once in the story.



Compound Words
Compound Words - page 6



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Printing Instructions


Compound Words - page 6.


Twelve Brave Seamen

One stormy afternoon, under a perfect rainbow, twelve brave seamen set out to sail the seven seas.



Everything went well until twenty miles into the third sea, when a bad storm blew up. The clouds became thick and black and it was very dark. The four crewmen in the engine room looked out of the portholes. The waves were so high it looked as if the ship was underwater.

Another crewman climbed up to the lookout to see if he could see an island. He turned the searchlight on but he didn’t see the nearby rocks.

The ship hit the rocks and something went CRUNCH!!!

“Everyone to the lifeboat!” shouted the Captain. “Nothing we can do will save this ship.”
Someone (the crewman who could count quickly) said, “There are only eleven of us.”

Just then the crewman from the lookout rushed into the lifeboat. He was so BIG he nearly overturned the little boat.

The lifeboat tossed around like a matchbox in the stormy seas and some of the crew were seasick.

In the morning the sailors found themselves washed up onto a beach, next to an old shipwreck.


to be continued…….



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Word Study - Compound Words

November 24th 2007 07:12
Compound Words
Compound Words - page 7


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Printing Instructions


Compound Words - page 7.

Notes for teachers – (harder) Compound Words
Parents/Carers/Tutors adjust the activity to suit your circumstances.

This activity expands the child’s knowledge of compound words. In doing so it will extend his/her reading vocabulary and improve the spelling of these words. Each child will cut out the set of words and glue them together to make compound words.

This activity builds on the child’s enjoyment of working out a challenging puzzle. It will provide an opportunity for the child to practise his/her problem solving strategies and will stretch most children’s concentration span and patience to the limit.

• each child cuts out the rectangles on the following page.
• match two rectangles to make a compound word.
• continue until all rectangles are used.


ALERT: do not glue the words together until all rectangles have been matched. Some may have to be rematched before all the rectangles are used.




Compound Words
Compound Words - page 8


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Printing Instructions


Compound Words - page 8.

COMPOUND WORD CHALLENGE

1. Cut out the rectangles.
2. Match the rectangles in pairs to make compound words.
3. Do not glue the words together until all rectangles are matched. You may need to rearrange some rectangles so they are all used.






be moon back ever
heard form scrap in
paper how bark time
paper where beam fast
man sight news eye
some horse come by
break super near sun
beam over book any


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Posted By: Glenys - Category: Extra Activities, Compound Words
   


What Belongs?

January 15th 2008 04:24
What Belongs? Initial sounds
What Belongs?


Print above image and complete the lesson with pages 2 and 3.

Printing Instructions


What Belongs?.


Notes for teachers – What Belongs ?

This activity asks the children to match an animal, a fruit and a toy to the correct name.
A match occurs when the name of an animal, fruit or toy begins with the same letter as the name of a person on the chart.

This activity sharpens children’s classification skills. It integrates oral work and reading with working cooperatively in small groups. It helps develop problem solving strategies, thinking skills and the strategies needed to tackle new words. Encouraging children to cut out on the line develops fine motor skills:

1. Working in pairs, ask children to read the words on page 2. If the words are not yet part of their reading vocabulary, they can use the following strategies to work out what the word is saying:
• use the picture clue.
• what sound does the word begin with.
• it may be a sounding word.

2. Look at the chart on page 3.
3. Read the words. They are people’s names.
4. Explain how the pictures on page 2 have to be matched on the chart, with the correct person.
ie The animal, fruit and toy which begin with ‘a’ belong to Andy.
The animal, fruit and toy which begin with ‘k’ belong to Ken.
The animal, fruit and toy which begin with ‘l’ belong to Lucy
and so on for Pam, Rose and Tim.
5. Notice there are six pictures which do not belong on this chart.
(They are ball, chicken, dog, fish, bee and orange)
Don’t tell the children this. It is good for them to discover this for themselves.
6. Cut out the pictures on page 2.
7. Place them in the correct boxes in the chart on page 3.
8. Glue the pictures into the correct boxes.

