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Brown Bear, Brown Bear, What Do You See?

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Brown Bear, Brown Bear, What Do You See?

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Brown Bear, Brown Bear, What Do You See? (1996) Bill Martin Jr.

The repeated question, the predictable structure, and the bright pictures by Eric Carle will guide children to read this book on their own in no time.

Predictable texts help children develop an awareness of print, enhance vocabulary, and improve comprehension. The repetition and patterns make the books accessible to children and help develop their ability to predict. Predictable books for pre-K students are characterized by repetitive patterns in language, plot, or illustrations, which aid in early literacy skills. These books also support children in identifying words and understanding story structure.

Brown Bear, Brown Bear, What Do You See? is a great resource for introducing print and word concepts. It is perfect for emphasizing important ideas because of its repetition and straightforward sentence form. Teachers can highlight the print's top-to-bottom and left-to-right directionality by pointing to each word while students read. Students can anticipate words thanks to the predictable content, which promotes early sight word recognition. It is possible to directly teach the use of capital and lowercase characters, and the visuals help make the sentences more understandable. Furthermore, the book offers an opportunity for vocabulary growth due to its emphasis on color words and animal names. The structure of the book makes it possible to talk about the distinctions between a letter, a word, and a sentence.

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The Very Busy Spider by Eric Carle (1984)

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The Very Busy Spider by Eric Carle (1984)

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The Very Busy Spider by Eric Carle (1984)

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This is a predictable text because of its repetitive animal dialogue: each animal asks the spider a question, and the response is always the same “The spider didn’t answer. She was very busy spinning her web.” This repetition gives children multiple opportunities to follow along with the same sentence structure, which is ideal for teaching directional of print (reading left to right, top to bottom) and one-to-one correspondence between spoken and written words. Because the phrase repeats, children begin to anticipate it and can track the exact words with their fingers or a pointer as they chime in. The book also provides opportunities for word recognition, children quickly become familiar with high frequency words like the, she, was, and her.

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Predictable books like Have You Seen My Cat can build print awareness and word recognition in young readers especially when paired with Carle's vivid illustrations.

The sentence “Have you seen my cat?” is repeated throughout the story. As the adult reads they can point to each word and the child can connect that each spoken word matches a written word. Since its words are so simple and repeated often, it can be easy to grasp the concept of word or that a word is a unit of meaning. The way the print is presented on the page also can help a child realize that we read left to right, top to bottom, that we turn the pages in order, and that if we can’t see the words than we can’t read the story (a lot of times little children will cover the words with their hands or arms until they realize the directionality of print).

Since there are so many repeated words, a child can also begin to recognize these high-frequency words such as have, you, this, is, my, and cat. I like to pause while reading the repeated sentences to involve the children-”Have you seen my…” I also make sure to praise them for their excellent reading with me as they finish the sentence with “cat.” It’s a great way to reinforce print concepts as they follow along with a predictable book. And you really can't beat an Eric Carle book for engaging young readers!

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Whose Hands are These by Miranda Paul, 2016

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This is an adorable book about people and their different occupations; it had easy predictable rhymes and questions with simple answers. The book goes through different occupations giving hints of what they do by using rhymes, then the question is asked, "whose hands are these?". Predictable books offer a wonderful chance for children to learn basic things about literacy such as print awareness, how we read( from top to bottom, left to right), and they can even begin to recognize the words being said and can follow along. This book has pictures that go along with each job description and can help children recognize what different common and even uncommon words mean. This is a great opportunity for discussion about print. After reading a book like this a few times, children can begin to anticipate what is coming next and can focus on the pages more rather than simply what you are saying; I feel like this will help children be able to develop a stronger sense of print and word knowledge.

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Goodnight Moon by Margaret Wise Brown (1947)

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Goodnight Moon is a predictable book because it builds word recognition and print awareness with its repetitive word "goodnight", stated before an item found in the bunny's room. This adorable book is about a little bunny getting ready to go to sleep. Little bunny is tucked into bed and saying "goodnight" to all the familiar things it can see in the room, drawing out the sleeping process as long as possible. For example, little bunny says, "Goodnight kittens, and goodnight mittens". The predictable nature of saying goodnight before listing the item in focus on the page helps children improve their comprehension and develop awareness of print meaning. Children can quickly become familiar with the words listed on the page that have direct correlation to the pictures provided, and understand that "goodnight" comes first. Making this predictable book a beautiful, easy beginner's book that's fun for all ages.

