Weekly Learning Menu - Sunshine Online Cubs.… · the initial sound and repeat it three times, followed by the whole word (i.e. /b/ /b/ /bearb/ ). Have them repeat it after you

114 © 2011 Wendy Pye Publishing Ltd

Day Shared Learning Independent & Small Group Learning

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Assessment

I can read: Read a Familiar Text

Letters and Words: Match Words

computer: Explore the online version

non-Fiction Activity Book: pp. 54–55

Personal response: Illustrate Facts about Bears

drama: Act Like a Bear Cub

read Aloud

Shared reading: Bear Cubs

Phonemic Awareness: Segment Words

Phonics: Learn Reading Strategies

Link to curriculum: Bears; Seasonal Changes

in Animals

read Aloud

extend the Learning through Investigation and

Inquiry

celebrate Learning

Assessment


Letters and Words: Label Photographs

Fluency: Read a Play

non-Fiction Activity Book: Complete any page

computer: Share a Presentation

Personal response: Make a Bear’s Den

Assessment

Book corner: Read Independently


Personal response: Write a Non-Fiction Text

Letters and Words: Match Contents Words and Page Numbers


Assessment


Letters and Words: List Food Bears Eat



Writing: Write Facts about Bear Cubs

Assessment

Letters and Words: Draw b- Words

Fluency: Read to a Partner



Writing: Write about a Photograph

read Aloud

Shared reading: Read a Play

Shared Writing: Write Captions

Phonemic Awareness: Find Rhyming Words

Phonics: Use Context Clues

Vocabulary: Use a Glossary

read Aloud

Shared reading: Read a Play

comprehension: Discuss Text Ideas; Find Information;

Categorise Information

Phonemic Awareness: Substitute Initial Sound

Phonics: Connect Text and Illustrations

read Aloud

Fluency: Read a Play

Visual Literacy: Read a Diagram

Phonological Awareness: Identify Short u

Phonics: Make Words

Weekly Learning Menu

115© 2011 Wendy Pye Publishing Ltd

Bear Cubs

titleBear Cubs

About the textTwo bear cubs are born and grow over the four seasons. Their activities and relationship with their mother are described.

text Access FeaturesTable of contents; index and glossary; inset photographs with captions; diagrams for size comparison

GenreNon-fiction

running Words87

Phonemic Awareness/PhonicsRhyming wordsOnset and rimeVowel /u/Use initial letters

high-Frequency Wordsthe, is, here, to

reLAted reAd-ALoud BookSBear Snores On, Karma Wilson. Margaret K. McElderry, 2002.

Spring Thaw, Steven Schnur. Viking, 2000.

The Little Island, Margaret Wise Brown. Doubleday Books for Young Readers, 2003.

Random House Children’s Books, 1947.

Whiskers and Paws, Fiona Waters. School Specialty Publishing, 2003.

texts• Bear Cubs

• The Kangaroo Who

Couldn’t Dance Rhyme,

Song and Play Book,

pp. 8–9

online• Bear Cubs

Audio cds• Bear Cubs

• The Kangaroo Who

Couldn’t Dance Rhyme,

Song and Play Book,

track 9

cards• content Word cards

• Literacy task card 11

• Guided reading

Procedure cards

Student Books• non-Fiction Activity

Book, pp. 53-62

Related Sunshine Materialscontent-Specific Wordsbear, cubs, den, spring, summer, hunt, fruit, fish, autumn, winter

comprehensionAsk and answer questions about text.Use index/glossary/table of contents.

FluencyParticipate in reading a play.

Shared WritingWrite captions.

reading StrategyShared Reading; Guided ReadingUse photographs to read the text.Read a play text.

AssessmentAssessing children’s ability to read non-fiction texts and find information.

© 2011 Wendy Pye Publishing Ltd116

Shared Reading Use the Big Book or Online Text

read a non-fiction text

Build Background• Ask children to share what they know about bears.

