Track the Bear Tracks

Objective

Recognize words that rhyme with track (e.g., "Do track and snack rhyme?") and produce rhyme words (e.g., "Think of a word that rhymes with track."). 

Lesson Plan

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Target Words:

  • sack
  • back
  • snack
  • track
  • crack
  • stack

Materials:

  • Pictures of bear tracks*
  • Clues*
  • Can You See a Bear Track? chant*
  • Five sacks or pictures of sacks*
  • Snacks that crack or pictures of snacks*
  • A Letter from Bear target text*
  • A Message from Bear target text*

*Items included below.

State and Model the Objective
The children will follow bear tracks, look for a sack, and practice saying words that rhyme with track, such as snack, sack, and crack

Literacy Activities
Bear tracks 

  • Place the pictures of the bear tracks (found below) in a path around the room. 
  • Insert one clue (found below) in each of the four sacks and place them along the path.
  • Put snacks that crack (like crackers, pretzels, chips, or cookies) and the A Message from Bear target text (also found below) in one sack and hide it at the end of the path.
  • Read the A Letter from Bear target text (found below) to the children and invite them to follow the bear tracks to look for a snack sack. 
  • Lead the children in following the bear tracks and chanting the Can You See a Bear Track? chant (found below). 
  • As each sack is discovered, have the children look inside to see if it is the snack sack. 
  • If it is not the snack sack, read the clue in the sack out loud to the children and then ask them which words in the clue rhyme with track (e.g., snack, sack, back). 
  • When the snack sack is found, read the A Message from Bear target text to the children and then allow the children to crack the snack from the sack and eat it. 

More Practice 
Practice rhyming 

  • Remind the children of the words they played with (e.g., track, snack, sack, crack). 
  • Help each child to think of other words that rhyme with track (support as needed).

Recognize rhyming words 

  • Invite the children to stand in a circle.
  • Ask the children to listen for words that rhyme with track as you lead them in chanting the Can You See a Bear Track? chant. 
  • Repeat the chant and have the children clap when they say the words that rhyme with track.
  • Repeat the chant again, having the children clap at the -ack words as they march along the tracks around the room. 

SEEL Target Texts

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A Letter From Bear

Dear Friends,
If you want a snack, follow my tracks. If you find a sack, look inside for a snack! The snack sack will be waiting for you somewhere along my tracks. Have fun as you crack the snack! 
From, 
Bear

A Message from Bear

Dear Friends, 
Good job! You followed my tracks. You found the snack sack. Enjoy making this snack crack! 
From, 
Bear 

Can You See a Bear Track? (An echo chant)

Can you see a bear track?
   (Can you see a bear track?)
Track, track, track, track
   (Track, track, track, track)
Follow each bear track
   (Follow each bear track)
To find a snack sack!
   (To find a snack sack!)

Printouts

SEEL At Home

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Print

Objective
Recognize and produce words that rhyme with track.  

Materials

  • Pictures of bear tracks*
  • Can You See a Bear Track? chant*
  • A paper sack
  • A snack that cracks

*Items included below.

Activity: Track the Bear Tracks

  • Make a trail of pictures of bear tracks around your home and put the paper sack with a snack that cracks in it at the end of the trail.
  • Have your child chant the Can You See a Bear Track? chant with you as he or she follows the tracks.
  • When you get to a track, help your child think of a word that rhymes with track then make a stack of the tracks.
  • When you reach the end of the tracks, have your child find the sack and open it to eat the snack.
  • Take turns cracking and eating a snack then saying words that rhyme with track (e.g., crack, snack, pack, back, stack, rack, black).

Bear tracks and bear letter

Standards

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1. CCSS.ELA-LITERACY.RF.K.2.A: Recognize and produce rhyming words.

2. CCSS.ELA-LITERACY.RF.K.1: Demonstrate understanding of the organization and basic features of print. 

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