Instructions:

Fill in the words

A narrow gloomy cave A dark gloomy forest

Thick oozy mud A deep cold river

Long wavy grass Swirling whirling snowstorm

Bear Hunt Map Work

We’re all going on a Bear hunt

Instructions:

Draw A narrow gloomy cave at 1 A dark gloomy forest at 2

Thick oozy mud at 4 A deep cold river at 5

Long wavy grass at 6

Swirling whirling snowstorm at 7

6

5

2

1

4

7

Characters

We’re all going on a Bear hunt characters

Settings

When first reading this story, use a display board and add the pupils faces .Repeat the story regularly and personalise it by adding photos of the children in various activities to the relevant parts of the story.

Bear Hunt Lesson idea

Gather a range of resources and props to help support the story, this ‘props box’ can also be used as table top activities (tuff table etc) for pupils to retell the story.

Use a wide variety of resources for our sensory

Exploring, we have enclosed a few suggestions but there are endless possibilities, so see what works for your pupils and have fun.

• Everyday environments: Make use of your indoor and outdoor space, we practiced some great splishing and splashing in the hydro pool and searched for bears hiding in a ball pool.

• Sensory exploration: Use a range of containers to explore different textures with hands and feet. Sand trays, tubs, balloons, bottles, scoops and other toys can let children move and observe the different textures (depending on pupils sensory preferences)

• Sensory walk: In gardens, playground, field, park, corridors. Mark out your route following the story trail with photos, symbols etc, encourage pupils to record walk with camera, video, microphone for sights and sounds

• Path squares - textured carpet tiles

• Trays : Sequence deep trays along table tops with different ‘props’ in each and matching photos / symbols for the children to match, sequence and ‘walk’ through. Pupils who don’t like getting messy used duplo / little tykes figures

• Teddy bears picnic

There are a range of suggestions for the story props it is worth using one as a main object of reference for each section.

• Grass: pom poms, hula skirt, green grocers grass, material, fabric.

• River: water bottles, blue stretchy material, spray bottle

• Mud: squishy koosh balls, tubs of corn flour and water, gellie bath, very wet sand, wellies…..mud !

• Forest: sticks and twigs

• Snow: magic snow, shaving foam, white material, umbrella with hanging decorations, ice

• Cave: pop up tent, cardboard boxes, black material

• Bear: dressing up bear costume, cuddly bears, small world bears, Pudsey ears

• And don’t forget a duvet to hide under !!!!

Switches: Use switches for regular repetitive phrases through out the story

Sound effects : Record sound effects on switches. Sound boards or microphones to play back or use for sequencing activities.

Symbol supports: Visual supports, photos, symbols, scans of book, text

We’re Going on a Bear Hunt.

Fill in the missing words:

We’re going on a _________ hunt.

We’re going to catch a ________ one.

What a _________________ day!

We’re not scared.

Uh-uh! Grass!

Long __________ grass.

We can’t go _____________ it.

We can’t go _______________

Oh no!

We’ve got to go through it!

Uh-uh! A river!

A deep ____________ river.

Uh-uh! Mud!

___________ oozy mud.

Uh-uh! A forest!

A big dark ____________ .

Bear Over Forest Thick Cold ears

Under Big nose Wavy Beautiful gloomy eyes

Uh-uh! A snowstorm!

A swirling whirling snowstorm.

Uh-uh! A cave!

A narrow ___________ cave.

One shiny wet ___________.

Two big furry _____________.

Two big goggly ______________.

IT’S A BEAR!!!! Self Assessment

Map Making and ‘We’re all Going on a Bear Hunt’Connect map making with We're Going on a Bear Hunt, to give ameaningful context in which the children learn to use geographicalvocabulary and make a simple story map, before going on to map their journey to school.The repetitive structure of the text is excellent for shared reading, for stimulating discussion and as an effective model for children’s own poetry.

Teaching sequence

With the children, read We're Going on aBear Hunt by Michael Rosen. While reading,ask members of the class to hold up largelaminated cards showing pictures of each geographicalfeature that the family passed on the bear hunt.• Divide the class into groups and give each groupa set of small laminated cards showing thegeographical features in the story and ask them toarrange these into the correct sequence. Ask them to recite the story using the cards asprompts, making sure that they use the correctgeographical vocabulary and adjectives, for example’deep, cold river’.• As a whole class, discuss how they might directothers to the bear cave and back home again.

