We're Going on a Bear Hunt

We're Going on a Bear Hunt by Helen Oxenbury

This book is a favorite at our house and with good reason. With the rhythm, repetition, and adventure the descriptions and sound effects capture imagination and have a memorable text to act out again and again in outdoor play.
When we started up after a break I asked my son which book he wanted to do first and he came running in with this one saying "Lets get the bear!" and so our adventure began...

Materials you will need this week: 

Scissors, Glue, Pot, Spoon, 2 water bottles, pudding/jello/yogurt in a small container, broom, printables linked below, stuffed animal, chair, scarves or small blankets/dish clothes, basket or bowl, outdoor gear, and check out the link to the optional art project for supplies needed there.

Day 1: Sound Effects

Skills: Listening, Narrative, Audible perception

Read through the story once slowly enjoying the rhythm of the text. Ask your child if they would like to go on a bear hunt? How would they feel if they found one? What do you think the bear wanted when he followed them home? Do they like the feel of mud between their toes? Do they think it will snow soon? Or any other questions that come to mind to start a conversation about the book and get them practicing narration skills.

Read through it a 2nd time using the sound effects found at: Reading Confetti (We didn't have jello so we used yogurt instead, we also didn't have soda bottles and a cup worked okay too.)

Day 2: Sequencing

Skills: Sequencing, cutting, gluing (fine motor skills)

Read through the book again. Talk about how first they had to go through the grass then.... Once they found the bear they had to head back! Firs through the cave then.... have them name the steps the best they can then do one of the many great sequencing options found at teachers pay teachers when you look up "We're going on a bear hunt".
Since my older child is into maps lately and has been drawn into this book study with us we decided to go with a map of the bear hunt. To be honest it seemed like a little much for my 3 year old though so a few days later we tried basic sequencing cards with pictures from the book and had much more success.

Day 3: Prepositional Words

Skills: Prepositional words, following directions, imaginative play, narrative skills.

After reading through the story again we imagined that the bear just wanted to play then took a stuffed bear and pretended the step stool was his cave. (You can use any chair for this exercise) He hid inside it walked around it, looked behind it, climbed over it as we sang "The bear went over a mountain" Then we put him in a basket and pretended to float down the river. He walked through the "river" of scarves and was tucked into bed. As we played I tried to use as many of the prepositional words as I could think of or ask him "Where is the bear now?" or "Lets put the bear beside his boat?" Changing the preposition to see which ones he knows and which ones we can still work on. This lesson took the longest but was the most fun. He loved playing with me and I loved taking the time to play with him which I don't often get to do with my middle child!

Day 4: Hike

Skills: Gross motor skills, Sensory play, Exploration (confidence building), Memory, Rythmn

Go on a Hike! This is a fun one to invite friends along for too. Every time you reach something you come across in the story recite that part of the book with the kids. "...Oh no! A forest, a deep dark forest, we can't go over it, we can't go under it..." As them what could make them stumble and trip. When you come across mud feel it squish beneath your feet. When you come across a creek, listen to the sounds of splashing. Ask them what would they do if it snowed? See how fast they can swish the grass. Look into a knoll in a tree or under some rocks and imagine how dark a cave could be. How would they light the way? Just go at a pace slow enough to stop and smell the sage brush and explore with all your senses. When walking to another part of the trail saying part of the story can they march in rythm? Stop for snacks and read the story again.

Optional Day 5: Art

Skills: Fine motor skills, sensory play, expression

Seriously how cute is this craft? You can find instructions over at One mom and a Blog but what I like about it is that it really is sensorial and brings the story to life by continuing to explore textures. Be sure to enjoy the book one more time after you've made the craft and touch each texture as you reach that part of the story.

Let me know what else you've added to or changed with this book unit in the comments!

For more book units check out "Preschool" tab on my blog, search "Beautiful Books" or read This post explaining the series.

20 Big Trucks in the Middle of the Street

This is the first in a series of "Beautiful Books Preschool" Lessons. We are starting with 20 Big Trucks in the Middle of the Street book because it is my preschoolers absolute favorite. After checking it out from the library 4 times I finally gave in and bought it in a durable board book since he likes to take his favorite books with him everywhere until they fall apart.

What is great about this book is that it counts all the way up to 20 and there is actually a spread where you can, and we always do, count all 20 trucks without being just a "counting" book. There is actually a interesting and empowering story with LOTS OF TRUCKS, which if you have boys like mine is an important feature.

Materials you will need this week: 

Printables posted here, scissors, glue, markers, tape, and blocks.

Optional Materials: 

Laminator, toy trucks, ice cream, sprinkles.

Day 1: First reading and narration

Skills: Expressive language, attention to detail, connection 

We read through the book slowly, ideally in a cuddle spot if you can sneak away one on one, to set the tone of connection. Then talk about it. I ask him questions like "What kind of truck broke down?" (If they don't remember open the book and figure it out together) "Then which truck got stuck be hind it?" As we go through the pictures again together having him tell me all about the trucks and filling in vocabulary where I can (For example my little guy said "horse grass" instead of hay). Really look at the illustrations and ask questions about what you see to draw out more from your preschooler and give them ample opportunity to narrate the story back to you practicing expressive language and attention to detail. Some ideas for questions are: "How do you think this driver felt?" or "Have you ever felt little like no one was paying attention to your ideas?" or "What kind of truck would you like to drive? Where would you take your load?" After they go through the book with you, read it again and see what they point out or ask this time.

