DOCSLIB.ORG

North Mankato Taylor Library Storytime

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
North Mankato Taylor Library Storytime North Mankato Taylor Library Storytime B is for Bears Bear Stories We Shared: Bear in Love by Daniel Pinkwater Bear Snores On by Karma Wilson Baby Bear Sees Blue by Ashley Wolff Bear With Me by Max Kornell Other Bear Books You Might Like To Share: Old Bear and His Cub by Olivier Dunrea A Bedtime for Bear by Bonny Becker Where Teddy Bears Come From by Mark Burgess Just Like Bossy Bear by David Horvath The Bears in the Bed and the Great Big Storm by Paul Bright Best Bear by Emma Dodd We’re Going on a Bear Hunt by Michael Rosen Old Bear by Kevin Henkes Bear Feels Scared by Karma Wilson The Perfect Bear by Gillian Shields Bear’s Picture by Daniel Pinkwater Just Like You by Emma Dodd Bear’s Day Out by Michael Rosen Maybe a Bear Ate It! by Robie Harris A Very Hairy Bear by Alice Schertle Bear Feels Sick by Karma Wilson Bare Bear by Miriam Moss I Lost My Bear by Jules Feiffer Old Mother Bear by Victoria Miles Bear’s New Friend by Karma Wilson Can You See a Little Bear? By James Mayhew Bear of My Heart by Joanne Ryder A Chair For Baby Bear by Kaye Umansky Jamberry by Bruce Degen A Pocket For Coruroy by Don Freeman The Biggest Bear by Lynd Ward Blueberries for Sal by Robert McCloskey Paddington Bear by Michael Bond Little Bear Series by Martin Waddell Big Smelly Bear by Britta Teckentrup The Berenstain Bears Series by Jan Berenstain Bear Series by Bill Martin Jr. Goldilocks and Just One Bear by Leigh Hodgkinson Mr. Bear’s Vacation by Debi Gliori Early Literacy Activities: • Help your child think of words that rhyme with the word bear. Use words like chair, stair, care, share, and hair. Use these words to make up a silly rhyme. • Look around your house to find words that begin with the letter b. • Play rhyming games "I'm thinking of something in this room that rhymes with 'hair' and starts with 'b'. It's your soft, fuzzy ____." Read poems with rhyming words aloud, leaving out the rhyme every so often to see if your child can guess the missing word. • Give your child a magic word to listen for. Tell your child that when s/he hears that word, they can do the next daily routine. For example, you can use the word bear as the magic word to mean “go put your coat on.” Songs and Fingerplays You Might Like to Share: Time for Sleeping Bears are Sleeping (sing to “Frere Jacques”) Now its time for sleeping The bears go in their caves Bears are sleeping Keeping warm and cozy Bears are sleeping (pretend to sleep) Time for lazy days In their lairs When the snow is gone In their lairs And the sun comes out to play Soon it will be springtime The bears will wake up from their sleep Soon it will be springtime And then go on their way Wake up bears!(pretend to wake up) Wake up bears! Teddy Bear Teddy Bear(suit actions to words) Ten Bears In My Bed (count on fingers) Teddy bear teddy bear turn around Ten bears in my bed and the little one said Teddy bear teddy bear touch the ground Roll over!Roll over!(roll hands) Teddy bear teddy bear reach up high So they all rolled over and one fell out Teddy bear teddy bear touch the sky (drop one hand to the side) Teddy bear teddy bear show your shoe Nine bears in my bed.... Teddy bear teddy bear I Love you (big hug) - repeat down to one- Teddy bear teddy bear turn out the light One bear in my bed and the little one said Teddy bear teddy bear say goodnight I'm lonely, come back! -make up your own verses!- A Little Brown Bear The Bear Went Over The Mountain A little brown bear, went in search of some honey The bear went over the mountain (shade eyes with hand) The bear went over the mountain Isn't it funny, a bear wanting honey? The bear went over the mountain (shrug shoulders) To see what he could see He sniffed at the breeze -name things he might see- (lift head and pretend to sniff) He saw a great big river And listened for bees (hold hand to ear) He saw a great big river And wouldn't you believe it, He saw a great big river (shake index finger) And that is what he saw He even climbed trees!(pretend to climb) The Bear Here is a cave (make a fist) Inside is a bear (put thumb inside fist) Now he comes out (pop out thumb) To get some fresh air Snow covers the cave (flutter fingers down) Like a fluffy white rug (cover fist with other hand) Inside the bear sleeps (tuck thumb in) All cozy and snug When spring comes again And the snow melts away (take hand off fist) Out comes the bear (pop thumb out) Ready to play! **Most ideas in this handout were borrowed from The Perry Public Library website: http://www.perrypubliclibrary.org/Kids/Programs/storytime_themes.htm [email protected] The Alphabet Song a-b-c-d-e-f-g h-i-j-k-lmnop q-r-s t-u-v w-x y and z Now I know my ‘ABCs’ Next time won’t you sing with me. [email protected] .
