Bear Snores On – Speech and Language Activities (Winter Book Companion)

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

Page 1 – Cover Page

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).

Pages 8 – 9 target story comprehension (and identifying the types of questions being asked - what, where, who, how). The first set (page 8) 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 9) was made with picture supports. Each question has a choice of three responses (1 correct; 2 foil).

Pages 10 – 15 target picture identification and matching. Name (or receptively find) the characters 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. Pages 12 and 13 include the same pictures to match, however it was created with early readers in mind – match by picture and written name. On page 14, the characters are listed by their printed name. Students find the matching picture (page 15), cut out, and glue it to the correct name on the first page (page 14).

Pages 16 – 17 target regular plurals, using items from the story. There are 12 cards (6 have single pictures “I see one__ (mole)”; 6 have plural pictures “I see two __ (moles).” Have your student fill in the blank, or have your students read the complete sentence.

Pages 18 – 20 – target rhyming. On the first page (page 18), your student is asked to find the picture that rhymes with ___. On the next two pages (pages 19-20) your student is asked to find rhyming words in the story to fill in the cards. Use these as flash cards, take-home worksheet, or dry-erase activities in the classroom.

Pages 21 – 22 target identifying food objects that are the ‘same’ vs. ‘different’. These worksheets can be done individually, as homework, or within a small group setting.

Pages 23 – 26 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 23, there are two pictures (a cave and a bear), cut out each picture and give your students auditory directions to follow (e.g., move Bear around the cave, put Bear under the cave, etc..); on page 24, the student is given a choice of two picture responses (1 correct; 1 foil); on page 25 the student is given the choice of 3 prepositions to circle to complete a sentence; on page 26 the student is asked to fill in the correct preposition (by writing their response on the blank).

Pages 27 – 28 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!

Pages 29 – 30 are Roll and Covers (or roll and color). Use this activity for either language goals or articulation goals. Have your students roll the dice, and say their sound/word/sentence as they color each picture. With a small group – see who can cover all of their pictures first!

Pages 31 – 34 target story vocabulary. Page 31 asks the student to match the word to its definition, page 32 asks the student to create a complete sentence for each vocabulary word listed, and page 33 asks the student to use the vocabulary words in a short story. On page 34 the student is asked to define “hibernate” and find three animals that hibernate.

Pages 35 – 38 target formulating and identifying verb tenses (past, present, future). Page 35 is a “verb tense” board, for instruction or group activities. Page 36 is a list of verbs found in the story – cut out, laminate, Velcro and use with the first page (page 35). For the next page (page 37), print out (or laminate) and have students write out each verb form from the verbs listed on page 36. Page 38 can be used for your students to use each verb tense in a complete sentence.

Pages 39 – 40 target oral and written language expression. On page 39 the student is given the following writing prompt: If I woke up to my friends having a party in my room I would…; and on page 40 they are given the following writing prompt: If I hibernated for the winter, I would hibernate in…

Page 41 – Credits

Page 42 - TOU

Bear Snores On is another one of my favorite books to pull out during winter! For more seasonal 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 Snores On – Speech and Language Activities (Winter Bo
Bear Snores On – Speech and Language Activities (Winter Bo
Bear Snores On – Speech and Language Activities (Winter Bo
Bear Snores On – Speech and Language Activities (Winter Bo