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My Truck is Stuck! by Kevin Lewis and Daniel Kirk

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My Truck is Stuck! by Kevin Lewis and Daniel Kirk

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The truck got stuck in a whole and couldn't get out. So the driver asked for help. The first car came along but it couldn't get the truck unstuck. Then a moving truck came but the two couldn't get the truck unstuck. Then a jeep came along to try and help with no luck so then there were 4. After that a big bus tried to help. Then that made five engines trying to pull him out. Still they couldn't pull the truck out. At last a tow truck came along and was able to pull it out of the hole. At the end all the vehicles were on there way.

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I love this book by Dr. Seuss: it is one of my favorites! I believe that green eggs and ham can help teach both concepts about prints and concept of word because the story is highly repetitive and predictable, allowing it to be easy to follow especially for children. As I read, I can help track words with my finger to help model written word. The repeated sayings allow students to recognize high frequency words such as I, Do, Not, Like, Green, Eggs, Ham. While the rhyming also helps the children notice similarities and differences in print. While we are also reading, we can also practice counting words that are in the sentence and also showing the children the spaces between the words and talking about punctuation and how those marks change how the text is read. I love how playful and engaging this book is and helps provide multiple opportunities to reinforce that print carries meaning and that words are so important within sentences.

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Brown Bear, Brown Bear, What Do You See? (1992) Bill Martin Jr. & Eric Carle

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This book could be used to teach concepts about print and word by rhythmically repeating certain lines of text so that students/children can detect a rhyme in the text’s structure. Further, this rhyme will also help children understand that print has meaning and that spoken and written words are linked. When I read this story with preschoolers in my two-year-old classroom, I often track the words with my finger to show directionality. This demonstrates that we read from left to right and from top to bottom. This simple action helps children start to recognize that each spoken word matches a printed word on the page. As I read, I like to pause and let them complete the familiar phrase, “Brown Bear, Brown Bear, what do you see?” Over time, many start to identify repeating sight words like see, you, and me, which they ae familiar with. In my experience, this book always grabs children’s attention because of its calming rhythm and engaging pictures. I have noticed that even quieter students become excited to join in, predicting what animal will come next and connecting the text to the colorful illustrations.

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The very hungry caterpillar is definitely a classic. I read this one almost daily and the preschool classroom where I work. I think this book does a really good job of representing words through pictures when the caterpillar is going through and eating all of the different things. It shows an actual picture of each thing that it’s eating as you are reading it. I think showing the physical food that they’re eating shows them. A picture of each word helps connect the word concept. I think also having the holes in the book to show that he ate through these things also helps them with the understanding of the word through, because it is a complete cutout in the book. I think another thing that this book teaches is just healthy eating, even though that’s not the topic of this padlet. I think that’s important, and it shows that animals are supposed to eat certain things, and it shows those certain things that they’re supposed to eat.

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The Cat in the Hat is a predictable book written by Dr. Seuss that tells the story of a boring, rainy day turned into chaos, mess, caused by things 1 and 2 and the Cat in the hat! The Cat in the Hat features rhymes and a predictable structure (of increasing chaos) are what makes the book predictable. The book begins the Cat trying to solve a boring, rainy day with some of his games. These games consist of balancing on a beach ball and holding various objects that rhyme, "I can hold up the fish! And a little toy ship! And some milk on a dish!". Not only can the reader predict the possible rhymes that follow, the illustrations serve as a visual for the antics the Cat and the Things get into. I think this book does a fantastic job of using simple words in creative ways that support early literacy and reading skills. In general, Dr. Seuss uses nonsense words in his books. Nonsense words are important for early literacy because they help students develop strong reading and spelling skills by encouraging children to apply phonics rules! They are a valuable tool for building foundational literacy skills like phonemic awareness, decoding, and blending sounds.

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With the repetitive , rhyming formative words this book connects words with the life like pictures that are familiar items in a child life, Cookies. This book in its illustration connects the word first by familiarity of using a cookie that then connects to another familiarity letters, letters then become words that match the image they are connected to. Having these connections of image and words help develop awareness and developing memory skills as well. Their memory will be able to predict the patterns and rhyme within the language being used as well. This book is good for engaging in conversation as asking questions, and solutions of "who" stole the cookie from the cookie jar? It also is predictable in response from others. I love this book and actually will engage students during lunch in the cafeteria to bring focus and calm back into the cafeteria. The students no matter the age have asked to do it.

