The Three Bears By Bryon Barton

The Three Bears

Posted By: Jenita Radoncic

Author & Illustrator: Byron Barton

Recommended Age Group: 2-4

New York State Early Learning Guidelines:

Domain IV.

G. Number and Sense Operation:

Children demonstrate knowledge of numbers and counting

8. Counts at least 5 objects in one-to-one correspondence without assistance

Domain IV.

H. Measurement:
Children demonstrate knowledge of size, volume, height, weight, and length

Summary:

The story takes place in a forest where the three bear live. The three bears are mama bear, papa bear and baby bear.  Mama bear made porridge and the bears saw that it was too hot to eat so they went for a walk so it could cool down.  Later Goldilocks came across to their house while walking in the forest and saw no one was home.   She saw porridge and tasted papa bears porridge and said it was too hot, then mama bears was too hot yet baby bears porridge was just right and ate it all up.  Then she went to the rocking chairs and didn’t mama bears or papa bears but baby bears was just right for her.  Sadly, she was rocking so hard that she broke it.  Goldilocks got tired and went to their bedroom and didn’t like mama bear or papa bears bed.  She loved baby bears bed because it was nice and cozy for her and fell asleep.  Finally the three bears came home and realized someone tasted their porridge, yet ate baby bears porridge all up.  They moved on to the other rooms realizing someone broke baby bears chair and found Goldilocks sleeping on baby bears bed.   Goldilocks got up and got scared and ran out the door.

 

This book deserves 5 stars.  It can be used with 2, 3 and 4 year olds. This book can teach children one-to-one correspondence and comparing sizes such as small, medium and large.

Classroom Ideas:

1. I would read the book and use props such as 3 teddy bears, bowls, beds, and chairs in a box.

-       After reading the story, in small groups I would ask the children: How many bears are in the story? I would have bears out and the children would point to each bear and use one-to-one correspondence as they count.

-       Next I would ask how many beds will we need? Bowls? Spoons? (Note: I would put out more than needed so they can count how many they need.

Later to enhance this activity for those who are understanding one-one correspondence I would put out number cards and ask the child to pick the number “3” for the amount of bears.

2. The bears are all different sizes so I would have different size bowls for the children to sort for each bear. Ex. I would put out different size bears and bowls and have cotton balls as porridge and they would see the bowl that can fit the least would be for baby bear (smallest) etc. They would start understanding the concept between small, medium and large.