9. As a beneficial extra activity the children could work in pairs and make a chart of their own, using the six pictures which do not belong on this chart, plus ideas of their own.




What Belongs? Initial sounds
What Belongs?


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Printing Instructions


What Belongs?.


ant
fish
pram
lemon

plum
robot
apple
bee

kiwi fruit
lamb
chicken
truck

orange
rockmelon
puppy
kitten

tomato
arrow
kite
dog

rabbit
tortoise
ball
lego



What Belongs? Initial sounds
What Belongs?




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Printing Instructions


What Belongs?.



Person animal fruit toy

Andy

Ken

Lucy

Pam

Rose

Tim



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Posted By: Glenys - Category: Extra Activities, Initial Blends
   


Sequencing - Comprehension and Writing Activity

January 27th 2008 08:22
Sequencing - Comprehension and Writing Activity - page 1
Sequencing - Comprehension and Writing Activity - page 1


Print above image and complete the lesson with page 2.

Printing Instructions


Sequencing - Comprehension and Writing Activity - page 1.



Notes for teachers/parents/tutors

This activity asks the child to put four pictures in sequence and then write a story about what is happening by writing a sentence (or more) about each picture.

Sequencing activities help develop a child’s literal comprehension skills.
Each child will make a story book and will be the author of her/his own story.
Each child will write according to his/her development. Younger children may write one sentence about each picture. Children with more developed thinking and writing skills will write more than one sentence about each picture and could end up with quite a mature story. She/he may notice the snail in the second picture and the bird and nest in the fourth picture and include them in her/his story.
Encourage child to begin each sentence with a capital letter and end with a full stop.
Encourage child to think the sentence before writing it. This improves punctuation and the flow of the story.
Each child will give his/her story a title.
Interesting Extra: Look at the titles of books in the classroom. Discuss how they try to catch the attention of the reader. Are they interesting? Are they in big print?
Each child will number the pages in her/his booklet. Discuss why this is necessary. Is it helpful to have the pages of a book numbered? Look at books in the classroom.

Each child will be given practise at developing a story by putting the events into proper sequence.

NB By planting seeds/plants and observing and recording their growth this activity can be integrated with the Science and Mathematics Learning Areas.

Note: Each child will require a copy of page 2 and 5 more (A4) sheets of paper to make his/her own story book.
1. Give each child a copy of page 2.
2. Tell the children they are each going to make their own story book. They are going to be the author of the story.
3. Explain to the children that the pictures are telling a story, but are not in the correct order.
4. In groups (or with parent/tutor) discuss what is happening in each picture.
It is important to let the child/children decide the correct order. If necessary ask
the child/children to explain his/her/their decisions.
5. Number the pictures 1, 2, 3, 4 according to the correct sequence. This is best done by asking each child to put a small number in the top right hand corner of each picture.
6. Check that the pictures are numbered in the correct order.
7. Give each child 5 extra (A4) pages and staple them to make a booklet.
8. The front page is the cover. Number the other pages 1, 2, 3, 4.
9. Each child cuts the pictures out and glues picture number 1 onto the top of page 1, picture number 2 on top of page 2, picture number3 on top of page 3 and picture number 4 on top of page 4.
10. Each child writes a sentence (or more) underneath each picture so they are telling a story. (This is not easy and may require some teacher modelling before the children attempt their story).
11. After the story is written ask each child to think up a title for his/her story.
12. Draw/write the title on the front cover. Note above comments about titles (in Interesting Extra) and encourage interesting presentation. An Art Lesson could be




Sequencing - Comprehension and Writing Activity - page 2
Sequencing - Comprehension and Writing Activity - page 2


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Printing Instructions


Sequencing - Comprehension and Writing Activity - page 2.

used to create the cover. The children will need time to create special and exciting covers for their stories.
13. Divide into groups. Each child reads his/her story to a peer. Each child could take the booklet home and read it to various family members.