Record their facts on a chart titled “What We Know About Bears”.

• Have children share any experiences they have had with bears in captivity. Discuss the differences between these bears and bears in the wild.

• What questions do the children have about bears? Record these and find out how many questions the book answers.

• Together, explore and scan the book. Ask children to look at the photographs to find out what kinds of activities bear cubs do. Pause to allow children to comment on aspects of the book that capture their interest.

• Point out that the main text is along the top of each page and that there are also words under some of the photographs that tell them more about the photo.

• Draw attention to the book cover and ask children what kind of bears they think the book might be about (e.g. type, age). Encourage children to support their predictions.

• Read the title and ask if it gives any clues about the bears in the book. Discuss the meaning of the word cubs.

• Focus on pages 2 and 3. Ask children to describe the kind of pictures they see in the book (photographs). Ask if the photographs give them any clues about what type of book it is (e.g. factual, information, real life, etc.).

Preview the Text

“When I read about a topic, I like to think about what I already know. I can read to see if the facts I know are in the text. I also like to read to find out something I don’t already know.”

thinkaloud

• Select a text to read aloud to the children – either from those suggested on page 115, or one of your own choosing.

• Pause at one or two appropriate places for the children to make a connection from the text to something in their lives.

• Talk about any personal connections children have made with the book.

Read aloud

First Read • Use the Big Book, or project the online version onto a screen or an interactive whiteboard.

(Click on read to hear the main text read.) Children listen as the text is read.• Talk about the pattern of the sentences and the meaning of the text.• Discuss the information conveyed in the illustrations. Talk about how the cubs change over time.

Second Read • Click on Information to hear main text, captions and labels read with commentary.• The children listen as the commentary is read.• Ask a volunteer to use the mouse to click on the arrows as instructed to see the interactive, animated sequences

and hear the words.

• Ask children to read the story aloud.• Ask volunteers to take turns to point to words, illustrations and use the interactive devices.

Shared Learning

© 2011 Wendy Pye Publishing Ltd 117

segment a word into separate sounds• Say the word bear with emphasis on the beginning sound. Model for children how to segment

the initial sound and repeat it three times, followed by the whole word (i.e. /b/ /b/ /b/ bear). Have them repeat it after you.

• Continue with other text words such as cubs, den, games, hunt, find, fish, bed, wake and mother.

Phonemic Awareness Segment Words

point to words when reading• Display pages 2–3 of the Big Book and ask a number of volunteers to show a word. They can

frame it using their two index fingers. They can read the word, if appropriate. Ask them to point to the first letter of the word.

• Ask children what they find between each word (a space). Review how to point below the first letter of each word as they read. Ask why this is helpful (e.g. they don’t skip a word or read a word twice; they don’t lose their place; they can focus on the first sound of each word).

• Demonstrate reading page 2 by pointing below the first letter of each word with your finger or a pointer. Invite several volunteers to point to each word while the class reads the sentence.

• Continue pointing and reading through the text or selected pages.

Phonics Learn Reading Strategies

APPLY

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Children could– practise reading the Big Book with a partner, pointing to each word as they read;– read individual copies of the book, using their index finger to point.


Match Wordsread content-specific wordsChildren use the content Word cards to match the word cards to a photograph in the book or on the online version on a screen.

Read a Familiar Textreread for fluencyChildren read in book form, on audio, or on the online version– Bear Cubs;– a favourite Read-Aloud book or little

book previously read.

Small Group/Guided ReadingSee Guided reading Procedure cards for additional ideas.

Arrange children in the class into three or four groups to explore the text with you throughout the week in small group or Guided Reading sessions. This will enable you to work with at least two groups each day.

Before readingAsk:– What do you know about bears? – What do you want to know about bears? – What do you know about the things on the table

of contents page? Use the table of contents as a summary: In Spring, bear cubs….

read the BookRead all the text on each page and have children reread it with you. Talk together about the size of the bear cub in the diagrams on each page and the symbol for each season.

