Read Aloud Plan (3105)

● Link to YouTube Reading of Bear Snores On https://www.youtube.com/watch?v=pCkRtyXq-fg

Standards: What standard would you address using this book that aligns with the strategy you’ve chosen to focus on?
ELA Standard(s): https://www.state.nj.us/education/cccs/2016/ela/
RL.2.7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding
of its characters, setting, or plot.

W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in
collaboration with peers.

W.2.7 Participate in shared research and writing.

W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of
experiences when appropriate to clarify ideas, thoughts, and feelings.

Content Standard(s): https://www.nj.gov/education/cccs/2016/science/

2-LS4 Biological Evolution: Unity and Diversity

2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats.

https://www.state.nj.us/education/cccs/2016/science/2-LS4.pdf

A. Title of Book: Bear Snores On

● Briefly describe the
book. Include the title,
author, approximate
reading level, and a brief
summary.
● Explain why you chose
this book. What makes it a
good choice for Read Aloud
or Shared Reading? How
does it connect to the
current content you are
teaching in your class?
Identify what makes it
developmentally and
culturally appropriate for
your students and their
interests.
The book Bear Snores On is authored by Karma Wilson and
illustrated by Jane Chapman. It is written on a reading level for
ages 3-7. This book is great for read alouds because it is a fun and
delightful short story that will keep the kids guessing about what
the bear's reaction will be when he discovers uninvited guests in
his lair. The story is about a brown bear who is hibernating and
takes place on a cold winter night inside of the bear’s dark lair.
throughout the night several different characters sneak into the
bear’s lair, while the bear snores away in a deep sleep. The other
animals in the lair are eating and drinking while the bear sleeps.
Then the bear wakes up to find surprising guests in his home. At
first he is sad that he missed all the fun, but his new friends tell
the bear they can have fun together!

This book can connect to content you are teaching in second grade
Science, when teaching about animals and their habitats. For
example, it would be great to incorporate into a lesson on how
bear’s hibernate. In addition, this could also connect to content of
a Science lesson focusing on the seasons, specifically winter in this
book.

1. Read Aloud
● Consider what discussion
you can create before during
and after the lesson.
Students can develop the ability to recognize character traits as
they identify features and habitats of each of the characters
encountered in the book.This book is culturally appropriate
because there are several different animals and represent all
cultures.
3 Lesson Sequence
Discussion Before Reading:
Ask students to take a look at the cover of my book. Read the title and authors and
do a picture walk through of the book and have students take notice of some of the
other animals in the story. What kind of bear is it? The title of this book is called,
Bear Snores On? What are people doing when they are snoring? So, if this book is
called, Bear Snores On, what do you think the bear is doing during this story? What
do you think the bear will do if he wakes up? Those sound like some great
predictions. Let's read the story and find out what happens.
Discussion During Reading:
As the short story is being read aloud, ask students to consider why the bear is
sleeping through everything? Ask the students to consider the similarities and
differences between the bear and other animals.
-How is the mouse different in size ?
-Where do the gopher and mole live?
-What is different about the raven and wren than all the other animals in the lair?
-Discusses different types of bears.
-How do you think the bear feels when he wakes up and sees the other animals?
Discussion After Reading:
After we finish reading the story, ask the students, is the story fiction or nonfiction?,
Why do you think that? Then explain to students that on pg.29 it is a prime example
of why the book is fiction,because bear’s eat fish and berries in real life, not popcorn.
Why do you think the bear is sleeping so much? Do you know what that is called
when animals sleep like that? Then discuss hibernation with the students. Use this
as a perfect opportunity to connect the story with the Science content. Explain to
students that in the next lesson we will learn more about how readers think about
character traits as a strategy of knowing more about characters when they read.
 2. Strategy Focus
Based on the literacy strategy you identified
in lesson 1, consider how you will explicitly
teach and have students practice the literacy
strategy using the workshop model
structure to design your plan. Be specific
and address the following components of
the lesson as it relates to the book you’ve
chosen.
● Identify a literacy strategy you will have
opportunities for developing in students by
using this text as a mentor text. Be specific
about how the strategy aligns well with the
book.
o Connection
o Model or Teach
o Engage Students
o Link to Independence
o Independent Practice with Coaching
o Share Session
Strategy:
Character Traits
Connection:
Explain to the students, in the book Bear Snores On, the author shared
a little bit of information about each character. We call these the
character traits.
Using the strategy Character traits helps me understand the book i'm
reading better because by understanding the character better I can fully
understand the book from a different point of view..
3 Examples from the Book for Modeling:
Demonstrate how to think about character traits and add them to a
web using bear as an example. Show students how I think about these
traits through thinking out loud about the fact that bears eat fish and
berries,, they live in a lair, have fur, and growl as one of their
behaviors.
In order to demonstrate this I would draw a circle labeled “bear” in the
middle and then draw lines off of the circle and label them with
character traits of a bear, such as, features, food they eat, habitat,
behavior,etc.
1 Example from the Book for Students to Use the Strategy through
Active Engagement:
Ask students to “turn and talk” to each other about something they
know or learned from the book about the bear's features.
Explanation to support students’ ability to link the strategy to how it
should be used whenever they read:
Using this strategy students will be able to use it whenever they read to
help them understand the book better. By understanding how to use
character traits when reading books, it will help students get to know
the characters better and ultimately help with their overall
understanding of the book.
Independent Work:
Ask students to choose one of the characters from the book and think
about features of the character and their habitats.
Share:
Give students time to share some of the characteristics they collected
on their character trait webs.
 3. Writing Connection - Application of the Reading Through a Meaningful Connection to Writing:
● Design a writing task for students to
complete which will integrate
opportunities to apply the literacy
strategy.
● Clearly identify what the writing prompt
will be.
● Include an explanation of what the
criteria will be for this task. What will
you expect students to do?
● How will the prompt you’ve created
enable them to use the literacy
strategy?
Writing Task: Require students to use their webs to write in a short
story what they know about the animals and their characteristics.
Prompt: “What I have learned about (animal name)”.
● Briefly engage students in discussion first. Encourage students
to talk about the topic before writing. Ask the following:
✔ What animal from the book will you write about?
✔ What do you already know about this animal?
● Transition them to the idea of writing or drawing their ideas.
For example, say the following:
✔ Can we write that down so I can remember it?
✔ Let’s draw a picture so we can remember what you said.
✔ If the student writes correctly, encourage them to think
about what else they can say to add to the story.