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Notes for Teacher/Tutor - Contractions

September 24th 2008 11:36
Contractions - Notes for the Teacher
Contractions - Notes for the Teacher


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Printing Instructions


Contractions - Notes for the teacher.


Notes for the teacher – Contractions

NB: The following activities have been written for use in the classroom, but could easily be used for home schooling or tutoring one to one.

The following worksheets (1, 2 and 3) introduce and explain about contractions. They will necessarily be teacher guided activities so children will gain a good understanding about contractions.

We use a lot of contractions in our language and it is important for children to understand what contractions are when they read them. It is also important for children to know how to write them correctly and confidently in their written work.

Contracted words are words that have been shortened by omitting some letter/s and replacing it/them with an apostrophe. eg can’t, it’s

Work through the activities on page 1 as a class activity. Each child has a sheet and the lesson will be teacher directed.
• “Read the following words” – follow the directions on the sheet and read the first list of words. The teacher may ask individual children to read each set of words, followed by the whole class reading the list.
• “Now check this list” – read this list of words. Individual children may volunteer to read the list, followed by the whole class reading the list.
• “What has happened to the words?” – encourage the children to think about this question and let individual children offer their ideas OR divide the class into small groups to discuss this question. The more the children can consider and discover for themselves the better their learning. The teacher may need to apply some skilful questioning so by the end of the discussion the children will have been introduced to words being contracted. They will also understand that an apostrophe replaces the missing letters.
• “Write the contractions on the lines”- children practise writing the contractions on the lines provided.
• “Turn to the challenge on page 2.” - to consolidate what they have learnt and to introduce more common contractions children work through the next two pages.




Interesting Extra:
Skimming through books the children are reading and searching for contractions is a fun activity which will expose contractions at the children’s level of reading development.











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Posted By: Glenys - Category: Extra Activities, Contractions
   


Contractions - page 1 of 3

September 29th 2008 12:18
Contractions - page 1 of 3
Contractions - page 1 of 3


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Printing Instructions


Contractions - page 1 of 3.

1
CONTRACTIONS

Read the following words:

I am


I will

it is

do not

here is

Now check this list:

I’m

I’ll

it’s

don’t

here’s


What has happened to the words?


Write the contractions on the lines.






Turn to the challenge on the next page !

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Posted By: Glenys - Category: Extra Activities, Contractions
   


Contractions - page 2 of 3

October 4th 2008 12:33
Contractions - page 2 of 3
Contractions - page 2 of 3


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Printing Instructions


Contractions - page 2 of 3.

2
CONTRACTIONS – THE FIRST CHALLENGE

Contract these words into one word.

Remember - an apostrophe replaces the missing letters.

it is ________________

do not ________________

you are _________________

can not _________________

that is _________________

was not _________________

what is _________________

does not _________________

there is _________________

could not _________________

would not ________________
Write your name in the star

I am _________________

I will _________________

here is __________________

Congratulations. You are a star.
Are you up to the second challenge !!!!!


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Posted By: Glenys - Category: Extra Activities, Contractions
   


Contractions - page 3 of 3

October 10th 2008 01:44
Contractions - page 3 of 3


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Printing Instructions


Contractions - page 3 of 3.


3
CONTRACTIONS – THE SECOND CHALLENGE

Write the words these contractions come from:

what’s _______________ _______________

don’t _______________ _______________

I’m _______________ _______________

here’s _______________ _______________

that’s _______________ _______________

can’t _______________ _______________

there’s _______________ _______________

it’s _______________ _______________

wouldn’t _______________ _______________

you’re _______________ _______________

doesn’t _______________ _______________

I’ll _______________ _______________

wasn’t _______________ _______________

couldn’t _______________ _______________

who’s _______________ _______________


Well done! You deserve a medal.
Write your initials in the medal.

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Posted By: Glenys - Category: Extra Activities, Contractions
   


Reading and Writing Activity - 'My Sandwich'

October 17th 2008 01:25
reading writing following instructions
Teacher Notes - 'My Sandwich'


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Printing Instructions


Teacher Notes - 'My Sandwich'.


Notes for teacher/tutor – Making a Sandwich.