Draw a line with home at one end and thecave at the other. Ask the children tostick the cards in the right place on the line whilereciting the story, creating a simple map.

In the next session, remind the children of theBear Hunt pictures and the correct sequence of events.Explain that they were going to think about the route fromtheir home to school and discuss which of the geographicalfeatures from the book they passed. Ask questions suchas: ’Does anyone pass a river or grassy area on their way toschool?’• The class then look at photographs of other physical andhuman features of the local area in groups and discusswho passes them on the way to school. They label thephotographs with their correct name for a classroom display.• Ask to draw and label three or six

features (depending on ability) that they saw on their way fromhome to school and describe them to a partner in the correctsequence.• Showed them how to transfer thisinformation to a simple line map showing their route fromhome to school, such as the one on the right.• They then added simple pictures to go with each feature.

In the next literacy lesson, readthrough Bear Hunt again and discuss theadjectives used to describe features, forexample long, wavy grass.• Ask children to look at their routemaps from home to school and list adjectivesthat they could use to describe the features ontheir map, for example a swirly, whirly slide.• Introduced a simple writingframe based on the patterns and rhythms ofBear Hunt:We’re going to our First School,We’ve got to get there quickly,What a beautiful day,We’re not late,Uh oh, a ...• Ask the children to work collaborativelyto produce at least one verse describingthings they passed on their journey to schooland adjectives to describe these features.• These poems can be made into a class bookand performed in assembl

Reading the storyA family and their dog set out on an adventure to hunt for a bear – a big one! They have an exciting journey, but what will they find?Introducing the storyAsk the children:• Has anyone seen a real bear?• What do bears look like? Feel like? Sound like?• Where do they live?• Do you know any stories about bears?• The author of this story is Michael Rosen. Have we read any other stories by him?Read aloud suggestions

Early Years

• Talk about the family on the front and back cover.• Look at the inside cover. Talk about the seaside scene, the weather and the sounds.• Use the rhythm of the lines to emulate marching.• Demonstrate “big one” with your hand. Emphasize “We’re not scared” by putting hands on hips and standing very straight. Use a smaller, more wary stance when they might be scared.• Use “Uh-uh” as a pregnant pause before the next obstacle.• Use the hands for “over”, “under” and “through it”.• Use hands and body gestures and appropriate noises for the actions, e.g. “swishy swashy” (pushing long grass aside) and “squelch squerch”(loud sucking noises!).• Drop to a whisper at the mouth of the cave and talk slowly and deliberately to create an atmosphere. Squint because it is dark!• Pretend to touch the nose and ears and point with two fingers for the eyes. Shout “It’s a bear!”• Actions in reverse order, but at a faster pace.• Thump the chest for the stairs making the voice rise as if going up, then down as if descending.• Pull up the “covers” – put the book in front of the face, then peep over the top and say in a shaky voice “We’re not going on a bear hunt again.”• Show the inside of the cover of the bear going back home.When rereading the story:• Ask the children to pick up the rhythm of the story by slapping their knees as if marching, dropping to a patting as the atmosphere grows.• Let them join in the actions.• Add actions, e.g. pretending to take off their shoes.

Questions to ask about the storyAs you read the story (to encourage prediction, careful listening and to hold interest)• Why do you think it is a beautiful day?• How do you know the grass is long?• Could you walk across a deep cold river?• What birds can we see? Do we know what they are?How can we find out?• What has happened to the tree that Daddy is standing on?• How do you think they feel in the snowstorm?After you have read the story (to assess understanding and memory)• Who went on the bear hunt?• Where did they go first?• Who carried the baby?• What did they do when they got to the beach?• Who tripped over a branch?• Who looked after the baby in the snowstorm?• Where did they find a bear?

