Book Corner > A Visitor for Bear Interactive Storytime & Prompt Cards

Interactive Story Time & Printable Prompt Cards

A Visitor for Bear Book Cover

Here's your Book Prompt Card for A Visitor for Bear!

What's a Book Prompt Card? A card designed to be cut out and placed inside your Anywhere Pocket.

What's an Anywhere Pocket? A self-adhesive, clear pocket that can be placed on the end pages at the beginning of a book.

Prompt Cards

The questions below are written as if they’re being read by a teacher or parent. Please adapt them as needed to reflect your own voice and teaching style. Learn more about using prompt cards and interactive reading with children.

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Side A

A Visitor for Bear Book Cover Image
Before the Story

The title of the story is A Visitor for Bear. Look at the picture on the cover. Who is Bear’s visitor?  How do you feel when you have a visitor at home or at school? Let’s find out how Bear feels.

During the Story

Look carefully at the picture when Bear shows mouse to the door for the first time. There’s a clue that tells us that it’s fall outside. What do you see that tells us that?
How do you think the mouse got in the house when the door was locked tight? At the point that Bear begins to soften, ask the children, “Why didn’t Bear want mouse to leave?”

After the Story

Name all the ways that Bear tried to keep the mouse out of his house. Why do you think the mouse persisted in coming into Bear’s house?  At the beginning of the story, mouse feels unwanted and looks sad. What happens to make mouse feel happy at the end?

 

Becker's School Supplies, ShopBecker.com, A Visitor for Bear, Item # 628079

Side B

Vocabulary Boosters
  • Cupboard – Some people call this a kitchen cabinet.
  • Visitor– Someone that visits or shows up for a certain amount of time. Talk about visitors that you’ve had at home or in your classroom.
  • Farewell – Another way to say goodbye.
Your Notes

Becker's School Supplies, ShopBecker.com, A Visitor for Bear, Item # 628079

 
 Print Cards

Ctrl + P to print entire page.

Interactive and Dialogic Reading

Interactive and Dialogic Reading are two approaches to reading aloud that are based on the belief that children can and should be active participants in the experience. Teachers take on an expanded role, as well and employ strategies to engage their audience with more than just the story itself! These methods which involve children asking and answering questions at designated intervals throughout a story have shown promising results in research studies. We know that actively involving children before, during, and after a story, is an effective way to build critically important reading skills. For more information on these approaches, visit these links:
http://www.readingrockets.org/article/400/
http://www.readingrockets.org/article/16287/

In Becker's Book Corner, we'll feature different books each month and always provide a Book Prompt Card that can be printed, adhered to a 4 x 6 index card and placed inside your book for easy reference.

The Book Prompt Card offers prompts to use before, during, and after the story is read.

Before the Story

  • Story Prompts - This is your opportunity to pose intentional questions to build some intrigue about what’s to come!
  • Vocabulary Boosters - The trick here is to select a handful of key words or phrases from the story that you think children should hear before you read aloud but not to “teach” the words until you come across them in the story. Be dramatic and creative as you introduce new words.

During the Story

  • Talk Times - Typically during a story, we’ll suggest you stop and make comments to help children comprehend story events and understand the actions of the characters.

After the Story

  • Make it Stick - Children who have an opportunity to talk about books after a shared reading experience make a smoother transition into becoming independent readers. Be prepared with follow up “why” questions that require a thoughtful response. If there’s a topic that captures their attention, run with it!
  • Follow-Up Activities – Try to think outside the box here. Think of one element, one new vocabulary word, one new concept, or anything else worthy that was introduced and prepare an activity to reinforce that learning.
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