Nicole Carluccio

Shared Reading Lesson Plan

Book: Bear Snores On, by Karma Wilson. Illustrated by Jane Chapman

Summary of the book:
The book begins with a big brown bear hibernating in a den. Despite the noise made
by winter outside the den, the bear snores on (repeating pattern.) Throughout the
book several different animals enter the den to hide from the cold harsh winter but
of course the bear snores on. The different animals that introduce themselves
throughout the story give the reader the opportunity to make predictions on who
will come next. Each new characters brings a new noise to the party that could
potentially wake the bear. The repeated phrase the bear snores on gives readers a
sense of delightful dispense. Readers may ask themselves when is this bear finally
going to wake up?

Purpose of the book:

To teach students the concepts of print: front of the book, identify title, author,
illustrator, print carries messages, pictures on pages should match the words being
read, reading left to right.

Materials:

Big book version

Video version with audio and visual aide
Book stand
Pointer or reader wand
Reading masks
Post-it notes
Sentence strips

Day 1
Standar
d

Before

RF.K.1.a.b: Read and reread books identifying front cover,

back cover and title page of book. Track words with a
finger or pointer left to right, top to bottom and page by
page.
Book will be introduced by a short summery given by me.
In this story, a bear sleeps during the cold harsh winter
and ends up with several unwanted guests in his den! I
will discuss the cover, encouraging students to think
about where the title, author, and illustrator can be found.
Details of placement and color of title, author, and
illustrator will be discussed. Title page will be read at this
time. Who do you think is going to visit the den?
*Would I have students make prediction here? Have
students volunteer to describe what they see on the cover
and predict what the story will be about.

During

After

Begin reading the book using the big book version.

Students will be encouraged to participate in reading the
pattern but the bear snores on. My voice will change,
giving special emphasis on the repeating phrase because
I want students to notice it.
A class discussion will take place following the end of the
book. Students can share their reactions to the book. I.Etheir favorite parts, anything they noticed, ask questions,
rate the book, and discuss patterns.
Characters will be discussed as well. For example Hare,
Badger, Wren, and Mole may be unfamiliar to young
students. We will discuss the characters characteristics in
real life.
*If I have students make predictions during the before
part of this lesson I would also take a moment to ask
students who made predictions if they were right or a
little off.

Day 2
Standar
d

Beginnin
g

During

After

RL.K.1: Invite childrens participation during book reading.

Ask open-ended questions, offer clarifying comments,
reminders, restatements, and modeling to support
understanding and key details of text
A short summary of the book will take place again.
Students will be asked who can remember the repeated
phrase from our book? Students will be encouraged to
join in when I read the title, author, and illustrator.
Students will be asked to recall the characters from the
story. Who can remember all of the animals that enter
Bears den while he sleeps? Who can tell me what a hare
is, badger is, etc?
Today, the pointer will be used while reading so students
can visualize where reading should begin. The story will
be read fluently while using the pointer. Students will be
asked to join in on reading the entire book today, not just
the repeating phrase. I will still voice a special emphasis
on the repeating phrase.
On this day, I will model how to think aloud during
reading. For example, before additional characters are
introduced I will stop and acknowledge out loud that I
wouldnt want to wake a sleeping bear or I wonder what
animal is going to enter the den next? Students will be
given the chance to make inferences and develop their
own opinions about my think aloud points. I will also
place a special emphasis on describing words within the
story. For example, words describing the weather, setting,
and characters. (I.E- itty bitty mouse, deep dark lair, cold
wind blows etc.)
Following the reading of Bear Snores On a class discussion
will take place. At this time students can reflect on the
topics I addressed while thinking aloud, confirm previous
predictions, and recall parts of the story that were
interesting or funny.

Day 3
Standar
d

Beginnin
g

SL.K.5: Provide opportunities to add drawings or visual

displays to descriptions to add additional detail.

Before reading the title, author, and illustrator, students

will be asked to locate them for the teacher. For example,
who can point to where my title is? Students can join in
on reading the title, author, and illustrator after they have
been identified.
Students will be introduced to how to use illustrations to
make predictions through a picture-walk. I will tell
students that they can also use illustration on a page to
predict words. I will use the Hare and Mouse as an
example. The line So they pop white corn and they brew
black tea appear on a page where the illustrations show
Hare and Mouse drinking tea with popped corn on the
ground between them. Students can use the illustration to
predict what they are eating a drinking.
Students will recognize that sentences on the pages
describe the illustrations by the end of this specific lesson.

During

End

Today, the describing words (and in some cases, action

words) will be covered with sticky notes. This encourages
children to use the illustrations to predict what the
characters are doing in the story. I will ask students, Oh
no! The sentence is covered. What are our characters
doing on this page? When students answer they will be
asked to tell the class how they knew.
After reading students will discuss what they saw in the
illustrations of the book. Students will reflect on how
those illustrations assisted them in their reading and
understanding of the book.

Day 4
Standar
d

Before

During

After

RL.K.2: Read and reread stories to children individually, in

small and large groups. Ask children about the setting,
characters, and the order of the story, the problem and
the resolution. Use oral discussion, props, dramatic play,
written words, pictures, art and music to retell familiar
stories
Today the students will be asked to volunteer to use the
pointer to locate and read the title, author, and illustrator
to the class. Magnetic pictures of the nine characters in
Bear Snores On will be posted on the board in the order of
which they enter the story and covered with black paper.
Students will retell the story by raising their hand. As each
new character is introduced I will uncover them and write
their name under the picture. After emphasis is placed on
the initial consonant of the words after writing it, students
will recall the words used in the text to describe out
characters.
The goal for todays reading is to have students take more
control. A volunteer will use the wand to point at the
words on the page as they are read. My voice will take
more of a background role today. Students will be
encouraged to read the words with special emphasis on
the repeating phrase as I modeled on days 1 through 3.
After reading the story students will use the magnetic
pictures of the characters from the book and match them
with pre-written sentence strips copied from the book that
describe our characters. Students will be able to volunteer
to match describing words with the character.
Examples:
Great brown = Bear
Itty-bitty = Mouse
Two glowing eyes = Hare
Sniff-Snuffs at the air = Badger

Tunnel through the floor = Gopher & Mole

Flutter in through the door = Wren and Raven

Day 5
Standar
d

Before

During

End

RF.K.3.c: Identify high frequency words from favorite

books and texts. Add the printed words to class word wall

The purpose of the lesson is for student to predict the

describing words for the characters in the story. This will
be explained to students thoroughly. We will first review
what a describing or action word does. Anticipated
response from students A describing words tells you
what a character looks like. An action words tells you
what a character is doing. Students will be reminded
they can use illustrations to help them.
A volunteer will be picked to lead the class in identifying
and reading the title, author, and illustrator while the
other students read along out-loud.

Certain letters from the selected describing and action

words will be blocked out. For example the I and B in
itty-bitty will be missing when describing the mouse.
Students will be asked What words to describe a small
animal like a mouse would fit here? When the word is
uncovered I will ask Could this word be big? Why not?
This will take place every time a selected describing or
action sentence is addressed. There are 6 total.
After the activity is finished the book will be reread while
students take turns using the pointing wand. All student
will be expected to read and I will stay silent. Following
the reading a class discussion will take place where I
reflect on the activity we did while reading.
I will focus on the high frequency word and, modeling
how to locate the word in the text. I will begin by showing
the word on the board and have the students write the

word in the air with their finger. Some students will be

invited up the construct the word on the board using
magnetic letters. We will practice tapping out the word
and will discuss the letters in the word and and the
sounds they make. Students will then count the number of
times the word and is present in the book (19).