• When they got back to the house, where did they hide?Additional questions (for extension)• Are all bears brown?• Where do bears really live?• How do bears keep warm?• What do bears eat?• How would a dog help you to find a bear?Enjoying the illustrations• Talk about the beautiful day at the beach.• Can you see the reflections in the water?• Talk about the big, dark forest.• Talk about the snowstorm and the intricate way it has been portrayed.• How does the cave picture make you feel? Why?• When the bear is locked out of the house, how do you know it is a big bear?PlayLearning opportunities can be created and extended, for and with children, by respecting and encompassing their needs, thoughts and ideas through a flexible and responsive approach.Role-play/imaginative play• Add a carpet or artificial grass for a picnic area close to the home bay. (The best picnics are outside no matter what the weather is like!)• Create a cave from dark material. Add twigs, leaves, etc. (The children may want to create a fire).• Provide rucksacks, torches, picnic equipment, metal flasks, sleeping bags, maps, compasses, binoculars, mobile phones, a dog and dog bowls.• Extend the bear display and theme into the book area. Create a woodland area with drapes, logs, cones, potpourri and a large bear to snuggle up to, if a child wants to be alone. The display can bechanged to reflect each aspect of the journey.Role-play corner/area• The children’s house• A tent/cave• A bear’s house• An “outdoor” cafe with umbrella or canopy• A bear’s garden (can just be in an old baby bath!)• The children may wish to create a journey of their own, which will require props to be found or made.• Re-enact the story using puppets and/or props• Use recordings of the story (available on CD) to add a new dimension.Small world and sandThere are so many natural materials available to create interesting surfaces and environments.• Use small world characters to re-enact the story. Provide trays with a variety of natural materials, e.g. pebbles, a bog and sand.• Change the sand tray into the trail using real materials in sequence.

• Set up a bear’s environment in a tray, using pebbles, stones, twigs, etc., with a family of bears.(This can change if the bears are polar bears!)• Set up a picnic area for small world characters.• Print in wet sand, e.g. using hands, shoes and feet. Use anything that makes an interesting print, e.g. potato masher, combs, moulds,shells etc.• Imagine arriving to see bear prints in the sand and a trail leading to the...?! What have the bears been up to in the night?Water play (indoors and out)Water play can be created on a larger scale outside.• Explore water moving through wheels, pumps, dams, locks, gradients, over stone, etc.• Explore water pouring, falling, splashing and dripping.• Explore rain. What is snow?• What is waterproof clothing?• Set up a seaside scene – how can we get over the river? Can we make a bridge? Will the boat I have made sink? How do we get a drink of water when there isn’t a tap in our tent? Where does tap water come from? What does a bear drink? Can he drink the sea water? Can he swim?

Outdoor play• Always provide drawing and writing equipment.• Build a bear’s cave together. Plan, do and review. What equipment are we going to need for inside?• Build obstacle courses incorporating over, under, through, round, in, out, jumping, stepping, etc.• Set challenges and problems to solve.• Go on a journey.• Follow a trail of paw prints or make a trail of your own with instructions for your friend to follow.• Re-enact the story where the children have more freedom to move: move to the wind, marching, squelching, etc; move to music.• Create a picnic area.• Create a bear’s garden.• Build a camp.Communication, language & literacyWords and phrases to talk about together:• A bear hunt• A deep, cold river• A beautiful day• A big, dark forest• “We’re not scared”• A swirling, whirling snowstormNew vocabulary to learn and enjoy• Moving words: swishy swashy, stumble trip, swirling whirling, tiptoe

• Water words: splash splosh, squelch squerch• Body words: shiny wet nose, two big furry ears, two big goggly eyes, claws, fur• Can you find more water/rain words? Moving/wind/snow words? Quiet words?Nursery rhymes“If You Go Down to the Woods Today”“The Bear Climbed over the Mountain”“Teddy Bear, Teddy Bear”“There’s a Great Big Bear”Rhyme• What words do we know that rhyme with “bear”?• What words do we know that rhyme with “door”?• What words do we know that rhyme with “day”?• What songs, rhymes and poems about bears do we know? Can we make up a new one?Sounds and letters“Splash splosh”• Ask the children what these words make them think about? Try others, e.g. plip plop, pitter patter. “Hoooo woooo”• Ask the children what sound all the Os make?Can we make some other long sounds?Speaking and discussion• Talk about going somewhere new and feeling excited, but feeling a little frightened too, e.g. starting pre-school or school.• Encourage the children to think about the children in the story. Did they look after each other? How can we look after each other?• Talk about going on this journey. Is it real or are we all safe because we can pretend to cross a river?Emergent writing/mark makingHere are some story-linked suggestions for creative activity:• Shopping lists for the picnic and the journey• Letters, drawings and messages (a white board) for“Billy Bear”. Any opportunity to use writing for a purpose. How do letters travel?• Instructions, plans, labels and notices, e.g. Bears’ cave; DANGER!; Start here, over, under, etc.• Making books about Billy Bear’s Adventures• Maps, directions and routes to follow• “Writing” with their drawings• Making their own books

Mathematical developmentHere are some story-based suggestions for mathematical activities:• Counting up to six.

