Bear Stays Up For Christmas – Speech and Language Activities (Book Companion)

Bear Stays Up For Christmas – Speech and Language Activities (Book Companion)
Bear Stays Up For Christmas – Speech and Language Activities (Book Companion)
Bear Stays Up For Christmas – Speech and Language Activities (Book Companion)
Bear Stays Up For Christmas – Speech and Language Activities (Book Companion)
Bear Stays Up For Christmas – Speech and Language Activities (Book Companion)
Bear Stays Up For Christmas – Speech and Language Activities (Book Companion)
Bear Stays Up For Christmas – Speech and Language Activities (Book Companion)
Bear Stays Up For Christmas – Speech and Language Activities (Book Companion)
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This packet was created as a companion to the book: Bear Stays Up For Christmas, 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 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). {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 regular plurals, using items from the story. There are 12 cards (6 have single pictures “I see one__ (stocking)”; 6 have plural pictures “I see two __ (stockings).” Have your student fill in the blank, or have your students read the complete sentence.

Pages 16 – 17 target identifying holiday objects that are the ‘same’ vs. ‘different’. These worksheets can be done individually, as homework, or within a small group setting. {L.K.1c, L.1.1c}

Pages 18 – 21 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 18, there are two pictures (a tree and a bear), cut out each picture and give your students auditory directions to follow (e.g., move Bear around the tree, put Bear under the tree, etc..); on page 19, the student is given a choice of two picture responses (1 correct; 1 foil); on page 20 the student is given the choice of 3 prepositions to circle to complete a sentence; on page 21 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 22 – 23 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 24 – 25 target sequential directions – formulating using first, next, last. Write out the steps to decorate on the first page then, have your students decorate their trees on the second page. {W.K.3, W.1.3, W.2.3, W.3.3}

Pages 26 – 27 target story vocabulary. Page 26 asks the student to match the word to its definition, and page 27 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 28 – 32 target formulating and identifying verb tenses (past, present, future). Page 28 is a “verb tense” board, for instruction or group activities. Page 29 is a list of verbs found in the story – cut out, laminate, Velcro and use with the first page (page 28). For the next page (page 30), print out (or laminate) and have students write out each verb form from the verbs listed on page 29. Pages 31 and 32 can be used for your students to use each verb tense in a complete sentence. Page 31 includes a verb bank (using verbs from the story); page 32 can be used during other story activities, as it does not include a verb bank. {L.K.5, L.K.6, L.1.5, L.1.6, L.2.4e, L.2.5, L.2.6, L.3.4d, L.3.5, L.3.6}

Pages 33 – 34 target oral and written language expression. Both pages include writing prompts. On page 33 the students are asked about holiday preparation, and on page 34 the student is asked to describe their favorite holiday decoration. {W.K.1, W.1.1, W.2.1, W.3.1}

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

Check out my other Bear Companion Sets

Bear's New Friend

Bear's New Friend Add-On Language Activity

Bear Says Thanks

Bear Snores On

Enjoy!

** 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**
Total Pages
36 pages
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