After readingRevisit each page.Turn to the table of contents and find Spring. Turn to page 4.Find all the information about Spring, reading the labels, and talking together about what bear cubs do in spring. (Notice the symbol for spring.)

Explore the Online Textuse pictorial/other menu prompts• Children, in pairs or small groups, explore

the online version for Bear Cubs.• Children talk about the interactive sections,

and they use the table of contents, index and glossary.

Listen to selected children read the non-fiction text Bear Cubs. Can children– use the devices of non-fiction texts:

table of contents, index, glossary, captions, labels, information in photographs;

– tell you what the text means?

Independent and Small Group Learning


Non-Fiction Activity BookChildren could complete– page 54, to draw bears in spring

and winter;– page 55, to draw what you do

during the different seasons.

Encourage children to share and celebrate their learning with the whole class. They could– share a picture they have drawn;– talk about something they learned about the topic while

reading the book;– show one or two of the content Word cards and how

they match words in the text.

Illustrate Facts about Bearsexpress ideas/information through drawingChildren draw a picture illustrating one fact they already knew about bears and a picture of something new they learned about bears from reading and discussing the book.

Celebrate Literacy Learning

Act Like a Bear Cubmake a personal response• Children dramatise the movements

and activities of bear cubs.• They can read a sentence from

the text for a partner to enact.


answer questions about textUse questions such as the following to guide a text discussion:– Which is your favourite photograph? Why?– What kind of habitat do bears live in? how do you know?– What kinds of games do the bear cubs play?– What does the mother bear teach her cubs to do?– What do bears eat?– What do bears do in the winter?– What is it called when bears sleep all winter?

Comprehension

Discuss Text Ideas

Shared Reading Read a Play

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read a play text• Use pages 8–9 of The Kangaroo Who Couldn’t Dance Rhyme, Song and Play Book.• Introduce “Ten Tired Bear Cubs”. Choose 10 children to stand in a line to re-enact the part of

the bear cubs. Read this part, pointing to each of the bears as you count. Invite children to read the counting part with you as you point again.

• Read the Storyteller’s part two lines at a time. As each section is read, discuss how many bears are being referred to and what they are doing. Ask children to suggest what actions the “bears” could do. Read the two lines again and have the bears enact them. Continue this way through the rest of the rhyme.

• Talk about what snoring is. Have children make a snoring sound. • Read the rhyme one or two more times with different children playing the part of the bears. Read all parts

of the rhyme and invite the class to chime in as they are able.

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use a table of contents• Turn to the table of contents in the Big Book and talk about the function of this page.

Ask children where they would look to find information about what bears play. Have them identify the page number, turn to the appropriate page, and read the information together. Repeat the same procedure with other topics.

• Conclude by reviewing with children how non-fiction texts are different from stories. Emphasise the idea that stories are read from beginning to end but that non-fiction texts may be read in any order, according to the needs of the reader. Stories are read completely, whereas, with non-fiction texts, readers can use the table of contents to help them decide which pages they want to read to find the information that they need.

Find Information

Read aloud

Shared Learning


substitute a sound to make a new wordSay the word cub and ask children to repeat it. Have them identify the initial sound and the remaining rime. Tell them you are going to give them a new sound to add to the /ub/ ending to make a new word. Say /r/ and ask them to tell the new word (rub). Continue with /h/, /s/, /t/ and /d/.

Phonemic Awareness Substitute Initial Sound

Phonics Connect Text and Illustrations

Comprehension Categorise Information

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use illustrations/the first letter(s) to read text• Display pages 8–9 of the enlarged version of Bear Cubs. Cover all but the initial letters in

the words fish and swim. Read the text together, pausing before the covered words. Guide children to make a connection between the words and the illustrations.

– Look closely at the photograph. What does it look like the mother bear is teaching the cubs to do?

