Resource 1 Brown Bear Brown Bear

Title	Author /Illustrator
Brown Bear, Brown Bear, What Do You See?	Bill Martin/Eric Carle
Publisher:	Date of publication:
Henry Holt and Company	1970
Overview of text: The text is rhythmic and repetitive. The sentence structure is simple and predictable, so that young readers can follow easily.  The sentences are simple, enabling young readers to learn about basic sentence structures, grammar and punctuation. This is a great book which can also be used to focus on phonics and letter/sound recognition
Language features: Brown bear, brown bear has basic sentences with the repetition of  “what do you see” as the main component. This is repeated on each page, which also contains a picture of the accompanying animal. As the children read the book, they should be able to make predictions  and inferences in the text. Students will be able to identify letters and sounds in context. They will also be able to build a sense of story and identify that the author has simply changed the character on each page. Students will also be able to identify that this is a story that does not have a definite beginning and middle, but there is an ending that combines all the characters from the story.  The book also allows the reader to learn about questions and it the punctuation associated with same.
Other textual features (e.g. format, illustrations) The format is simple, with bright illustrations used to capture the childrens interest. The book is formatted so that there is text on one side and a picture on the opposite page.
Audience	Genre
The suitable audience for this text is prep-year 1	Fiction- Picture Book

Title of text: Brown bear, brown bear
Before reading activities	Justification*
1.  Making observations/predictions about the story 2.  Flick through the book and observe the characters 3.  Make connections about author and illustrator and define the role of each 4. Identify the blurb at the back of book, after we have flicked through and made predictions 5.  Point out to the students that we read from left to right, and ask them to observe this as we read through the text 6. Look at the pictures in the story and identify how they may fit into the story and the characters role 7. Make predictions about the content of the story and an appropriate storyline 8. Use and integrate knowledge about images to make a story 9.  Analyse the possible structures and features of the text	1. CB-predict likely text and sentence structures 2.CB-cross-check information from one cue system against another 3. TA-understand how a text's structure and features contribute to the way the text portrays ideas or issues 4.CB-cross-check information from one cue system against another 5.TP-understand how the grammatical structures in the text and the punctuation contribute to it's meanings 6. TP-understand how conventions of image making contribute to the texts meaning 7. CB-predict likely text and sentence structures 8.CB-use and integrate knowledge about images 9.  TA-understand how a text's structure and features contribute to the way the text portrays ideas or issues
During reading activities	Justification*
1.  Focus on the repetitive nature of  “brown bear brown bear” 2.  The reader will use appropriate intonation to stress the language above 3. Point to the pictures as the text is being read to show picture/word identification 4. Ask students to make predictions about the next character in the story 5.  Make reference to sentences, capital letters and full stop 6.  Identify any known words in text 7. Make a word wall using identified words (after reading, may write down words whilst reading) 8.  Understand how images make  meaning in texts.	1.CB-cross-check information from one cue system against another 2. TP-understand how the grammatical structures in the text and the punctuation contribute to it's meanings 3. CB-cross-check information from one cue system against another 4.TP-understand how conventions of image making contribute to the texts meaning 5. TP-understand how the grammatical structures in the text and the punctuation contribute to it's meanings 6.CB- use and integrate semantic, grammatical and phonological/graphological cues 7.TP-use their knowledge of word meanings and common English expressions to construct meaning with the text 8.TP- be able to understand how illustrations, diagrams, graphs and other pictorial features present meaning in the text
After reading activities	Justification*
1.  Identify the letter B and show how the words are repetitive and rhythmic. (whole class repeats words stressing the letter B) 2.  Focus on the letter B and identify any students in the class whose name starts with the letter B 3.  Point to the words to show how we read from left to right  4.  As a class make up our own story with repetition and rhyme 6.  find letters and sounds in context 7.  Ask students to recall the sequence of events (brainstorm) 8.  Print pictures of the characters in the story and ask the students to put it in correct sequence 9.  Print or write the story on laminated cards and   make word/picture identification 10.  Identify syllables in brown bear, brown bear (clap the sounds) 11. Vocabulary:  Create word cards with the accompanying pictures for a portable Thematic Word Wall. 12. Display the words in a pocketchart.  Students can use them to match text, match words to pictures, and  use in their writing. (students may copy words/sentences) 13. Pocketchart Activity:  copy pictures of the characters in the book onto coloured cardstock  and make matching colour word cards. Students can match the colour word to the appropriate card.  Eg. green = green frog  14. Write the sentences such as ‘ brown bear brown bear and I see a yellow duck looking at me”, and print pictures of the animals. Ask the students to match the sentences with the pictures 15. Students could rewrite the story using other rhyming words or other animals (colours etc) 16.  What’s Missing? Use a pocketchart with the completed story and remove one or two parts. Ask the students to identify the missing sections 17. Choral reading as a whole class and record. Use as an activity where students can listen to the story and answer questions, or re-enact  the story using the characters. Students could choose a character and speak in response to the recording (the appropriate lines) 18. 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. Questions from Bloom’s (revised) Taxonomy Remembering Understanding Applying Analysing Evaluating Creating Remembering: Who are the characters in the story?  State how many characters are in this text? Make a list What happened after the brown bear saw the yellow duck? What was the next character Describe what happened after the teacher saw the children? State how many characters are in this text? Make a timeline of events Understanding: Who was the key character? What differences exist between the portrayed animal (such as the purple cat ) and real cats/horse etc Can you describe in your own words what happened in the story? What could have happened next in the story? Applying: Can you write a story about yourself for others? Can you draw a picture depicting an aspect of the story that you like? Can you make a word wall using words starting with the letter B?  Make a story using students in the class, taking digital photos and make a mini book that can be displayed in the class. Analysing: If we changed the character at the beginning of the story, would the ending be the same? What is the underlying theme/message in brown bear brown bear? How does the choice of text make the story predictable? Evaluating: Explain who your favourite character is why? Creating: Make another story that has rhythm and repetition using different characters? Propose an alternative ending to the story?	1.CB-monitor their own reading and notice when an error (or miscue) occurs 2.TU-use their knowledge of word meanings and common English expressions to construct meaning with the text 3.TP-use their knowledge of word meanings and common English expressions to construct meaning with the text 4. TAcompare texts on the same topic from different viewpoints 6. CB-use and integrate semantic, grammatical and phonological/graphological cues 7.TU- use texts for a range of purposes 8.CB-cross-check information from one cue system against another 9.TP-use their knowledge of word meanings and common English expressions to construct meaning with the text/use their knowledge about still and moving images, sound and interactivity to construct meaning with the text 10.CB-cross-check information from one cue system against another 11. TA-understand how a text's structure and features contribute to the way the text portrays ideas or issues 12.CB-predict likely text and sentence structures 13.CB-cross-check information from one cue system against another 14.CB- predict likely text and sentence structures 15. TA-present an alternative position to the one taken in a text 16.TU-participate in unpacking the literal and inferential meanings of the text 17.TU-use their knowledge about still and moving images, sound and interactivity to construct meaning with the text 18.TP-understand how layers of meaning are constructed in a text