Christina Klotz

Five Day Shared Reading Plan

Were Going on a Bear Hunt
Book information:
Book: Were Going on a Bear Hunt
Author: Michael Rosen
Illustrated by: Helen Oxenbury
Level: Kindergarten/1st grade

Introduction:
Were Going on a Bear Hunt by Michael Rosen is a bear theme related book within my
emergent reading lesson plan. This book integrates onomatopoeia, sight words, numbers,
adjectives, punctuation and capital and lowercase letters making it beneficial to use as a shared
reading book. This narrative is about a family going on a hunt for a bear. The family goes
through a bunch of obstacles to get to the bear cave, and once they go through the bear cave, they
are met with a giant bear. The family out runs the bear, back through the obstacles and under the
covers.

This is book an excellent book for shared reading because it supports the concepts of
print, alphabet knowledge, phonological awareness through poetry, phonemic awareness, sight
words, analogizing words, and phonics. This book uses multiple sight words including through,
under, over, up, and going. Students will also learn about describing words such as dark, big,
thick, deep, cold and vocabulary words such as hunt, catch, scared, forest and cave. This book
will engage readers because of the rhythm the poem is read in, allowing students to join in the
fun!

Day One: Concepts of Print and Alphabet Knowledge

Standard:
CCSS.ELA-Literacy.RF.K.1
Demonstrate understanding of the organization and basic features of print.
CCSS.ELA-Literacy.RF.K.1.a
Follow words from left to right, top to bottom, and page by page.
CCSS.ELA-Literacy.RF.K.1.b
Recognize that spoken words are represented in written language by specific sequences of letters.
CCSS.ELA-Literacy.RF.K.1.c
Understand that words are separated by spaces in print.

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Activity to Teach Concepts of Print:
Students in this lesson will learn about the concepts of print and be able to follow words
from left to right and top to bottom. As a class the students and the teacher will be singing the
song, The Hokey Pokey. Most children have sung or played The Hokey Pokey before they reach
kindergarten, and it is a great song to teach directionality of reading. The students and teacher
will first sing The Hokey Pokey song while acting out the movements to remind them of the
words and the most importantly the tune. After we sing The Hokey Pokey, we will sing The
Readers Hokey Pokey. After we sing the song, the teacher will show the students the
directionality that the song teaches by using a large print of Were Going on a Bear Hunt book
and using a pointer to show reading from left to right and top to bottom. Students will enjoy
pretending to read and write from left to write while singing the song. By singing this song and
practicing the movements of reading left to right through pretend reading, students will be able to
remember the meaning and associate it with their reading, and understand the concepts of print.
When I read a book, I start from left to right. (pretend to read)
I do the same thing when I want to write. (pretend to write)
I do the reader wiggle and I turn myself about. (wiggle and turn)
That's how I read and write. (clap)
I do the reader wiggle. (repeat three times)
That's how I read and write. (clap)
Source: http://www.brighthubeducation.com/pre-k-and-k-lesson-plans/16207-teaching-left-and-
right-with-the-hokey-pokey/#imgn_0

Day Two: Phonological Awareness and Phonemic Awareness

Standard:
CCSS.ELA-Literacy.RF.K.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA-Literacy.RF.K.2.a
Recognize and produce rhyming words.
CCSS.ELA-Literacy.RF.K.2.b
Count, pronounce, blend, and segment syllables in spoken words
Activity to Teach Phonological Awareness:
Students in this lesson will learn about the separation and blending of syllables. The
teacher will teach students how to segment syllables using the students names. If their name is
Sally, students will learn that the name Sally has two syllables Sal and ly, students will then

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be able to blend the name back together to make Sally. After students understand how to segment
and blend syllables. The students will participate in syllable bingo.

The teacher will create multiple bingo cards with words from the book Were Going on
a Bear Hunt. The teacher will give the students clues as to which word they need to check off
by telling them the number of syllables the word has, the letter the word starts with, and a
rhyming word. For example, the teacher will say This word has one syllable, this word starts
with a d, and it rhymes with beep. Students should be able to guess that the word they need to
look for on their bingo chart is deep. After students know what the word is, as a class, the
students will clap their hands and say the word deep as one syllable. This game is fun and
engaging for all students to learn about syllables. This activity will also teach students about
rhyming words and how one letter can change the whole word.

