Wild About Bears by Jeannie Brett

Wild About Bears (2014)
Written and illustrated by: Jeannie Brett 
Charlesbridge, Watertown, MA
Lexile: 1070L
Accelerated Reader: 0.5

       

Informational, Variety of Text Features, Vivid Illustrations, Captivating, Succinct

Suggested Delivery: whole class read aloud

Electronic Resources to Support Reading:

       1. Explore Bears

           This National Geographic site supports learning with more information about the different bear species with real life, close-up photographs of the various species.  

        2. Bear Videos  

             This website provides information about bear species and photographs of each bear in their natural habitats.  Videos are also provided for students to watch bears in the wild.   

Key Vocabulary:

• hibernate - sleeping through most of the winter to conserve energy when food is scarce
• subspecies - a smaller type of a bigger species (Kermode, or spirit bear, is a subspecies of a North American black bear)
• buoyant - able to stay afloat in water
• plantigrade - those who walk with the entire soles of their feet on the ground, as humans and bears do
• omnivore - those who consume a variety of both plants and animals
• carnivore - those who consume only a diet of animals
• herbivore - those who consume only a diet of plants 
• nocturnal - active at nighttime

Before Reading:  Preview the format of the book with students, as it's a nonfiction text and written very differently than a narrative.  Point out the various text features that are helpful in reading nonfiction, such as the glossary at the back of the book and the diagram that displays where the different bear species live on Earth, as well as the captions that accompany many of the pictures.  New vocabulary terms may be introduced and pre-taught in order to conceptualize and synthesize the presented information.  Students will fill out a KWL chart in order to prepare for learning about bears and what they would be interested in learning more about. 

During Reading:  While reading, write down unknown vocabulary on chart paper while students record the words on clipboards.  Students will be asked to define three words they learned while reading the book and share those words with a partner.  The other partner will share their learned vocabulary and definitions.  Students will also check in with KWL charts and see if what they wanted to know is being answered and if they have come up with any new questions while reading.  

After Reading:  Students will fill out bear booklets that explain and summarize each species.  These graphic organizers will synthesize the information that's being learned and students will fill out facts on each bear species such as where it lives, what its diet is, and other individual physical characteristics.  

Writing Activity:  What bear species was the most interesting to learn about?  Why was that type of bear most interesting to you?  Students will support their opinion of their favorite bear with facts they learned from Wild About Bears.