Brown Bear Identification Activity
Brown Bear Colors One
Students will listen to Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr. and Eric Carle to learn color and animal names from the text. Students will complete a sentence frame with teacher support/facilitation, then create their own personal story booklet of the text to reinforce concepts taught and learned. Students will engage in activities such as choral reading of the text and practice independently reading the text aloud to a family member at home for additional independent practice.
Listen and Recall
-Hard copy of Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr. and Eric Carle
-10 copies of Brown Bear, Brown Bear" Color Identification Activity
-Color words written in their corresponding color on index cards
-10-15 copies of Brown Bear Emergent Reader for each student from the website www.makinglearningfun.com
Tap Prior Knowledge Build Background
Prepare students for this activity by playing a color identification activity game such as I Spy, Matching, or Memory Game focusing on following colors: brown, red, yellow, blue, green, purple, white, black, orange (in place of gold).
Identify Colors in Text
Students will actively listen and answer questions when prompted by the teacher to identify colors (and color words) as he/she leads them through a picture walk of the text.
Identify Animals in Text
Repeat above step with students, but this time focus on identification of animal names.
Identify Colors and Animal Names
Provide each student a copy of the Brown Bear Identification page.
Students will listen to the text read aloud and point to the character when it is read aloud by the teacher.
Sentence Completion Activity
Students will volunteer and be encouraged to provide responses when prompted by the teacher to identify colors from the text by using color word index cards.
Provide students with a set of color words on index cards. As the teacher reads a sentence from the text, they will hold up the corresponding color card. This activity can be useful as an informal assessment to determine student comprehension of colors.
Teacher says: "I remember seeing a red bird in the story, so I say "I see a red bird."
Ask individual students: "What did you see?", encouraging to respond the way teacher modeled for them.
Teacher writes a sentence frame on the board for students to respond when prompted by the teacher to complete it using the corresponding color word.
"I see a ________ duck."
"I see a ________ dog."
Students answer teacher when prompted:
"Who has the duck's color? Who has the dog's color? etc.
Place the correct corresponding color on the board in the correct sentences.
After completing each sentence, invite students to listen as you read the sentences and then repeat the sentences with you as you read them aloud. Encourage volunteers to read them independently.
Display a model of the completed booklet to students providing instructions for how it is to be completed. Teacher reinforces sentences/text which should by now be familiar to students.
Teacher provides each student with a booklet page and crayons to complete their own booklet.After students complete each individual page, teacher reads the page, with students and Read it together and then instruct them to color it the appropriate color. Do that for each page as time allows. When students complete their booklets, staple them together
Teacher leads class in a choral reading of the "Brown Bear" booklet and encourage them to read it with a partner. Encourage students to take their booklets home and ask them who they know will listen to them read it aloud.