This reading/writing activity invites each child to make a sandwich.

This is always a popular activity because it involves eating. The children are following instructions and reading and writing with a purpose. It can be integrated with the Health Learning Area – washing hands before preparing and eating food, eating healthy food and safety first with eating utensils.

You will need:

soap for washing hands

bread (white and wholemeal)
butter
margarine
sandwich fillings for the children to choose from (eg lettuce, cheese, tomato)

a plastic knife for each child
a paper plate for each child on which he/she can make his/her sandwich

Let each child choose white or wholemeal bread, butter or margarine and the sandwich fillings he/she would like.

Give each child the My Sandwich Sheet

reading writing activity sheet
'My Sandwich' - Reading/Writing Activity Sheet


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Printing Instructions


'My Sandwich' - Reading/Writing Activity Sheet.

My Sandwich

Today I made a sandwich.

In my sandwich I put: (tick or cross)

white bread


wholemeal bread


butter

margarine

lettuce

cheese

other:






Write about your sandwich.

My sandwich





































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What is Behind the Door?

October 24th 2008 01:08
reading writing activity sheet
Notes for Parents/Teachers - 'What is Behind the Door'? - page 1 of 3


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Printing Instructions


Notes for Parents/Teachers - 'What is Behind the Door'? - page 1 of 3.

Young children need lots of practise at speaking in sentences.
Older children need lots of practise at writing sentences correctly, using a capital letter and a full stop.
Children need to practise reading sentences.
This is a fun activity which encourages children to speak and/or read and write in sentences.
This activity integrates reading, speaking, listening and writing.

Notes for teachers – What is behind the door?

This activity asks children to secretly draw a picture behind the door and write clues so their classmates can guess what has been drawn. Older children can write the clues (writing a sentence for each clue) and read them out to the class or group. Younger children can give oral clues to the class or group (speaking a sentence for each clue).

This activity builds on the enjoyment children feel when they have a secret. It integrates oral and written work, reading with a purpose and group work. It also helps develop fine motor and thinking skills.
1) Ask the children to read the title of the worksheet.
2) Divide the class into groups of two (or whatever number you prefer) and ask the
children to discuss what could be behind the door.
3) Collect a few ideas from the class and write them on a chart (or white/blackboard)
4) Ask the children (if they have not already raised the question) why they think there
is a gap in the title. (Answer: for a colour word)
• Ask the children if they think putting in a colour word changes the idea of what is behind the door? eg Think of something that may be behind a green door. Think of something that may be behind a pink door? (etc)
• Ask the children to decide (each child secretly to him/herself) what colour he/she is going to colour the door on his/her sheet.
• Each child writes his/her chosen colour in the gap in the title. (Hint: have a ‘Colour Word Chart’ for the children to copy from if necessary.)
• Using the colour he/she has chosen ask each child to colour the door on his/her sheet. If time allows children may like to colour the wall and make it into a scene.
5) Cut along the cut line, so the sheet of paper is in two pieces.
• Follow the instructions to cut the door on three sides.
• Fold the door open on the fold line.
• Glue the wall and door onto the bottom half of the sheet, making sure the door is
not glued, so it can still be opened.
6) While the glue is drying ask the children to decide, but don’t tell anyone, what they
are going to draw behind their door. Explain they will write (speak) at least 4 clues
about their picture when they have finished.


7) Hint: If the children are emergent readers and writers it is helpful for you to model
(as below) how the children will write the clues. The idea is to encourage the
children to write in sentences. Before they can write in sentences they have to be
able to think and speak in sentences.

• Draw something (secretly) on a piece of paper eg a mouse. Tell the children you are going to give them 4 clues so they can guess what you have drawn.
• Explain to the children that each clue is to be a sentence. Each sentence is to start
with a capital letter and end with a full stop. Think aloud as you write your first
clue on a chart/whiteboard/blackboard.


reading writing activity sheet
Notes for Parents/Teachers - 'What's Behind the Door'? - page 2 of 3


Print above image and complete the lesson with pages 1 and 3.