• Comparing sizes – people, feet, bears, natural materials, etc. Are you as big as the bear?• Positional language: over, under, behind, in front• Ordinal numbers: Who is first, second, etc?• Recognizing patterns: in nature, in music, in the sand, in time. What comes next? On materials, paper, in the environment• Creating patterns: hands, feet, sponges, fruit, veg, collage, construction, etc.• Shape: of sandwiches, leaves, pebbles, shells, etc.Knowledge and understanding• Talk about old bears. Make a collection of bears that the children’s parents/carers had, with supporting books and photographs.• Make a map of the bear hunt journey together and encourage the children to make their own maps• Provide binoculars, compasses and torches. Encourage the children to make their own equipment. How do torches, binoculars and compasses work?• Make a cave for a bear inside and outside as this calls for different designs and equipment. Can we make a cave that is big enough for a bear? Encourage the children to design, plan and make drawings of the equipment they have used. These can then be revisited and developed.• Take photographs of landmarks in the area, e.g. the post office, shops, etc. and put them on a map of the area so that children are encouraged to observe and follow local routes. How do you get here?This is a good way of involving parents and carers.• Investigate different coverings for different weather.Does a bear have a coat and an umbrella?• Use collections of natural materials for observing and investigating.• Find out about bears using the Internet.• Use the tape recorder to play your favourite bear songs.Visits and visitors• Go on your own pretend bear hunt.• Visit a teddy bear shop.• Go on a teddy bear’s picnic.• Invite grandmas and grandads into school with their teddy bears.• Visit a zoo to see real bears.Physical development• Make a bear hunt using large outdoor equipment, e.g. jump over chalk drawn rivers, weave between skittles or cones, crawl through a tunnel.• Make trails to follow using footprints/paw prints or clues.• Create a bear hunt environment using trays on the floor that are filled with bark, stones, safe compost, etc, or trays set up with small world equipment.• Re-enact the story to sound stimuli.• Use movement to be blown by the wind, squelch through the mud, jump, skip, etc.

• Discuss keeping healthy through exercise and healthy food and being safe.• Go on journeys in the local area.

Creative development• Use different media to create pictures of your favourite bear and the bear’s adventures.• Let children experiment with a variety of browns to create bear colours and textures.• Make patterns using a variety of media and tools, e.g. paint, clay, dough, oils and pastels.• Make patterns outside using logs, pebbles or other natural materials.• Make a texture collage using material or natural materials (no real animal skin should be used).• Explore different instruments, bought and made, to create the sounds of the story, e.g. pebbles, rainmakers, bubble wrap, shakers and beaters.• Make footprints and shoe prints in paint using long lengths of paper.• Sing songs and rhymes and make up your own.Personal, social & emotionaldevelopment• Ask the children what made them excited.• What do you enjoy doing?• You were “big and brave” but a little bit frightened too. What makes you frightened sometimes?• How can we help if someone we know is frightened?• How do you think the bear felt?• Talk about bears as an endangered species. Can we adopt a bear?• How can we look after our environment?Snack time & cookery*• Prepare a healthy picnic.• Make different shaped sandwiches. Does a bear eat honey sandwiches and does he clean his teeth?• Chop fruit and vegetables to try different tastes. They can be eaten raw at snack time and/or made into soup for cold weather.• Make bear-shaped biscuits using different sized cutters.• Make squelchy jelly and chocolate blancmange.• Put place mats on the snack table that sequence the story and encourage conversation. *Always check for food allergies.

Bear Hunt Book

large tag or paper of various colors

white and blue tempra paint

brown finger paint

glue

Easter basket type grass

paint brushes

After reading and acting out the Going on a Bear Hunt book. In groups of two to three the children can remake the story using various craft materials. Use large tag paper for each page and on each set of facing pages recreate one part of the book. For instance, the children can glue Easter grass in the book for "long wavy grass", finger paint the mud, paint with white tempra ( use blue or gray paper for that page) for the snowstorm, paint a river with blue paint, and glue torn paper in the shape of a cave. At the end of the book, they can make a bear using any technique. Then the children cut out a person shape and decorate it as themselves and when they read the book, they carry their person through the book making each movement (tiptoeing, splashing through the water, etc.)

Print the words to the story on the computer and glue them into the book. The children quickly learn to retell the story independently and love using "themselves" as part of the story

Light and Dark

Remind the children of the story in Were all going on a bear Hunt and ask children what it must be like in a dark Bear cave?

Ask would help the people to see? Discuss Show the children a torch, ask, ’What will happen when I switch it on?’