– What letter does fish start with?– could this covered word be fish?• Uncover the word and confirm whether it looks like fish. Read the sentence together to see

if it makes sense.• Repeat the same procedure for other words such as swim (page 9), leaves (page 11)

and sleep (page 12).

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APPLY

ask questions about text• Write the name of each season on index cards. Write sentences from the story that go with

each season on sentence strips. Read each sentence strip together and question which season it belongs in. Use the Big Book as a reference to check answers.

• Reread the categorised facts together.

Children could– work in pairs to choose one of the facts and illustrate it;– work on their own or in small groups to read and place the sentence strips under

the correct heading;– draw a picture of something they like to do during their favourite season and place

it under the name of the season.

Children could use the strategy in their independent reading of this text and others.


Draw b- Wordsrecognise consonant sounds• Have children draw, or provide them with,

an outline of a bear. Inside the bear, they draw things that start with b.

• Children may label their pictures.

Read to a Partnerfluently read aloud a passage• Children use the table of contents to

identify a passage they would like to read.• They read that section to a partner.


Work with other groups of children to explore the text in small group sessions, as for Day 1.

Before readingAsk:– What do you know about bears? – What do you want to know about bears? – What do you know about the things on the table

of contents page? Use the table of contents as a summary: In Spring, bear cubs….

read the BookRead all the text on each page and have children reread it with you. Talk together about the size of the bear cub in the diagrams on each page and the symbol for each season.

After readingRevisit each page.Turn to the table of contents and find Spring. Turn to page 4.Find all the information about Spring, reading the labels, and talking together about what bear cubs do in spring. (Notice the symbol for spring.)



– tell you what the text means;– link the book with the online version and say what information the online version adds?



Non-Fiction Activity BookChildren could complete– page 56, to draw what the bears do

during the different seasons;– page 57, to fill the spaces with a word,

number or picture.

Children could– share a drawing;– talk about their favourite season;– share their writing.

Write about a Photographcreate expository texts• Provide copies of the book. Children

look through the book and choose a photograph to write about, using the observe a Picture task card (11). Encourage children to use letters to represent sounds they hear in the words they are writing.

• Children can read their sentence to a partner, to guess which photograph is being described.

Have children take home a copy of Bear Cubs to read with their families.


Explore the online versionuse pictorial/other menu promptsChildren continue to explore the Bear Cubs online text. They can focus on the interactive sections (Information and explore) and how to find information in a non-fiction text.


create expository texts• Display a photograph of bears or other animals (calendar photographs work well) or

use one of the photographs from the Big Book. Ask children to suggest a sentence that could be used to describe the photograph.

• Choose one sentence and write it together. Ask questions to guide the writing:– What sound do you hear at the beginning of this word?– What letter makes that sound?– Say the word slowly. What sound do you hear next?– What sound do you hear at the end of the word?– Let’s read what we have so far. What word comes next?– What do we need to put between each word?• Read the completed caption together.

read a play text• Use pages 8–9 of The Kangaroo Who Couldn’t Dance Rhyme, Song and Play Book.• Display “Ten Tired Bear Cubs”. Talk about the list of characters and the character names in bold print. Tell

children that the rhyme has been written in the form of a play with different speaking parts.• Select 10 bears and have them read their own lines. Talk about the importance of being ready for their part

and not letting too much time pass between the reading of each line. Model effective and ineffective (too slow and too fast) pacing.

• Read the part of the Storyteller as the bears act out their parts. Invite members of the audience to read along with you.

• Use the following questions to guide a text discussion:– how were the bears feeling?– What kind of tricks do you think the bears were playing?– What do you think bear cubs would do for fun?– What did the bear cubs do at the end?– how is “ten tired Bear cubs” similar to and different from Bear Cubs?• Repeat the play once or twice, with different children acting out the part of the bears.