Load more

Recommended publications
  • Steiff Teddy Bear Catalog #: 1978.67.8 Donor: Marcia Newitt Estate
    Donation of the Month Object: Steiff Teddy Bear Catalog #: 1978.67.8 Donor: Marcia Newitt Estate Arctophily — the love of teddy bears — began in November 1902 when President Theodore Roosevelt traveled to Mississippi to help settle a border dispute with Louisiana. While there his hosts took him bear hunting. After three days of roughing it with no game in sight, the guides used dogs to track and injure an old she-bear. Tying the ailing animal to a tree, they summoned the president. But Roosevelt decided that it would be unsportsmanlike to kill the captive bear; instead he ordered it be put down to end its suffering. And that was how the legend of Teddy’s bear was born. When Washington Post political cartoonist Clifford Berryman heard the story, he sketched a cartoon titled “Drawing the Line in Mississippi,” a phrase which played up both the border dispute as well as Roosevelt’s refusal to shoot a captive bear. In the cartoon a man holds a rope tied around the throat of an adult bear while TR stands with his rifle, his back turned against the sad scene and his hand held out as if to stop what was happening. Berryman’s cartoon immediately captured the public’s attention. In an effort to capitalize on its popularity and further its already-powerful message, his subsequent renderings depicted a cute bear cub rather than an old black bear. It is the image of this baby bear that is most often recalled when folks discuss the history of teddy bears. When Russian immigrants Morris and Rose Michtom saw the cartoon, they were inspired to put a stuffed bear that Rose had made in the window of their of Brooklyn stationary and novelty store.
    [Show full text]
  • Have a Bearable Summer:'86 Summer Reading Program Planning Manual
    DOCUMENT RESUME ED 286 147 CS 008 676 AUTHOR Jackson, Mary TITLE Have a Bearable Summer: '86 Summer Reading Program Planning Manual. INSTITUTION Nebraska Library Commission, Lincoln. PUB DATE Sep 85 NOTE 74p.; For the Activity Guide for this program, see CS 008 675. PUB TYPE Guides - Non-Classroom Use (055) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS *Activity Units; Elementary Secondary Education; Library Materials; Library Science; Program Development; Reading Programs; Recreational Activities; Recreational Reading; School Libraries; *Summer Programs IDENTIFIERS *Bears ABSTRACT Because studies have found that children canlose a year in their reading skills and motivation during summers, this planning guide suggests ways for librarians to interest children in a summer reading program by appealing to their fascination with bears and teddy bears. The guide is organized chronologically, beginning with a timetable, followed by suggestions for planning the summer program eight months ahead of time. The guide also provides space to record ideas about bears and to organize the program's goals and the library's bear resources. Forms are provided to facilitate an .inventory of the library's supplies. The guide includes large planning calendars and bibliographies of in-print and out-of-print bear books that the library may already have or can order (divided by age group and type of book). There is also a sample annotated bear bibliography aimed at children. The guide next offers order forms for companies that supply bear craft materials, and the final section of the guide consists of activity planning forms for many types of bear-related activities. (SRC) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document.
