What the Bear Can Wear

Objective

Read and write words with the r-controlled long a spelling -ear (e.g., bear, wear).

Lesson Plan

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Target Words:

  • bear
  • wear
  • tear
  • pear

Materials:

  • Bear graphic (see below)
  • Clothing graphics (see below) 
  • Pear graphic (see below)
  • Real pear (optional) 
  • What Will My Bear Wear? target text (see below)
  • Sentence Strips (see below) 

State and model the objective 
Tell the children that they will help a bear find something to wear and they will read and write words spelled with -ear: bear, wear, pear, tear.

Practice the skill within an activity 

  • Help a bear decide what to wear
    • Read the target text What Will the Bear Wear? (see below) and have the children act out the text:
      • Show the children the paper bear and clothes (see graphics below).
      • Let the children make a small tear in each of the clothes.
      • Ask the children if the bear should wear a shirt with a tear.
      • Have the children fix the tears in the clothes using tape. 
      • Point out the shirt with a pear and ask the children if the bear should wear a shirt with a pear or a shirt without a pear.
      • Have the child decide what the bear can wear then let them put the clothes on the bear.
  • Help a bear get a pear to eat
    • Show the sentence strips (see below) one at a time. Have the children read each sentence and answer the question "yes" or "no." 
    • Show the picture of the pear (see graphic below) or a real pear (optional).
    • Hide the pear in the room and have the children act like bears to find it (crawl on hands and knees).
    • Let the children pretend to feed the bear a pear.
    • Cut a real pear into slices and let the children eat the pear while acting like a bear (optional).  

Apply the skill

  • Read target words in texts
    • Engage the children in reading the target text What Will My Bear Wear? (see below) together with the group. 
    • Read the text again fading support.
    • Have the children make a list of the words spelled with -ear.
    • Read the text again, fading support.
  • Write about the activity using target words/patterns
    • Give each child a paper and pencil and let them write words from dictation: bear, tear, wear, pear.
    • Have the children write about what they did with the bear (e.g., I fixed a tear in a hat for a bear. I chose a shirt with a pear for a bear to wear. I helped a bear get a pear to eat).
       

SEEL Target Texts

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What Can My Bear Wear?

What can my bear wear?
His pants have a tear.
His hat has a tear.
His sock has a tear.
His shirt with a pear has a tear.
My bear has nothing to wear!

I can fix the tear in his pants.
I can fix the tear in his hat.
I can fix the tear in his sock
I can fix the tear in his pear shirt.
Now my bear has clothes to wear!

What Can My Bear Wear?

What can my bear wear?
His pants have a tear.
His hat has a tear.
His sock has a tear.
His shirt with a pear has a tear.
My bear has nothing to wear!

I can fix the tear in his pants.
I can fix the tear in his hat.
I can fix the tear in his sock
I can fix the tear in his pear shirt.
Now my bear has clothes to wear!

Printouts

Standards

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1. CCSS.ELA-LITERACY.RF.1.3.B: Decode regularly spelled one-syllable words.

2. CCSS.ELA-LITERACY.RF.1.3.C: Know final -e and common vowel team conventions for representing long vowel sounds.

http://education.byu.edu/seel/library/