Children could– write another caption for the same photograph;– write a caption for a different photograph;– match a variety of captions written on sentence strips to

photographs.

thinkaloud

Shared Writing Write Captions

Shared Reading Read a Play

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APPLY

Read aloud

“When I write a caption, I think about the most

important idea the photograph shows.”

Shared Learning


pictorial/other menu prompts online• Turn to the index and glossary page using the Big Book. Discuss the purpose of a glossary.– What do you think a glossary is?– What is in this glossary?– What might a reader use the glossary for?• Use the online version (click on explore) to review each entry by reading the word

and listening to the definition. Look at the accompanying picture and discuss how it helps read the word.

• Have children find each word in the text. Talk about what the readers can learn from the glossary that they may not have known from reading the main text.

Vocabulary Use a Glossary

use the first letters and get your mouth ready to say the sound• Use the Big Book. Focus on page 2 and cover the en of den with a sticky note. Read

the sentence up to the word den. Ask children what letter they see and have them make the sound it represents. Tell them that, by doing this, they are “getting their mouths ready” to read the word.

• Read the sentence together, including the /d/ sound. Ask children what word would make sense. Uncover the rest of the word and read across the word slowly to confirm.

• Repeat the same procedure with other content-specific words.

make oral rhymes• Write the word bear on the board or chart paper and ask children to name any words they know

that rhyme with bear. Record their words on the board.• Together, make up simple rhymes using the word bear (e.g. I saw a bear that had no hair). Record

the rhymes on the board or chart paper. Ask what sound is at the beginning of the words.

Phonemic Awareness Find Rhyming Words

Phonics Use Context Clues

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APPLY Children could– make an additional glossary entry for one of the other words from the text;– read other books with glossaries and demonstrate how they are used.

Children could practise using initial consonants to help them figure out tricky words. Observe children as they read, and monitor whether or not they use initial letters in combination with context clues.


Read a Familiar Textreread for fluency• Set out an “I Can Read” box with

appropriate books for each child. Include a copy of Bear Cubs.

• Children choose a few of the books to reread in book form, on audio or online.


Work with the groups from Day 1 to explore the text further.

Before readingAsk children:– What do bear cubs do in spring/summer/

autumn/winter?Help them to understand what bear cubs do in different seasons by using the table of contents to find the relevant pages in the book. Help them understand concepts like “hibernate”.

read the BookChildren read the book themselves, returning to read the text on each page and all the additional words.– Why is the mother bear so important to the cubs?Use the index to find out what she does.

After readingRevisit the labels – can children read these, even if they appear to be difficult? Talk about context and how it helps reading. Talk about the other clues that with the context is giving the right signals.Link the book with the online version.– What information does the online version add?



– tell you what the text means;– explain how the interactive sections on

the online version added new knowledge to the book?

List Foods Bears Eatconsult print/electronic sources to find informationChildren draw on a piece of paper the outline of a bear’s open mouth with teeth. They use the text to find different foods that bears eat and draw and label the foods inside the mouth outline. Remind children to use the table of contents page to help them to find the information they need.



Children could– share their writing or drawing;– read part of the book aloud.

Write Facts about Bear Cubsuse sentence starters• Provide the sentence frame In _____,

bear cubs _____. Have children complete the sentence with the name of the season and an appropriate activity.

• Children illustrate their sentences.

Non-Fiction Activity BookChildren could complete– page 58, to choose, research

and draw a bear;– page 59, to do the quiz.


Explore the online versionidentify computer graphics• Children continue to explore the Bear

Cubs online version in pairs or small groups.• Talk together about the online version, and

the ways it adds to the store of knowledge.


use diagrams to support information• Using either the Big Book or the online version,

turn to page 3.– What do you think the little circle at the

bottom of the page means?– Why is it there?• Talk about the diagram of the bears.– What does it show?– Why do you think the little circle and

the bears are together on the page?

• Turn to page 5.– Is there anything different in these

diagrams?Talk about the change to spring and the change in the size of the bear cub in relation to its mother.

