Bear Says Thanks

Bear Says Thanks

Bibliographic Information

      Wilson, Karma. Bear Says Thanks. New York: Margaret K.

      McEldederry Books, 2012.

Plot Description

Bear is alone and bored. He has a great idea. He will invite his friends over for a big dinner. But he looks in his cupboard, and they are bare. How will he have a big dinner for all of his friends when he has no food? Will bears friends come to his rescue?

Quantitative Reading Level

Flesch-Kincaid Grade Level: 1.3

Flesch-Kincaid Reading Ease: 103.6

ATOS Level: 6.0

Qualitative Reading Level

Meaning: Low. Text contains a single level/layer of simple meaning. 

Structure: Low. The narrative structure is mostly simple and is more explicit than implicit and is largely conventional. Narration does not shift in point of view. The order of events is chronological.

Language: Low: Text contains little or no use of figurative language or irony. The language is contemporary, familiar, conversational language that is explicit, literal and easy-to-understand.

Knowledge Demands: Low. Requires only everyday, practical knowledge.  No references to other texts. 

Content Area

English, Social Studies, Science

Subject Area Tag

English, Social Studies, Science, Reading for Pleasure: Picture Book

Content Area Standard

New York State Content Area Standard (Grades K-5)

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text. 

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

10. Read and comprehend complex literary and informational texts independently and proficiently.

11. Respond to literature by employing knowledge of literary language, textual features, and forms to read and comprehend, reflect upon, and interpret literary texts from a variety of genres and a wide spectrum of American and world cultures.

Social Studies, K-8

3b The study of American symbols, holidays, and celebrations helps to develop a shared sense of history, community, and culture.

Science Standard  4: The Living Environment, Elementary

Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Curriculum Suggestions

• Include in unit about Thanksgiving
• Include in a unit about forest animals
• Include in a unit about friends and sharing

Links to Supporting Digital Content

Author website

http://www.karmawilson.com/

History of Thanksgiving

http://kids.nationalgeographic.com/explore/history/first-thanksgiving.html

Forest Animal Game

http://www.sheppardsoftware.com/preschool/animals/forest/animalforestgame.htm

*photo obtained from Goodreads