    [Show full text]
  • The Eden of Dreams and the Nonsense Land 2
    1 The Eden of Dreams and the Nonsense Land 2 The Eden of Dreams and the Nonsense Land. Characteristics of the British Golden Age Children’s Fiction in the Finnish Children’s Fantasy Literature of the 1950s. Mirva Saukkola 3 Foreword This dissertation tells about the journey fantasy literature made from Victorian Britain to a Finland, profoundly changed by the Second World War. It is loosely based on part of the licentiate work I completed almost five years ago. Much has since changed. When I started, I was simply fascinated by the enchanted worlds I was able to visit by reading fantasy literature. Later on, I was impressed by how children's literature is linked in so many ways to the society in which it is created. During the years spent writing this thesis, I found texts which I would have otherwise never come across, as well as being able to return to the stories I had greatly enjoyed as a very young reader. In many ways, this process was an adventure during which I found I was not only a researcher of literature, but also I remembered the experiences I went through as a child reader. I hope my thesis will raise the interest in children's literature and help grown- ups, in addition to children, to enjoy it. In this process - or my literary adventure - I had many guides and helpers, whom I wish to thank warmly. The supervisor of my thesis, Professor H. K. Riikonen has guided me during the entire process. I wish to address my most grateful thanks to him for his valuable advice.
    [Show full text]
  • Teddy Bears, Dolls, Dolls' Houses & Traditional Toys
    Hugo Marsh Neil Shuttleworth Thomas Forrester Director Director Director Teddy Bears, Dolls, Dolls’ Houses & Traditional Toys Tuesday 8th June 2021 at 10:00am Special Auction Services Plenty Close Off Hambridge Road NEWBURY RG14 5RL Telephone: 01635 580595 Email: [email protected] www.specialauctionservices.com @SpecialAuction1 Daniel Agnew @Specialauctionservices Teddy Bears & Dolls Due to the nature of the items in this auction, buyers must satisfy themselves concerning their authenticity prior to bidding and returns will not be accepted, subject to our Terms and Conditions. Additional images are available on request. Buyer’s Premium with SAS & SAS LIVE: 20% plus Value Added Tax making a total of 24% of the Hammer Price Buryer’s premium with the-saleroom.com Premium: 25% plus Value Added Tax making a total of 30% of the Hammer Price 8. A Steiff limited edition Raffles 14. Three Dean’s Rag Book Co artist Limited Edition and Collectors Teddy Bear Singapore 1997, 402 of 1500, in teddy bears, Lisa Wills - Storm, 117 Bears original box with certificate of 250 --19in. (48.5cm.) high and Gold £60-80 Digger; and Janet Clark Dickon, all with tag certificates 9. Nine Steiff Club gift teddy bears, £60-80 2002 and 2003, in original boxes; 1997 to 2001, 2004 and 2005; a September bear 15. Three Isabelle Collection bears from the perpetual calendar; and replica exclusively for Charlie Bears, Peggy, 62 bear on wheels of 300 --9¼in. (23.5cm.) high; Puck and £120-150 Felicity, all with card tag certificates; and an Isabelle Bear Studio Yorkshire terrier 10. A Steiff Sample American Otto with cotton bag Steiff 1912-1992 teddy bear, with blank £80-120 brass button and embroidered feet pads 1.
    [Show full text]
  • October Layout 1
    AMERICAN & INTERNATIONAL SOCIETIES FOR YAD VASHEM Vol. 43-No. 1 ISSN 0892-1571 September/October 2016-Tishri/Cheshvan 5777 LEADERSHIP MISSION VISITS POLAND AND ISRAEL er, eager to share the special experi- presence of the third generation was life for centuries. BY ISAAC BENJAMIN ence together. a strong influence on the entire group. Outside of Wroclaw was the Sixteen young adults represented “Seeing all the young people on this Wolfsberg forced labor camp. Built as n the summer of 2015, supporters the American Society’s Young trip has been an inspiration. Their a series of tunnels underneath a small from the American Society for Yad I Leadership Associates as the third vitality and enthusiasm all along the mountain, it was where thousands of Vashem first began discussing a Jewish prisoners were forced into prospective mission to Poland and hard labor. As the group walked Israel. Understanding its unique sta- through the damp tunnels, Yad tus as the world’s preeminent Vashem guides recounted the story of Holocaust institution, the American Naphtali Stern, a prisoner at Society considered such a trip an Wolfsberg. Trading his rations for a exceptional opportunity to reflect on pencil stub, Stern wrote the Rosh the importance of Holocaust remem- Hashanah service from memory onto brance in the 21st century. A little scraps torn from bags of cement. more than a year later, the 31 Stern survived the Holocaust and Americans on the Leadership Mission later in life donated his cherished joined their international partners in prayer book to Yad Vashem. Later on, this unforgettable profound testament each participant received a replica of to Yad Vashem’s crucial role as the the “Wolfsberg Machzor,” its tattered World Holocaust Remembrance edges a reminder of the unimaginable Center.
