by Bill Martin, Jr.
Introduce the title, author and illustrator of Brown Bear, Brown Bear, What Do You See?. Ask students to look closely at the cover. Ask students to think about what a brown bear might see. Show students the inside cover and ask them to name the colors that they see. How might the colors be related to what the bear will see? Take a picture walk and encourage students to talk about the animals and the colors that they see. Ask students to say what they see in complete sentences, " I see a (color) (animal)." When the students see the picture of the blue horse, stop and ask them if they have ever seen a real horse. What color was it? Can a horse really be blue? Do they think this is a real or make believe story? Tell students to be on the lookout for more colored animals that the author and illustrator imagined. Were the animals in the book what the students thought the brown bear might see?
Read aloud the story, allowing students to chime in once they are familiar with the repetition of the words. Ask students what the brown bear saw. Did he see all of the animals in the story?
Show students a mural with trees, a house, a barn and fenced in barnyard, and a pond. Flip through the pages of the story, helping students to review which animals saw each other. (exp. brown bear looked up and saw red bird, red bird looked down and saw yellow duck, etc...) As you review, ask students to place cut outs of each animal in a place on the mural where it might really be found (and close to the animal that saw it!) (Please note: This activity is an adaptation of an idea from the Eric Carle bulletin board.)
Reread the focus story, Brown Bear, Brown Bear, What Do You See?, encouraging students to join in on the repetitive phrases. For phoneme discrimination, ask students to listen to the following names of animals from the story, Brown Bear, Brown Bear, What Do You See? Do the animal names contain the same beginning sound?
Point children's attention to the mural from yesterday. Remind students that yesterday they had to work to remember the order the animals saw each other to complete the mural. Today, they need to remember the same order - because they will be the animals! Choose students to play the part of the animals from the story and give each one a necklace depicting an animal. Students not chosen will get to be the children shown at the end of the story who name all of the animals they see! Let all students say the first line of the story together. When the student wearing the brown bear necklace hears the word bear, he or she stands up and goes to the front of the room. The brown bear then says the next line in the story and the red bird takes his/her place next to the bear. Continue through the end of the story...
Introduce this week's companion story, I See Colors by Rozanne Lanczak Williams. Take a picture walk, asking students to state what color they see. Call on students to also orally share, in a complete sentence, an object that they see. For example, " I see a red jumprope." Return to the front cover and read the story all the way through with the students. Brainstorm additional things that are red and items that are blue (exp. Red - apple, tomato, stop sign, etc.).
You may wish to share the corresponding color poems for the colors red and blue at some point today, as time allows.
Begin the 'I See Colors' take home booklet, by completing the first two pages with students. Students write their own name two times, draw an object for each color, and use kid writing to write the name of each object.
Read the companion poem, 'Teddy Bear, Teddy Bear' to students. Reread and have students move just like the bear!
Reread 'Teddy Bear, Teddy Bear' with students as you point to each word. Reread again, allowing students to do the same actions as the bear.
Explain to students that they will make a class book called Teddy Bear, Teddy Bear, Who Do You See? Have students sit in a circle, along with a stuffed teddy bear (we had a teddy bear called our share bear that I used). Have the students ask the Teddy Bear who he sees. "Teddy bear, teddy bear, who do you see?" Speak for the bear and say that he sees you. " I see Mrs. Hubbard looking at me." Model for students how the teddy bear would write his name two times at the top of his page, and then (pretend to) draw a picture of himself. Write your name on the bottom line. Then have students ask you who you see. "Mrs. Hubbard, Mrs. Hubbard, who do you see?" State that you see the child sitting next to you. "I see Alec looking at me." Model again how to complete the book page. Continue having students ask the next child in the circle who he/she sees. If this is done at the beginning of the school year, let students write their own name at the top twice, but write the other child's name at the bottom of the page for the students.
Syllable Sort - Let students take turns drawing a card of one of the characters from the story. Have them orally state the name of the character and then have the entire class say the name
and clap the number of syllables they hear. Sort the picture cards by the number of syllables heard in the name of the character.
Let students match the colors on the pages of I See Colors to color words. (Beforehand, cover the color word in the book and then let students attach the sentence strip color word to the correct page in the book using sticky tack.) Once completed, reread I See Colors with the students.
You may wish to share the corresponding color poems for the colors yellow and green at some point today, as time allows.
Continue working on the 'I See Colors' take home booklet, by completing the next two pages with students. Students draw an object for each color and use kid writing to write the name of each object.
Reread the chart poem ' Teddy Bear, Teddy Bear' and have students do the corresponding movements. Also, you may wish to read the book Teddy Bear, Teddy Bear by Michael Hague.
Read the class made name book, 'Teddy Bear, Teddy Bear, Who Do You See?' with students.
Oral Blending - Stretch out the names of the animals or color words from the actual story (as well as names of students from the class made book)!. Let students listen carefully and put the words together to say the full word. Here are a few samples...
Choral read Brown Bear, Brown Bear, What Do You See? .
Divide the class in half, letting each half take turns reading the words on every other page of I See Colors. Let students watch as you write out one of the sentences from the story, cut the words apart, and mix them up. Give three students one word each so that they will 'Be the Words' and rearrange themselves to remake the sentence in the correct order. Follow the same procedure with other sentences from the story.
You may wish to share the corresponding color poems for the colors orange and brown at some point today, as time allows.
Continue working on the 'I See Colors' take home booklet, by completing the next two pages
In a pocket chart, place pictures of characters from the story. Along the chalk ledge, place the names of each character written on sentence strips. Encourage students to listen carefully to the sounds heard as the name of a character is chosen and orally stated. Students will need to look closely at the letters in the names in order to match the pictures to the name cards. You can also have students match the color words to the animals.
Give each student their own set of Brown Bear, Brown Bear What Do You See? character picture cards. Have students sequence the character pictures. Then have them hole punch the top of each card and sting the characters, alternating with beads to form a retelling necklace. (This idea originated from the sharing of teachers on the Teachers.net chatboard.) Once completed, let all students retell the story, using their character necklace to help guide them!
For shared reading today, let volunteers point to the words in the big book I See Colors as the class reads along with them.
You may wish to share the corresponding color poems for the colors purple and black at some point today, as time allows
Finish working on the 'I See Colors' take home booklet, by completing the last two pages. Let students reread their completed booklets, each pointing to the words in their individual booklets as they read.
Read and move to 'Teddy Bear, Teddy Bear.' Ask students to share any rhyming words that they hear in the poem. As time allows, create new rhyming actions for the teddy bears to perform. See if students can spy out the new rhyming words. (For example - tap your nose/ touch your toes , jump up twice/roll some dice).
Possible Cross Curricular Connections:
Related Read Aloud Stories and Poems
Focus Story: Brown Bear, Brown Bear, What Do You See by Bill Martin, Jr.
The Big Blue Splot by Peter Holwitz
Poems and pictures are from Color, Shape and Season Rhymes (Totline Take-Home Books)
by Jean Warren, Warren Publishing House: 1989. ISBN: 0911019286
M & M Color Graph Chart - free printable from A to Z Teacher Stuff
Brown Bear, Brown Bear, What Do You See?
Brown Bear Character Printables - free printables of each animal in the story from DLTK