Speech & Language Book Companion: Bear Feels Scared

Speech & Language Book Companion: Bear Feels Scared
Speech & Language Book Companion: Bear Feels Scared
Speech & Language Book Companion: Bear Feels Scared
Speech & Language Book Companion: Bear Feels Scared
Speech & Language Book Companion: Bear Feels Scared
Speech & Language Book Companion: Bear Feels Scared
Speech & Language Book Companion: Bear Feels Scared
Speech & Language Book Companion: Bear Feels Scared
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Speech & Language Book Companion: Bear Feels Scared

This packet is jammed and crammed with opportunities to increase language skills and target articulation goals. I am using it with my speech/language pull-out and co-teaching groups across multiple grade levels. (There are a range of leveled materials and target concepts to make the story accessible and fun for a variety of ages and needs). It could be utilized by SLPs, teachers, parents, ELL teachers, for enrichment of younger students, during summer book clubs, ...the list goes on!

VOCABULARY
Using memory strategies of repetition, visual cues, and key words, students are exposed to 8 target story vocabulary words.
•Mini anchor chart provides visual cues to teach this concept.

•Picture and word cards: Print for word wall, pocket chart, or to attach directly to the pages of the story. (I print two pages to a sheet to get a smaller size for the book)

•“The important thing about”: This repetitive structure becomes familiar to students and increases recall. I use this to pre-teach, teach, and re-teach. Slip into plastic page protectors and organize in a binder.

•Connect to self written response: Students read a sentence from the story then answer the writing prompt to connect the vocabulary and concepts to self. (I’ve also included the word “important” in case your students need to learn this word too!)

•Puzzle piece vocabulary cards: each puzzle set has a picture, word, and simple
definition. (Print single or double to page) You can choose to cut them apart for
students to match or keep them whole to display on word wall/pocket
chart/bulletin board. I also use these to incorporate movement into the lesson.

CATEGORIES
•Mini anchor chart provides visual cues to teach this concept.

•Picture sort: Students sort pictures between the thematic categories. Use the sorting mats to sort between two or four categories. Can make a book or poster using any or all of the categories and items

•Category Cards: Present these cards in a variety of ways (in a recipe box, scavenger hunt, magnetic spinner on the board, Go Fish, in teams, etc.). Students can generate answers orally or written.

•Generate lists: Students use category cards to generate a list of items in each of the stated categories. Written template provided.


SUMMARIZING
Using visual cues and memory strategies, students will summarize events from the story.
•Mini anchor chart provides visual cues to teach this concept.

•Students write sentences using the framework “Somebody Wanted But So Then”. Written template provided in two versions.

•Using the familiar structure “Somebody Wanted But So Then”, students will summarize the story with picture cards. Visual cards allow students to organize in various manners (booklet, sentence strip, poster, etc.)

•Blank Template: This allows students to draw and write a 5 part summary. They can use visuals from the other materials as a guide or put their own spin on it.


COMPARING/CONTRASTING
Using descriptive language and a visual template, students learn how to make comparisons.
•Mini anchor chart provides visual cues to teach this concept.

•Describing items: Using a structured template, students describe shared characteristics of the thematic items. Student directions are written as first, next, last. Written template provided.

•Venn diagram: Using the descriptive template, they will then compare and contrast the two items using a Venn diagram


PREDICTING
Learning how to use context clues to make guesses is an important skill that can be embedded throughout the reading of the story.
•Mini anchor chart provides visual cues to teach this concept.

•Prediction cards: Use these questions to guide your discussion as you read the story. Glue them in the book on the corresponding pages to have them on hand at the right time.


QUESTIONS
•Mini anchor chart provides visual cues to teach this concept.

•Question board with visual answer choice cues (leveled for your needs):
a.One page of 5 questions (one of each WH- question). For students who need
the extra support., the question board has visual cues for the type of WH question being asked as well as picture choices for answers. (I cover up the picture/word answer choices with a sticky note and only reveal if students need that layer of support) You can also cut and glue them in the book if you would like to have them on hand to ask as you read.
b. Question cards to address more Q/A. Keep intact or cut apart. Put on pocket chart, play a game, or glue into book. I like to punch mine on a ring clip to keep them in order of the story sequence. I can then use the ones that are needed for each student. Visual choices offer support for those who need it. There are 9 answers to a page, you can cover some to make it a smaller field or cut them apart.

•Written response form: Students write their answers to each of the questions. (These are the same questions as the question board).

•WH?s about friendship (goes along with all the BEAR books, same 9 questions for each of my BEAR sets to incorporate some repetition for content and retrieval)

•WH? Spinner: Attach a brad and paperclip to the center of this and use as an interactive game to answer the comprehension questions. You can also use on board with a magnetic spinner.

•Story Thoughts: Text Dependent Questions to challenge higher level thinking and application of literacy and language skills. (two pages, 8 questions, drawing and written response) I have two formats in case your students need the lines for writing.

ARTICULATION
•Word list for reference: story based speech sounds

•Story speech cards: Including the sounds of s/s-blends, z , l/l-blends, r/r-blends, R, th, sh, ch, j, k, g, f, v.

•Using story based vocabulary, each sound card has a word and sentence to practice speech sounds. Students can focus on just one target sound or include 2-3 to increase complexity of carryover.

•Incorporate the target cards into movement games, drawing time, or use the gameboard included in this set.

•They are labeled with the story and target sound. I print mine on different color card stock (sort by sound easily that way), laminate, then cut.

•Dice game: Use the story speech cards or any target words/cards of your choice. Roll the dice and students incorporate the movement associated with the number rolled.

•Word search template: Use story speech cards or search in the story for target sounds. Practice writing the words for sound/letter correspondence.

•Tic-Tac-Toe: Use the story speech cards to mark as X and O. If students are working on different sounds they will have different colors. If the same sound then one can be face up and one face down. You can also use the WH? Cards as targets for language groups. Perfect game for mixed groups – 1 game, endless target goals!

•Spinner: Attach a paper clip with a brad in the center or use on board with a magnetic spinner. Spin and cover the matching picture on your game board. Use story speech cards, WH? Cards, or your own targets to practice.

•Game board: Use story speech cards, WH? Cards, or your own targets to practice as you play


Interested in more BEAR story companions?
Bear Wants More
Bear's Loose Tooth
Bear Feels Scared
Bear's New Friend
Bear Feels Sick
Bear Snores On
Bear Says Thanks
Bear Stays Up

Bear Likes to save money!!! Check out these Bundles:
Bear's 4 pack books #1-4
Bear's 4 pack books #5-8
Bear's Mega Bundle books #1-8


I know this is a lot of information to absorb. Feel free to email me with questions at emily@thespeechpathforkids.com or leave a question on the Q/A tab.

Copyright © 2017 Emily Richardson, M.S., CCC-SLP; thespeechpathforkids.com. All rights reserved by author. Permission to copy limited to single classroom use only.

Enjoy! Emily
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