• Discuss the connection between the photographs on each page and the diagrams – how the diagrams add to the reader’s knowledge of how the cubs are growing and what they do at each stage of their lives.

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APPLY

Fluency Read a Play

Read aloud

read a play text• Use p. 8–9 of The Kangaroo Who Couldn’t Dance Rhyme, Song and Play Book.• Display “Ten Tired Bear Cubs”. Listen to the audio CD (track 9). Children say the initial sound of

text words (e.g. /k/, /b/, /t/, /s/). Children find and read as many words as they can that begin with that sound.

• Give children 10 bear counters or have them make 10 small bears out of modelling clay. They read the play as a choral reading, using their counters to act out the story.

Visual Literacy Read a Diagram

Children could – copy the sentence starter It is ______________. from the board; – choose a season and finish the sentence;– illustrate their sentence by drawing a diagram of the season and the cub with its mother.

Shared Learning


Phonological Awareness Identify Short u

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APPLY

Phonics Make Words

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recognise individual phonemes in words• Say the word cub, stretching out the vowel sound. Have children repeat the word after you.

Practise saying the short u sound together, raising arms in a curved shape to form the letter u.• Say a variety of words. If children hear the short u sound, they are to make a u with their arms

and say a short /u/. Use words such as hunt, den, up, sun, fruit, crunch, fish, summer, uncle and winter.

represent known sounds• Distribute magnetic letters or letter cards or

have children write the words on individual whiteboards. Ask them to make the word cub. Guide them to say the word slowly and then to represent each sound they hear. They can check the spelling on the cover of the book. Discuss why the s was not needed at the end of the word.

• Tell children you are going to ask them to make other words. Write each one on the board or chart paper or make it into a pocket chart. Read the new word together, stretching out the short u sound.

• Continue with rub, run, sun, fun, bun, but, cut and nut.

• Ask children what letter makes the short /u/ sound.

Children could– dictate short u words to a partner and have the partner make or write them;– make a list of words with short u;– circle or highlight the words that rhyme in different colours.


Read Independentlyengage in independent readingProvide time for the children to browse through books in the classroom Library Corner and choose a book to read alone or with a friend. Include fiction and non-fiction books about bears.

Explore the Online Textuse software to enhance the learning experienceChildren complete exploring the online version and the links between the book and the online version.


Work with the groups from Day 2 to explore the text further.

Before readingAsk children:– What do bear cubs do in spring/summer/

autumn/winter?Help them to understand what bear cubs do in different seasons by using the table of contents to find the relevant pages in the book. Help them understand concepts like “hibernate”.

read the BookChildren read the book themselves, returning to read the text on each page and all the additional words.– Why is the mother bear so important to the cubs?Use the index to find out what she does.

After readingRevisit the labels – can children read these, even if they appear to be difficult? Talk about context and how it helps reading. Talk about the other clues that with the context is giving the right signals.Link the book with the online version.– What information does the online version add?



– tell you what the text means;– explain how the interactive sections

on the online version added new knowledge to the book?


Children could– talk about a discovery on the computer;– read aloud a page of a book using the book or the online version.

Non-Fiction Activity Book Children could complete– page 60, to find out what the bears

like to do and write the words;– page 61, to play the game.

Write a Non-Fiction Textcreate expository textChildren write a page or pages of a non-fiction text about bears. They include an illustration, a diagram, a symbol, a caption and main text.

Match Contents Words and Page Numbersconsult print/electronic sources to find information• Provide word cards with cards for each of

the words from the table of contents page and for the page numbers. Children work with a partner to match the words to their page numbers using the table of contents page from the book or online version as a reference.

• Once they match all the cards, they can choose a set and read that section of the text together.