    [Show full text]
  • Bear with Me : Signs Are Tricksters, and Reality Is Invisible to the Naked Eye: a One-Person Play
    Louisiana State University LSU Digital Commons LSU Master's Theses Graduate School 2013 Bear with me : signs are tricksters, and reality is invisible to the naked eye: a one-person play Chia-Wen Hsu Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_theses Part of the Theatre and Performance Studies Commons Recommended Citation Hsu, Chia-Wen, "Bear with me : signs are tricksters, and reality is invisible to the naked eye: a one-person play" (2013). LSU Master's Theses. 239. https://digitalcommons.lsu.edu/gradschool_theses/239 This Thesis is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Master's Theses by an authorized graduate school editor of LSU Digital Commons. For more information, please contact [email protected]. BEAR WITH ME: SIGNS ARE TRICKSTERS, AND REALITY IS INVISIBLE TO THE NAKED EYE: A ONE-PERSON PLAY A Thesis Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Master of Fine Arts in The Department of Theatre by Chia-Wen Hsu B.F.A., National Sun Yat-Sen University, 2008 May 2013 ACKNOWLEDGEMENTS If I was a blank canvas at the time I came to this program, the M.F.A. faculty, namely Professor Joanna Battles, Professor Nick Erickson, and Professor George Judy, have become the greatest painting brushes to leave the most beautiful colors on me.
    [Show full text]
  • P-ISSN 2308-5258 E-ISSN 2308-1996
    p-ISSN 2308-5258 e-ISSN 2308-1996 www.seanewdim.com p-ISSN 2308-5258 e-ISSN 2308-1996 II(1), Issue: 17, 2014 SCIENCE AND EDUCATION A NEW DIMENSION Philology www.seanewdim.com Science and Education a New Dimension: Philology, II(1), Issue: 17, 2014 www.seanewdim.com Editorial board Editor-in-chief: Dr. Xénia Vámos – Hungary Honorary Senior Editor: Jenő Barkáts, CSc Nina Tarasenkova, Dr. habil. Edvard Ayvazyan, Doctor of Science in Pedagogy, National Institute of Education, Armenia Ireneusz Pyrzyk, Doctor of Science in Pedagogy, Dean of Faculty of Pedagogical Sciences, University of Humanities and Economics in Włocławek, Poland Irina Malova, Doctor of Science in Pedagogy, Head of Department of methodology of teaching mathematics andinformation technology, Bryansk State University named after Academician IG Petrovskii, Russia Irina S. Shevchenko, Doctor of Science in Philology, Department of ESP and Translation, V.N. Karazin Kharkiv National University, Ukraine Kosta Garow, PhD in Pedagogy, associated professor, Plovdiv University „Paisii Hilendarski”, Bulgaria László Kótis, PhD in Physics, Research Centre for Natural Sciences, Hungary, Budapest Marian Wloshinskі, Doctor of Science in Pedagogy, Faculty of Pedagogical Sciences, University of Humanities andEconomics in Włocławek, Poland Melinda Nagy, PhD in Biology, associated professor, Vice-Rector, J. Selye University in Komarno, Slovakia Anatolij Morozov, Doctor of Science in History, Bohdan Khmelnitsky National University in Cherkasy, Ukraine Nikolai N. Boldyrev, Doctor of Science in Philology,
    [Show full text]