HOW TO DEAL WITH READING AND WRITING THROUGH THE BOOK BROWN BEAR, BROWN BEAR, WHAT DO YOU

SEE?

YEAR 1

STUDY OF THE BOOK

A phonological study of the book is needed in order to know what kind of words children are going to face in the book. By this way, we can plan the right types of activities at world, sentence and text level. In Brown bear, brown bear, what do you see? we are going to find the following types of syllable: /e/ bear /i / see, green, sheep /e/ red // bird, purple // duck /u/ blue // horse // frog, dog // cat, black /w/ /a/ white // sheep, fish // gold, yellow /t/ teacher, children / be / / si / /rin/ / ip / / red / / bd / / pp / / dk / / b u / / hs / / fr / / d / / kt / / blk / / wat / / ip / / f / / d / / je / / ti t // tl.drn /

So we have both long and short songs as well as r controlled syllables, and consonants and vowels diagraphs. Regarding to content, we have animals and colours.

Mara Romn

TARGETS
TEXT LEVEL WORK: Reading Comprehension 1. Recite stories and rhymes with predictable and repeating patterns , experimenting with patterns orally by substituting words and playing with rhyme. 2. Re-enact stories in a variety of ways, becoming aware of characters and dialogue through role-play using dolls or puppets Writing composition 1. Use simple rhymes and patterned stories as models for their own writing 2. Make simple storybooks with sentences, modeling them on basic texts conventions, e.g. cover, authors name, title, layout. SENTENCE LEVEL WORK 1. Develop an awareness of the grammar of a simple sentence 2. Begin to investigate the sort of words that fit in sentences 3. Use a capital letter for the personal pronoun I, for names and for the start of a sentence WORD LEVEL WORK 1. From infants: practice and secure the ability to rhyme, and to relate this to spelling patterns through: - Exploring and playing with rhyming patters -Generating rhyming strings e.g. FAT, HAT, CAT 2. Investigate, read and spell words ending in ff, ll, ss, ck, ng, and begin to discriminate, read and spell words with initial consonant clusters. E.g. bl, cr, tr, str. 3. Learn new words from reading and shared experiences, and make collections of personal interest or key words and words linked to topics being studied. Use word banks, word sheets.

Mara Romn

ACTIVITIES
BEFORE READING 1. COLOURS AND ANIMALS Use the file Colour words to hand out one copy of it to each children. The purpose of this activity is to revise the content of the book: animals and colours. Children have to place the letters in the boxes above the pictures to complete the colours words. Take advantage of this situation to revise the name of the animals orally using choral drill. You can use magnetic tiles or the letter cards to make the colour words. If you use letter cards, you can both having them already prepared before making the activities, or ask students to cut them out to work with them.

2. INTRODUCING THE BOOK Look at the front of the book. Ask questions and talk about the cover, the picture and the title. Have you ever seen a bear? What do you think a bear can see?

Mara Romn

3. PHONICS AWARENESS Use this type of activities to activate students phonics awareness. Activity Recognising rhyming words- 2: The aim of this activity is to recognize rhyming patterns of CVC and four-letter words.

Activity Find the blends: The aim of the activity is to recognize objects that start with the initial consonant clusters pl, ch, cl. dr, tr, fl, sh, st, gl and sc. This activity can be used as an assessment to see how well children recognize different blends.

Mara Romn

Activity Tell me: The aim of this activity is to recognize the ea pattern within words, a very important word to read properly the book Brown bear, brown bear what do you see?. Make sure children understand the activity before they use the cards. Encourage a range of responses to the ea questions.

Mara Romn

DURING READING 1. MAKE YOUR OWN COPY! Hand out a copy for each children of the file student book. Explain them they are going to make the book brown bear, brown bear what do you see? in their own way. Stop reading at the end of each page and give children some time to complete their own book. They have to listen to the story and fill in the gaps with the name and the colour of each animal. Then they can draw and paint the animals. Explain them that they cant waste too much time painting their books but when the reading its over, they will have some extra time to embellish their work. Eventually, they can bind the pages.

Mara Romn

AFTER READING 1. MAKE YOUR OWN BOOK! Now students have read the story and have a model to know how to write the book according to the patterns given, they have support enough to re-write the story of Brown bear, brown bear what do you see? with their own ideas. Hand out a copy of First Grader, First Grader, What do you see? for each children and ask them to complete the sheets with their own ideas. As a model, they can use the book they have produce in the activity Make your own copy! but encourage them to use their imagination.

2. ROLE-PLAY Practice the dialogue pattern playing an attractive role-play activity. With the help of your students, make a list of animals and its colours (the number of animals will be the same number of students in your class). Give each student the role of one animal and ask them to draw the animal or something that characterize it in a piece of paper (e.g. for a zebra, paint some stripes in the paper) Pin the distinctive in their clothes and ask them to make a line. Once they are ready, they have to make a chain making questions and answering them following the pattern of the book. Black Zebra, black Zebra what do you see?

I see a yellow giraffe looking at me

Mara Romn

FOR FURTHER IDEAS: http://www.teacherspayteachers.com/Product/Student-Brown-Bear-Books-FREE--261723 http://www.pinterest.com/pin/258886678549781134/ http://teachertothecore.blogspot.com.es/2012/03/brown-bear-brown-bear-adjectivesbook.html http://www.teacherspayteachers.com/Product/Brown-Bear-Book-First-Grader-First-GraderWhat-do-you-see-217507 http://www.amazon.com/Brown-Bear-What-YouSee/dp/0805047905/?ref=cm_lmf_tit_15_rlrsrs1 http://www.rif.org/kids/leadingtoreading/en/preschoolers/read/brownbear_brownbear.htm

Mara Romn