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who stole the cookie from the cookie jar

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Five Little Ducks by Denise Fleming is a good predictable book that can be used to teach concepts of print and word. The stories repetitive, rhymic, predictable, and counting structure makes it easy to follow along and anticipate what comes next. The illustrations support picture-word connections which allows children to use visual cues to understand the meaning of words and predict text. When reading the story aloud, you could emphasize directionality by pointing to the words throughout. Because this story has a predictable pattern, "Five little ducks went out one day.." during the entirety of the story, it makes it easier for children to recognize familiar words and phrases, which helps build word recognition and confidence.

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"The Little Red Hen is a great book for teaching concepts of print and word. Its repetitive language and clear sequencing create predictable patterns that help children anticipate what comes next, supporting vocabulary development. The short sentences and abundance of sight words offer ample opportunities for repetition and learning. Teachers can also model reading by pointing to words and demonstrating how to hold the book.

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A couple of welcoming giraffes meet an ostrich one day. The two giraffes ask the ostrich how he feels throughout this book. They ask, "Are you shy?" and "Are you hungry?" along with other "Are you ... adjective" questions. This book features text written in English and text written in Spanish, and when the questions are asked, the two languages aren't written beside each other each time. Sometimes the text is written at the top of the page on the right. This gives an opportunity to teach a child that just because text is at the top, they still need to read from the page on the left then to the page on the right. This may look like a simple book to some, but this teaches children basic concepts of print. And, it's super cute!

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HOW ARE YOU | CÓMO ESTÁS | BILINGUAL BOOKS FOR KIDS

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This book could help teach concepts about print and word by allowing children the chance to see familiar words spelled out. The are also able to memorize words to a book since the book is repetitive. A child can also identify animals as a part of their learning experience. To better enhance the learning experience a teacher could add the diffrent animals to the word wall and also give the children the chance to trace the letters to the word in their writing center.

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Teaching young children foundational print concepts and word awareness because it combines bright, clear text with engaging alphabet illustrations. Teachers can guide students to notice that print carries meaning, pointing out that the letters on the page represent sounds and words. Children can practice tracking text from left to right and top to bottom, learning the directionality of reading. The book’s repetitive, rhythmic language allows children to recognize that words are made up of letters and that spaces separate words, supporting early word awareness. In addition, children can identify uppercase and lowercase letters, see how letters form words, and explore letter–sound relationships as the story progresses. By interacting with the text—pointing to letters, saying the alphabet aloud, and “reading” along with the rhythm children develop important concepts about print, words, and the alphabetic principle in a fun and memorable way.

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Brown Bear, Brown Bear, What Do You See? Bill Martin, Jr. 1967

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This book uses a pattern format to tell the story. To be able to read the story and understand it, there needs to be an understanding of the flow of the text. Teaching the students that first, then next sequence to reading. I think this is a good book to start teaching concepts of print and word.

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Goodnight Gorilla by Peggy Rathmann. Published April 13, 1994.

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I chose Goodnight Gorilla by Peggy Rathmann because it is a playful story. It is about a gorilla quietly inviting all the zoo animals to sneak along behind the zookeeper at bedtime. Since the book relies so much on visuals, its a perfect one for teaching concepts about print and word. The few printed words are intentional, and its almost each page has gentle clues to help show children how text supports a story. Each page of the book guides us. Its showing how reading moves from left to right and how each page turn moves the action forward. Words like “Good night” pop up like a friendly reminder. To me, this helps children connect repeated phrases to meaning. And since the illustrations show a lot of the information, the book helps children to match spoken words with what the characters are doing. This makes reading the book interactive.

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This is the first predictable book that came to mind for me. In the preschool classroom I have been doing my Practicum in this semester, we have several books in this series. The thing that I love about them that makes them predictable is the circular story aspect. It also has rhymes and the pattern of the story is cumulative. These predictable patterns make it an ideal book choice for teaching kids about how print works and meanings that words have. After reading the title aloud to the kids, you could ask them to predict what the story might be about by what the title says and what the cover picture is. This introduces concept of print. Another simple way is while reading, use your finger to follow along with each word as you read it to promote word-meaning connection. For concept of word, after reading a short sentence you could ask, "Hey class, how many words did we just read?". Then you could go back and slowly re read the sentence while counting each word.

