We're Going on a Bear Hunt Pre-Literacy Storybook Companion
incorporates phonological awareness and vocabulary building in the context of whole-language storybook intervention.
Research shows that this hybrid approach has positive effects on emergent literacy skills and spoken language (Munro, Lee, & Baker, 2008).
For Speech-Language Pathologists working with students in preschool – 1st grade targeting speech and language goals:
✔ initial sounds – b, m, f, g, k, sn
✔ spatial concepts
✔ basic temporal terms
Will the bear catch up to the family? Find out in this engaging story based on a classic song.
Use these NO PREP worksheets related to the story to supplement your awesome whole-language reading approaches! Now includes a NO PRINT interactive file!
•This is a 38 printable page download (137 total pages with black & white versions, title, instructions, and credits).
•4 phonological and language activities to be used with We’re Going on a Bear Hunt by Michael Rosen and Helen Oxenbury.
•This product is designed to be used as a companion to the book, not as a stand-alone product. Book not included.
When students are discussing landforms or animal habitats in class.
Where and How:
Use in individual or small group speech sessions. Each activity can be used during a session or target different student goals in one session. Does not include book reading time.
Students color objects while practicing rhyme words, initial sounds, and syllables. Target pre-literacy skills of letter-sound knowledge.
Blend and segment onsets and rimes of single-syllable spoken words.
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
Students circle the correct prepositions by answering the WH question “where”. Students practice simple sentences using the visual cues.
Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
Use frequently occurring prepositions (e.g., during, beyond, toward).
With prompting and support, ask and answer questions about key details in a text.
Ask and answer questions about key details in a text.
Students draw a line from the event that happened FIRST to the event that happened NEXT in the story. They must choose from 3 picture choices.
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
Students color the items that match the category, function, or attribute. Students practice simple sentences using the visual cues.
Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
Use frequently occurring nouns and verbs.
Produce and expand complete sentences in shared language activities.
Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
Hello Ocean: Pre-Literacy Speech Therapy Companion
STUCK: Pre-Literacy Speech Companion
THE LITTLE RED HEN: Pre-Literacy Speech Companion
Munro, N., Lee, K., & Baker, E. (2008). Building vocabulary knowledge and phonological awareness skills in children with specific language impairment through hybrid language intervention: A feasibility study. Int J Lang Commun Disord International Journal of Language & Communication Disorders, 43(6), 662-682.