Day 2: Read, then draw what you see

Skills: Fine Motor Skills, attention to detail, memory, communication

Read through then have them help you remember the trucks in the books and draw them on the frames. Refer back to each page as you need to, get creative with how you interpret them, or try to remember details about each one. I have a copy of the frames below, if it helps you, or you can draw them yourself. If you use my frames you'll need one Page 1 and two Page 2 to get all the trucks in the book.
I drew in the details as he described them and colored as he directed but really tried to let this be his project. I know my drawings are not Caldecott worthy, and your's don't need to be either, the point is that you do it together. (I purposely leave the 3 year old's work in my pictures to show you what it looks like when they do it instead of what it looks like when we do it, because 1. Isn't that the point of all this? lol 2. I don't have the time to do it to pin worthy standards as well as do it with him at his level, and 3. It's important to me that my kids see me try, even when I can't do things perfectly, because that is exactly what I ask them to do every day.)
Once they are drawn and colored together, You cut them out and laminate them if you'd like for tomorrows activity.

Page 1

Page 2

Day 3: Read and Count

Skills: Counting and sequencing

Start to read the book, each time a truck is mentioned have them grab it and line it up on some blocks you laid out together for the street.

After all the trucks are lined up, instead of counting them in the book, count them on your blocks, go slow enough to allow them to count with you as high as they can. If they want to take over and mix up the order of the numbers this is great! It is their way of "play counting" which is an important step in numeral literacy. Rather than correcting each number, try letting them finish, then say something like "Thanks for counting the trucks, can mommy have a turn?" and model counting them correctly. My little one wanted to count them over and over again sometimes together and sometimes on his own but after we counted them 5 times he quit missing the number 6 and was able to count to 9, success! (Also if they are not pointing at a truck for each number that is totally normal too. Right now they are learning to recite the numbers and that numbers have meaning,one to one correspondence will come as you continue to work with manipulatives like this.)
Finish the book, and as you reach the part where the crane lifts the ice cream truck use sticky tack on laminated trucks or tape to "lift" the ice cream truck with the crane and move it out of the way then count the trucks again as you move them off the blocks. Let them have open play with the trucks but save them for tomorrow if you do not have toy cars and trucks you can use.


Day 4: Read and Eat!

Skills: Problem solving, Memory, Narration, Descriptive language, Sequence/order words, Colors

Set up a traffic jam between two blocks with several toy cars (or your printed cars) blocking the way through in all directions, then ask them what they would do to get traffic moving through the opening again and watch as they solve the problem their way.
Before you read the book again, have them tell you what they remember about the story.
After, ask them what kind of ice cream they would choose if they were offered a cone for helping like the boy was. What would it look like? How many scoops would it have? What would it taste like? Would it be cold and stiff or warming and melty? Offer a few vocabulary words or suggestions on one or two of the questions.
Once they describe their ice cream cone grab an ice cream printable (Print a couple of the first page and one of the 2nd page and cut out the cones/ scoops ahead of time) color the scoops different colors together and have them glue their ice cream cone together giving them directions or having them tell you which order they are doing it. Ex:) First glue the blue scoop, 2nd glue the red scoop or Put the blue scoop on the bottom, then the red scoop in the middle, and the white scoop on top. Whichever order words you would like to work on.

Some examples of sequencing or order words are:
First/ then/ next/ last
Before/after
Bottom/Middle/Top
Next to/ on top of/ beneath
Ordinal words (first, second, third)

After you make your paper cone scoop up a real one and enjoy it together!

Optional Day 5: Ice cream continued

Skills: Practicing their name, writing letters, sorting, etc.

Honestly there are so many great ice cream theme activities on Pinterest I'll post a few more of my favorites here if you want to carry ice cream into two days.

Try using the sprinkle tray and these cute printables from: Modern Preschool.com to practice letter forms. Or if they are not ready for letters you can still have them copy lines, circles, squiggles, you draw in the sprinkles to help them with their pre-writing motor skills.

Or work on their shape identification and matching skills with this adorable printable from Totschooling.net.

There is always this cute song to sing before scooping up an ice cream treat that I found via Pinterest (without a source link other than yahoo images.)














Finally there are just tons of adorable printables and ideas for pretend play ice cream shop with cotton balls or play dough. So I'd totally check those out if you want to do something more involved or if your little one takes off on the ice cream theme.

Let me know what else you've added to or changed with this book unit in the comments!
For more book units check out "Preschool" tab on my blog, search "Beautiful Books" or read This post explaining the series.

Beautiful Books Preschool

Beautiful Books Preschool is a series of lesson plans that I have designed for my 3 year old son using classic children's books, fairy tales, nursery rhymes, and family favorites from modern children's literature.

I am patterning Beautiful Books Preschool after the Five in a Row concept where you read the same book over and over in a week pulling out different concepts and activities from it. I loved the concept because of how important repetition is to this age, the fact that we can let classics sink in deep, and that I don't have to run around every day trying to come up with a novel themes and materials. (It's also a bonus that I can utilize my overabundant personal library!) The reason I am creating my own lesson plans is because I want to customize the skills practiced and books chosen with what works for our family and keep it low key as an intro to "Lessons" (that he is eager to have after watching his big brother do kindergarten.)

This level of preschool is designed for my 3 year old. When he reaches age 4  we will start with Logic of English level A if he is ready. If not, we will continue on in pre-reading concepts that do not include learning phonograms or writing letters. The lessons are a gentle introduction to learning and are not heavy on Pre-K Skills but lay the foundation for reading and math in playful and comforting ways.

In each of my lessons below you will see a link to purchase the book on Amazon, a copy of materials I used (or a link to the blog post I got them from), and what skills or character traits we took from each reading. As I make new posts I will add them to this directory and if you have any questions or suggestions feel free to add a comment to the post.

Enjoy!

20 Big Trucks in the Middle of Our Street    

 We're Going on a Bear Hunt