Printing Instructions


Notes for Parents/Teachers - 'What's Behind the Door'? page 2 of 3 .

• Say (as if you are thinking aloud),
My first clue is – ‘It is little.’
• The first word is ‘It’.
How do I write ‘It’?
That is correct, I-t, it and because it is the beginning of my sentence it has a
capital letter.
• Write the word ‘It’, sounding it out as you do so.
• ‘is’. How do I write ‘is’? (repeat steps as for ‘It’)
• ‘little’ How do I write ‘little’? (The children’s response will depend on their
maturity – it is a look-say word). As you sound it out you say, as you write, ‘l-
i-tt’ (I know there are two t’s in little ) ‘l’(and I know’ little’ ends with an’ e’)
– ‘little’.
• What does my sentence end with? - a full stop. Read the sentence.
• My second clue is, ‘It is brown.’ (Repeat steps for first clue).

• Model third and fourth clues.
• Children guess what you have drawn.



8) Each child (secretly) draws his/her picture behind the door on his/her own sheet.
Depending on the maturity of the children, encourage a full scene rather than just the
secret thing.
Shut the door.

9) On a separate piece of paper, each child writes his/her own clues.
10) Work as a class or in groups, allowing each child to read his/her clues, and
listeners guessing he/she has drawn. Encourage confident reading.

Hint: before reading her/his clues each child could show her/his picture, with a closed door and, after considering the scene, her/his peers could guess what is behind the door. However, don’t disclose the answer until after the clues have been read out.



Note: To give children the time required to draw creatively and write correctly this
activity will take at least two lessons.


reading writing activity sheet
Reading and Writing Worksheet - 'What's Behind the Door'? - page 3 of 3


Print above image and complete the lesson with pages 1 and 2.

Printing Instructions


Reading and Writing Worksheet - 'What's Behind the Door'? - page 3 of 3.

What is behind the door?




cut-------------------------- ----------------------------- --------------------------cut






































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Comprehension Activity - Let's go to Planet Kreaton

January 22nd 2010 09:11
reading comprehension worksheet activity
'Let's go to Planet Kreaton' - Reading and Comprehension Activity - page 1


Print above image and use with pages 2, 3, 4 and 5.

Printing Instructions


Notes for teachers – Let’s go to planet Kreaton

(Kreaton is an imaginery planet)

This activity presents the children with a challenging read and draw activity. Each child is given the instructions and draws what she/he reads.

It is important for a child to be able to comprehend what he/she is reading.

Read and draw activities help develop a child’s comprehension skills.

“Let’s go to Kreaton” offers a complex comprehension activity and could be given to the more mature readers in your class as an extension activity. They will need a reasonable amount of time to satisfactorily and successfully complete this task. They will need to work on a sheet no smaller than A3.

This activity appeals to the child’s imagination.

Give each child an activity sheet. Read through the instructions with the children. Let them work the exercise with as little help as possible.

Observing how each child tackles and completes this activity can provide you with valuable information for your records.

Two worksheets (one more difficult than the other) have been included for this activity. Choose the one which is appropriate for your purposes.




reading comprehension worksheet activity lesson
'Let's go to Planet Kreaton' - Reading and Comprehension Activity - page 2


Print above image and use with pages 1, 3, 4 and 5.

Printing Instructions

Let’s go to planet Kreaton

By reading and following these instructions you are going to draw a scene from the imaginary planet, Kreaton.

Read ALL of the instructions carefully before you start drawing the picture. This will help you draw everything in its correct place.

Tick the box when you have drawn the item.

----------------------------- ----------------------------- ----------------------------- -------------------

Draw three tall, blue and orange trees in the lower left hand
corner of your page. The trees are growing in red soil.

In the top right hand corner draw four Kreaton houses. A
Kreaton house is shaped like a triangle and is always painted
red. Each house has a green triangle chimney and a purple
triangle door.

To the right of the trees draw a big lake. Lake water on
Kreaton is always yellow. Draw the brown Kreaton Monster
which lives by the lake.