Day Three: Sight Words

Standard:
CCSS.ELA-Literacy.RF.K.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-Literacy.RF.K.3.c
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
Activity to Teach Sight Words:
Students in this lesson will help students to know and apply phonics and word analysis by
decoding words using high-frequency sight words from Were Going on a Bear Hunt such as
through, under, over, up, and going. Students in this activity will be playing I Spy Sight Words.
Students will be set up in pairs. Each pair will be given a Ziploc bag. The bag will contain a
piece of construction paper with sight words they have already learned and the sight words from
the book. Each sight word will be written in a different color. The bag will be filled with loose
sand covering the construction paper. This bag will remain closed with the construction paper
and sand. The students will receive another bag with each sight word written on a piece of paper.
One student will pick a sight word out of the bag and read it. The other students responsibility is
to search through the bag with the sand to find that sight word. The teacher will have a sight
words wall posted in the classroom for students to reference. After the student has found the
sight word in their bag of sand, they will go back to their back and circle the sight word in the
color that it was written in on the piece of construction paper. This will help students recognize
high frequency sight words within the text.
Source: https://handsonaswegrow.com/i-spy-sensory-bag/

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Day Four: Analogizing Words
Standard:
CCSS.ELA-Literacy.RF.K.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-Literacy.RF.K.3.d
Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Activity to Teach Analogizing Words
Students will be given a giant poster that will have four words on each poster from our
book Were Going on a Bear Hunt. Students will be placed in a group of three to four students
each. Each sight word will have path of leaves going through a forest and leading to a bear cave
going to the other side of the poster. Students will take turns writing in a new word for the
original sight word on the next leaf. Students can choose any one of the five sight words to
change a letter to make a new word. Students will keep changing one letter and writing a new
word until someone reaches the cave. Students can choose to change a letter in the original word
or in any one of the words on leaves. Whoever reaches the cave first wins! If the student writes
in a word that is not a real word, the student is skipped on their next turn. For example, if one of
the sight words is go the student can change the letter g to the letter d to make the word
do. Lets say a student changes the letter o to the letter e the words ge or de are not real
words, so that student would have to miss their next turn. Students are not allowed to repeat any
words. This activity has students decode words to make new words by changing a letter.
Students become familiar with similarly spelled words by identifying the sounds of the letters
that differ. This game has been altered from the word stairs to apply it to the shared reading
book.

At the end of the game, students will be given a fifth word. This activity will be a bit
more challenging for students. This activity is a bit more challenging for students, so students

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will be allowed to use other resources to assist them in changing the word. With this word
students add, delete or change letters to make a new word, but they can only choose one. The
same rules apply, if the word does not make sense, that student misses their next turn. For
example, if the word is hunt the student can add the letter a to make the word haunt. If the
word is through the student can take the th away to make the word rough.

Day Five: Phonics

Standard:
CCSS.ELA-Literacy.RF.K.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-Literacy.RF.K.3.b
Associate the long and short sounds with the common spellings (graphemes) for the five major
vowels
Activity to Teach Phonics
In this lesson students will be able to apply grade level phonics and word analysis skills
through decoding and encoding words with long and short sounds given the five major vowels a,
e, i, o, u. The teacher will explain to students that long vowel sounds say their names while short
vowel sounds will say the sound that the letter can make that is not its actual name. Students will
be able to tell the difference between short and long vowel sounds.

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 To teach this lesson the teacher and students will be playing wheel of fortune with a
twist. The teacher will pick a word or short phrase from the book Were Going on a Bear Hunt.
The words could be their vocabulary words, sight words, or any other words the students have
already learned from the book. Students will be set up in groups of four to five students each.
Each student will be given white boards at the beginning. Students will be given the number of
letters each word or phrase is. The teacher will go around to each group and have them guess a
letter. Each letter they guess right is worth five points, and if students want to guess a vowel
sound they have to give up two points. Scores will be kept up on the board by the teacher. If the
group does not have any points, they cannot guess a vowel sound. If a group thinks they can
identify the word or short phrase, they can raise their hand to guess. If they guess wrong they
lose ten points, and if they guess right they win ten points. Once the word or phrase has been
identified, each student will write on their white board if each word is a short or long vowel
sound and identify what sound the vowel is making. For example, if the word is mud, students
will write the word mud on their white board. Underneath students will have to write that the
corresponding vowel is u, and that it is a short vowel. Students will hold their board up and the
teacher will quickly check for understanding. The group with the most points wins!