What will come out? Discuss Shine it on the floor, ceiling. How do you know that light is coming out?

Can you feel it? Touch it? Smell it? Taste it? Turn off the torch. Is there any light in the room now? Where is the light in here coming from? Is it always light there?

What is dark like? Have the children ever been in a really dark place? Ask the children to talk to their partners about their experiences. Share some examples

Introduce the children to different activities for this lesson. We are going to be finding out/investigating whether we can see in the dark and how much light we need to be able to see

Children work in groups rotating around the different activities

1. Cave activity: Who can you see in the dark? Teacher-led activity Who can you see in the dark? Look at the different figures and predict which

they will be able to see in the dark. Take the little bear in the dark cave? Test and record findings

Resources: Cave, collection of coloured people shapes- white, silver, black, see-through, red, yellow, fluorescent pink. Lolly sticks, A3 paper with recording framework, sticking tack, glue stick, torch.

2. Which light source is the brightest? Child-initiated activity

Children look at a range of different light sources, for example, different types and sizes of torches and lanterns. They predict which will be the brightest. How can we measure this? Test

Resources: torches, lanterns, box lined with black sugar paper, recording sheet

3. Little cave: adult-supported activity

Something (Teddy Bear) is hiding in the little, dark cave, how much light do you need to let in before you can see him?

The children make predictions and test their ideas, they record their work using a simple table sheet

Resources: shoe boxes made into caves with an eye-hole at one end. Cut out, covered slots in the lid, bear to place inside, torch. Recording sheet

4. Light box. Open-ended explorative activity

Each child chooses an object in turn. They place it on the light box and describe what they notice. What colours can you see? Shapes? Can you see inside some objects? Do you like what the light does? How does it make you feel?

Resources: light box, range of different objects

Other activities

Paintings of light sources, painting pictures of what it was like to be in the bear cave, etc

Plenary

When the children have had time to complete a couple of the activities, they come back together to share what they have found out. Could we see anything in the dark bear cave? What did we need to help us see? Were our predictions accurate, what did we find out? Any particular examples from the lesson may be shared at this time. Finish off by asking the children to say what they have learned about light and dark in this lesson.

I Sing A Song

Warm up:

- discuss what a bear looks like, show picture.- repeat this with pictures of a river, a field, a mushroom patch and a

cave.

Materials

- Picture of a bear, a river, a field, a mushroom patch and a cave.- Song Chart with removable words and some blank cards.- Book – “We’re going on a bear hunt” by Michael Rosen and Helen

Oxenbury

Process:

Once the children concept what a bear, a river, a field and a mushroom patch look like - introduce the four taps, four-clap rhythm.

- Once the children have the rhythm, show actions for “Oh look”, a river, a field and a mushroom patch.

- Explain that when they’ve find the bear they will go back through all the places until they are safe at home.

- Begin by singing each line and ask children to repeat until the “Oh look” part.

- After the actions of the bridge (being the first obstacle) remind them to repeat what “We’re going on a …”.

- introduce the song chart – use card prompts made up of these four obstacles (river, field, mushroom patch, and a cave)

Follow Up:

- read the book to them “We’re going on a bear hunt” by Michael Rosen and Helen Oxenbury

- Ask them for suggestions on what other obstacles they could encounter on bear hunts.

write their suggestions on board

- leave the song chart available for the children to use along with the cards and the book..

- implement some animal props to encourage a safari trip the dramatic play.

Song Lyrics: We’re going on a Bear Hunt

Chorus: Leader: We’re going on a Bear Hunt (pat knees four times)

Children: We’re going on a Bear Hunt (clap four times)

Leader: We’re going to catch a big bear (pat knees four times)Children: We’re going to catch a big bear (clap four times)

Leader: I’m not Scared (pat knees four times)

Children: I’m not Scared (clap four times)

Everyone: Oh, Look! It’s a river!

(Verse) Can’t go under it,

Children: Can’t go under it,

Can’t go around it,

Children: Can’t around it,

Got to go through it. (Make swish swish sounds with mouth)

Children: Got to go through it. (Make swish swish sounds with mouth)

Repeat Chorus

(After singing the chorus, repeat the verse with field by making Swish, sounds by rubbing hands together. Then repeat chorus again and then sing the verse with a mushroom patch by making pop, pop sounds by locking fingers together and clapping hands.)

Repeat Chorus again.

