Bear Says Thanks – Speech and Language Activities (Thanksgiving Book Companion)

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This packet was created as a companion to the book: Bear Says Thanks, by: Karma Wilson. Included in this packet are activities that target sequencing, story retell and comprehension, basic language concepts, following directions, written expression, and more. The activities in this packet were created by Mindy Stenger, M.A., CCC-SLP (The Speech Bucket).

Pages 2 – 7 target story sequencing, story retell, and identifying story elements. The larger pictures (pages 2 - 3) can be used for a classroom story board, or for individual students. The smaller pictures (pages 4 -5) are included on a worksheet. The students can cut them out, sequence the story at the top, re-tell it, and take it home. Parents love to hear and see the story that you read with their kids during school! Page 6 can be used for identification and discussion of story elements, then page 7 (story frames) can be used for summary and re-tell (beginning, middle, end). {RL.K.2, RL.K.3, RL.1.2, RL.1.3, RL.2.2, RL.2.3, RL.3.2, RL.3.3}

Pages 8 – 9 target story comprehension (and identifying the types of questions being asked - what, where, who, how). The first set (page 4) asks a variety of questions without picture supports for responses. So students must think of the responses on their own (or look back in the book). The second set (page 5) was made with picture supports. Each question has a choice of three responses (1 correct; 2 foil). {RL.K.1, RI.K.1, SL.K.3, RL.1.1, RI.1.1, SL.1.3, RL.2.1, RI.2.1, SL.2.3, RL.3.1, RI.3.1, SL.3.3}

Pages 10 – 13 target picture identification and matching. Name (or receptively find) the food on the first page (page 10) then cut out the pictures on the second page (page 11) and glue to the match on the previous page. On page 12, the foods are listed by their printed name. Students find the matching picture (page 13), cut out, and glue it to the correct name on the first page (page 12). {RF.K.3, RF.1.3, RF.2.3, RF.3.3}

Pages 14 – 15 target identifying food objects that are the ‘same’ vs. ‘different’. These worksheets can be done individually, as homework, or within a small group setting. {L.K.5, L.1.5}

Pages 16 – 19 target regular plurals, using items from the story. There are 24 cards (12 have single pictures “I see one__ (pie)”; 12 have plural pictures “I see two __ (pies).” Have your student fill in the blank, or have your students read the complete sentence. {L.K.1c, L.1.1c}

Pages 20 – 23 target prepositions. These pages are differentiated, so you can target the same skill at different ability levels. Each page asks, “Where is Bear?” - on page 20, there are two pictures (a quilt and a bear), cut out each picture and give your students auditory directions to follow (e.g., move Bear around the quilt, put Bear under the quilt, etc..); on page 21, the student is given a choice of two picture responses (1 correct; 1 foil); on page 22 the student is given the choice of 3 prepositions to circle to complete a sentence; on page 23 the student is asked to fill in the correct preposition (by writing their response on the blank). {L.K.1e, L.1.1i, L.2.1}

Pages 24 – 25 are game boards. The first one targets following directions (If you land on__, do ___)). The second one is blank…use it for your own language and/or articulation targets! {L.K.5a, L.1.5a}

Pages 26 – 28 target categorization by food and drink. Bear would like his friends to bring certain foods to the feast. Students cut out the pictures and sort the food items according to what Bear has asked them to bring (e.g., drinks, fruits, or vegetables). {L.K.5a, L.1.5a, L.2.5}

Pages 29 – 30 target story vocabulary. Page 29 asks the student to match the word to its definition, and page 30 asks the student to create a complete sentence for each vocabulary word listed. {L.K.4, L.1.4, L.2.4, L.3.4}

Pages 31 – 33 target oral and written language expression. On page 31, a Venn diagram is provided to organize information for the writing prompt on page 32. Page 33 asks the student to identify synonyms for: thankful, and describe the things they are most thankful for. {W.K.1, W.1.1, W.2.1, W.3.1}

I am a HUGE fan of Karma Wilson, especially her Bear series, and this book is PERFECT for the Thanksgiving season! For more Thanksgiving/Fall themed therapy ideas visit my blog at The Speech Bucket


** Mindy Stenger, M.A., CCC-SLP, is the sole creator of this product and does not claim endorsement or association with the publishers, authors, or book referenced above. A copy of the book, referenced above, must be purchased (or borrowed) to complete the activities in this packet**
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Bear Says Thanks – Speech and Language Activities (Thanksg
Bear Says Thanks – Speech and Language Activities (Thanksg
Bear Says Thanks – Speech and Language Activities (Thanksg
Bear Says Thanks – Speech and Language Activities (Thanksg
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