Extend the Learning Through Investigation and Inquiry

The book lends itself to further research and investigation on the topics of bears, animals, seasons or other ideas that you and the children might have. Use or adapt some of these ideas to extend the learning as a class, in groups or pairs, and individually. These activities are also intended to act as models for children of the behaviour of scientists and other researchers who generally start with a question or something that they are curious or wonder about. They then seek to find answers in many ways through such activities as first-hand observation, talking to people who know, reading and using the internet.

1. establish a personal investigation question with the children• Encourage children to think about something that they wonder about related to the book. It

could be about bears, other animals or other ideas they have. Talk to each child individually and help them to formulate an “I wonder…” statement. Record the idea with the child’s name beside it on a class chart. Help children to brainstorm how they could find out the information and how they could report to the class.

2. observing and viewing investigations• Watch a movie about bears. Discuss the kind of

information that can be learned from movies (e.g. movements, sounds) and can be added to what is learned from book sources.

3. Speaking and listening investigations• Ask a naturalist or park ranger to visit the classroom and talk about bears and other wildlife.

Children could select the questions they listed previously that they think the visitor might be able to answer. After the speaker has left, write the answers to any of the questions that were addressed. Write or draw other interesting facts learned from the speaker. Collaboratively write or email a thank-you note to the visitor.

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Read aloud

I wonder _________ _________.

I learned __________________.

Shared Learning


Celebrate Learning

4. reading and researching investigations• Add books, magazines and other reading material about bears to the Library Corner for

children to browse through and read during their independent reading time. Provide sticky notes for children to mark photographs they would like to share with the class. Encourage children to share interesting facts that they have learned.

• Children can type “bear photographs” into an internet search engine to find photos of bears. They could print out their favourite and add it to a bulletin-board display.

5. Writing and representing investigations• Children could make a book of bear facts. They write one fact on each page and illustrate it.

Books could be made up of bear-shaped pages.• Children could use computer drawing tools to draw a picture of a bear in its habitat. They

include details to show the bear in a particular season.

Link to Curriculum ContentBears; Seasonal Changes in Animals

• Schedule time for children to share the results of their investigations. Model for children how to ask questions of the presenter to find out more.

• Observe and talk to children about their learning to encourage investigation as a lifetime skill.

– What did you learn?– how did you learn that?– Is there anything more you are curious about or wonder about this?– how could you find out?


Read a Familiar Textreread for fluency• Set out an “I Can Read” box

with appropriate books for each child. Include a copy of Bear Cubs.

• Children choose a few of the books to reread in book form, on audio or on the online version.

Label Photographsunderstand/use concept and content vocabularyProvide the enlarged version of Bear Cubs, content Word cards and self-sticking notes with content words that are represented in the photographs (e.g. cubs, den, fruit, bed). Children work with a partner to read the words on the notes and stick them onto the appropriate photograph in the book.

Read a Playchoral-read a text• Children work in a small group to create

picture cards or stick puppets for each of the bears in “Ten Tired Bear Cubs”. They practise reading the play chorally, laying down cards or puppets as those bears go to sleep.

• Groups can present the play to the class.

Ask individuals to read Bear Cubs to you. Can they:– use the contents page, index and glossary;– tell you what the text means;– explain how the interactive sections on

the online version added new knowledge to the book;

– tell you other sources of information (e.g. the internet)?



Non-Fiction Activity Book Children can complete any pages for Bear Cubs.

Celebrate Literacy LearningChildren could– tell about something they learned about bears

from the book or online;– share a rhyme, poem or song.

Have children take home a copy of the non-Fiction Activity Book to complete any activity page for Bear Cubs.

Make a Bear’s Dencreate modelsChildren create a model of a bear’s den using clay, sticks, leaves and/or grass. They can share it with the class and describe how they made it.

Share a Presentationmove forwards/backwards between pagesShare a presentation of the online version. Different children can take turns at using the mouse and explore and talk about each page.

Documents

Weekly Learning Menu - Sunshine Online Cubs.… · the initial sound and repeat it three times, followed by the whole word (i.e. /b/ /b/ /bearb/ ). Have them repeat it after you