Everyone: Oh, Look! It’s a cave!Can’t go under it,

Children: Can’t go under it,

Can’t go around it,

Children: Can’t around it,

Got to go through it.

(Shh, Shh….. Aaaaaaaaaaaaaaahhhhh!!!)

There’s a BEAR !!!

Hurry! Back through the mushroom patch. (Make Pop, pop sounds)

Back through the field. (Make swish swish sounds with hands)

Back through the river. (Make swish swish sounds with mouth)

Run in the house and lock the door. (Clap loud to make a bang sound)

WHEW! That was close!

We're going on a bear hunt - story setting

Learning outcomes

Children will be able to locate and define the repeated patterns within the text.

Resources needed 'We are going on a bear hunt' big book; descriptive word cards; shoe boxes or similar boxes and art supplies, copies of 'Bear Hunt scenes' and 'Bear Hunt outline characters'.

Lesson summary

Plenary Discuss the feelings of the characters going on the bear hunt in each environment.

Shared Reading/Writing Look at the cover of the book with the children. Encourage them to suggest the theme of the story. Encourage them to predict and explain these predictions by looking at the title, cover picture etc. Read the book to the children allow them to join in with the repeated text when they begin to realise the repetitions.

Shared Sentence/ Word work Seat the children in a circle. Write some of the descriptive words encountered in the story (such as swishy swashy) onto cards. Put these cards into the middle of the circle of children. Re-read the text, with the help of the children, and ask the children to find the appropriate card to match the descriptive words on the page. Encourage them to focus on the length of the word to choose one that is similar in length, then to look for similar letters at the beginning of the word etc.

Guided Group Tasks Using a pre-made story box of one of environments that the characters go through during the story, the children can re-tell the story. Use 'Bear Hunt scenes' to make the story boxes. They can then make their own story box for some of the other environments that the characters venture through in search of the bear. This will be best done with adult direction.

Independent Activities The children can paint pictures of the different environments that the characters go through. They could even make collages using materials that remind or imply the environments. The children can make puppets of the characters going on the bear hunt. These can be made by drawing a character onto card and cutting it out, then sticking it to a lollipop stick. Alternatively, use the 'Bear Hunt outline characters' worksheet for children to colour and cut out. In groups the children can use their stick puppets to re-tell the story.

Extension activities Children could work with a partner and take it in turns to 'read' the story to each other.

ICT opportunities Using a drawing program the children can draw a scene to depict the story.

Assessment cues Can the children locate and read the significant, repeated parts of the text? Can the children use the critical features of words to match the cards to the words in the text?

Lesson plan: We're going on a bear hunt - core words

Resources needed 'We are going on a bear hunt' big book; 'on' and 'a' word cards; play dough; ordering activity sheet; copies of 'Bear Hunt position words'; magnetic letters; magnetic boards and art supplies.

Lesson summary

Plenary Core word reading game. Have a selection of core words written on the board. The children have to read one of the words. If they can read one correctly they can wipe the word off the board. The game ends when all the words are removed.

Shared Reading/Writing Re-read the text with the children. Choose particular children to read selected parts of the text. Focus on the predictable and repeated patterns by encouraging the children to predict what the next page will read. Encourage the children to predict the next place that the characters go through in search of the bear.

Shared Sentence/ Word work Play 'on' and 'a' game. This will help the children recognise both of the words as well as learn their spelling. Lay out a number of word cards with either word written on them. Put these in the middle of the circle facing up. The children have to think of other adventures that they could go on e.g. 'we are going on a school trip' or 'we are going on a spaceship' etc. If a child can think of an alternative adventure they can say the adventure in the same way as the text, using the repetitions, and then find the two core words and hold them up as he is saying his sentence. The children can use their imaginations as much as they like.

Guided Group Tasks In small groups the children can make props of each environment to use in the re-enactment in the following lesson.

Independent Activities Provide the children with play dough, which they can use to make the two core words that they have learnt. This will consolidate and reinforce the spelling of the words. 'We are going on a bear hunt' ordering activity. The children can stick the different environments that the characters go in the correct order.

Provide the children with magnetic letters. They can then find the correct letters to spell the core words. They can also be encouraged to try to spell other words that they know.

Extension activities Children could use flashcards of position words - under, over, through and match them with pictures of such things as a bridge, tunnel and long grass.

ICT opportunities Children could use an alphabet program that also includes core words to consolidate the spelling of the two new core words.

Assessment cues Can the children re-read and recite the story including the predictable and repeated patterns?