Draw a Kreaton spaceship near the centre of your Kreaton-
scape.

What do you think a Kreaton Creature would look like? Draw
four of them in the places where you think they best fit into
your picture.

Draw a purple road meandering from the houses to the trees.

What colour is the rest of the soil? Draw some Kreaton plants
and animals in appropriate places in your Kreaton- scape.

What else do you think would be on Kreaton?
Draw it/them into your picture.

Well done.

Would you like to travel to Kreaton?



reading comprehension worksheet activity lesson
'Let's go to Planet Kreaton' - Reading and Comprehension Activity - page 3


Print above image and use with pages 1, 2, 4 and 5.

Printing Instructions

Let’s go to planet Kreaton

By reading and following these instructions you are going to draw a scene from the imaginary planet, Kreaton.

Read ALL of the instructions carefully before you start drawing the picture. This will help you draw everything in its correct place.

Tick the box when you have drawn the item.

----------------------------- ----------------------------- ----------------------------- -------------------

Draw three tall, blue and orange trees in the lower left hand
corner of your page. The trees are growing in red soil.

In the top right hand corner draw four Kreaton houses. A
Kreaton house is shaped like a triangle and is always painted
red. Each house has a green triangle chimney and a purple
triangle door.

To the right of the trees draw a lake. Lake water on Kreaton is
always yellow. Draw the brown Kreaton Monster which lives
by the lake.

Draw a Kreaton spaceship near the centre of your Kreaton-
scape.

What do you think a Kreaton Creature would look like? Draw
four of them in the places where you think they best fit into
your picture.

What else do you think would be on Kreaton?
Draw it/them into your picture.


Well done.


Would you like to go to Kreaton?


reading comprehension worksheet activity lesson
'Let's go to Planet Kreaton' - Reading and Comprehension Activity - page 4


Print above image and use with pages 1, 2, 3 and 5.

Printing Instructions

Extra Activity:

After the children have completed the ‘read and draw’ activity they could write a story about a visit to this imaginary planet.

Good stories have a beginning, a middle and an end. Some children are inclined to ramble and often their stories go nowhere. To help them write a story, with the ideas flowing and in sequence, it is a good idea for each child to work from a framework.
The framework should be filled in with words and phrases and helps the child create the ideas and backbone of the story before he/she begins to write.

A (Simple) Narrative Framework has been included for this extra activity. It can be used for this story or any other story a child is going to write.

This is how you use the Narrative Framework:

1. Discuss with the children the story they are going to write.

2. Words which will be common to all writers may be written on the board or a chart for future reference.

3. Model to the children how to use the Narrative Framework by telling them what you are thinking as
you fill in the three boxes.

4. Explain the ‘Story Title’ box may be filled before or after all the other boxes have been filled.
Show the children how to write the title of a story. Every word has a capital letter except the small
words.
Look at books from around the room to see how the titles are written.

5. Give the children time to fill in the boxes.

Next Lesson:

6. Using the Narrative Framework you used as a model in the previous lesson show the children how you
turn the words and phrases (ideas) into sentences.
Think aloud as you model how to write one sentence at a time. Explain how the sentences develop into
the story.
If this is the first time the children have used a Narrative Framework keep your story (very) short.
Children easily lose the thread of a story if it is too long.

7. Give the children time to write their stories.
If a child finishes quickly she/he could illustrate her/his story and/or create a cover page which
includes the title and her/his name as the author and illustrator (if they have drawn a picture).

8. Staple the pages into a booklet. Children are proud of their work if it is made into a booklet.

Hint: It is difficult for every child in the class to finish his/her story in the given time. The children
who do not complete their story/illustration in the given time may be happy to finish it at home.



reading comprehension worksheet activity lesson
'Let's go to Planet Kreaton' - Reading and Comprehension Activity - page 5


Print above image and use with pages 1, 2, 3 and 4.

Printing Instructions

My name Date: .

Narrative Framework


Story Title

.
Beginning:

introduce characters

where is your story
taking place


Middle:

develop your story

what happens in your story


The End:

how does your story end



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