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Pete the Cat: A Pet for Pete (2014) Written by James Dean

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Pete the Cat books are always fun to read. The stories are interesting and the colorful illustrations are eye-catching. I could use this book to teach children concept of print. I would start by holding up the book and showing the front cover. I would say “This is the front of the book.” I would flip it around and say, “This is the back of the book.” Flip it back around and say, “We always start at the front of the book, so the story makes sense.” I would point to the title and say “The title is always on the front of the book. The title of this book is Pete the Cat: A Pet for Pete.” I would ask an open-ended question, “Based off the title, what do you think this book is going to be about?” I would point to the author and say, “The author is always on the front of the book. The author of this book is James Dean.” I would open the book and turn the pages slowly to demonstrate proper book handling. I would stop on the first page and say, “This is the first page of the book.” I would point to the words on the upper left side and say, “This is where we start reading.” I would read the first sentence and say, “We read the first sentence, so now we can read the next sentence.” I would point to the next sentence and begin reading. I would move on to the next page of the book. As I read, I would move my index finger under the printed text to teach concept of word.

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Brown Bear, Brown Bear, What Do You See?

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Brown Bear, Brown Bear, What Do You See?

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What Do You See, Brown Bear, Brown Bear? By Bill Martin Jr and Eric Carle is a classic predictable text that introduces colors, animals, and sequencing using rhythmic, repetitive language and a standard question and answer style. Children can anticipate phases, trace text from left to right, match spoken words with printed words because to its predictable structure , which makes it perfect for teaching printing word ideas. Children's vocabulary and early decoding abilities are reinforced by the strong visuals and large, readable type, which help them make connections between words and pictures. By pointing to words and asking children to participate, or covering words help with memory, teachers may engage students in interactive reading. In an entertaining and captivating manner, this book promotes the idea that print conveys meaning, develops oral language, and enhances developing literacy.

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Brown Bear, Brown Bear, What Do You See?

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In this book, it promotes the concept of print because when you read the book, you can trace the words with your finger from left to right, and top to bottom, which is how we are supposed to follow text. It shows letter-sound correspondence, connecting the written letters (m-o-n-k-e-y) to the sounds they make and the spoken word. It also promotes the concept of print by showing how the written words on the page tell the story that we are singing or saying. It supports word learning through repetition and chanting because the song's rhythm helps children learn and recall words and phrases, enhancing memory and language acquisition.

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Go Away, Big Green Monster by Ed Emberley

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Go Away, Big Green Monster by Ed Emberley

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I like this book because the predictability helps children feel confident and involved. Children can even join in and say the repeated phrases together, which naturally encourages them to pay attention to words and how print works. The bold, clear text and simple layout also make it easier for children to visually track the words on the page. I would use it to teach concepts about print and word by drawing children’s attention to the repeated sentence patterns throughout the book. Each page follows a similar structure, which helps children notice that the words on the page stay the same even as the pictures change. This makes it easier for young learners to begin recognizing words and understanding that print carries meaning.

While reading, I could point to the words as I read them aloud so children can see the connection between spoken language and written text.

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Go Away, Big Green Monster by Ed Emberley

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Today I will Fly by Mo Willems is a predictable book for children because of the repeated language with Piggy wanting to fly, the elephant doubting him, and Piggy trying again. The text and illustration are not too overwhelming for children. The book is simple to teach concepts about print and words; you can point out and say, "Where is the story, or where are the pictures?"

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Today I Will Fly! Paperback Mo Willems | eBay

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This book is predictable because it follows a repeating pattern in which one action leads to another which allows children to anticipate what will happen next. This familiar rhythm helps young readers join in, recognize repeated phrases, and build confidence as they follow the story. The book is also a great tool for teaching concepts about print and word because it helps children practice tracking text from left to right, match spoken words to printed words, notice punctuation and capital letters, and learn new vocabulary as each event unfolds in sequence. I like this book because its playful and keeps children engaged while supporting early literacy skills.

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This book has a predictable pattern that helps the children be able to predict what may happen next. The children will be to recognize the patterns of the repeated sentence and follow the flow of the story.

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In Bill Martin Jr and Eric Carle book “Baby Bear, Baby Bear, What do you See? This book uses repetition and bright pictures to keep children interested. The predictable text helps children feel comfortable and confident because they know what is coming next. The animals and colorful illustrations make it fun and easy to follow, even for very young readers. I chose this book because children usually love animal books and repetition. From my experience, kids enjoy joining in and “reading” along once they recognize the pattern. This book supports children’s engagement in reading by making storytime playful and interactive, which helps build early reading skills and a love for books.