[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-277969-105":53,"doc-detail-277969-en":123},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":116,"head_meta":118,"extra_data":120,"updated_unix":122},105,"en","the-bear-sentence-building-exercise-1","The BEAR - Sentence-Building Exercise - 1","","The BEAR Sentence-Building Exercise 1 provides a structured, step-by-step lesson plan for developing sentence construction and reading comprehension. It specifies materials including a bear photograph, circle-in-circle charts, branch organizers, paper, and markers, then guides pre-lesson preparation and interactive questioning. The lesson supports students in identifying the animal and generating sentence starters for what the bear can do, has, and likes, with repeated prompts, visual charting, and reinforcement. 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At [http://fhautism.com/arc.html](http://fhautism.com/arc.html), find the circle-in-circle chart, branch organizer, and lined paper. Print one of each for each student, plus a few extras.  \n2. On the chart paper, draw a blank circle-in-circle chart, branch organizer, and lined paper.  \n3. On the board, hang a blank circle-in-circle chart on the left and a branch organizer on the right. Make them large enough to write all the words you will need.  \n4. Write the date on the board.  \nTeaching the Lesson  \n1. Gather the children in a circle. Hold up the photograph of the bear. Ask: “What animal is this?” If no one can identify the animal, ask an aide to answer, or answer the question yourself.  \n2. When a student says,“bear,” write “bear” in the smaller, inner circle of the circle-incircle chart. Write very legibly. Students will be copying these words later.  \n3. Ask: “What can the bear do?” If no one answers, prompt the students. Ask: “Can the bear fly?” Another good question: “Can the bear drive the bus?” If no one answers, ask an aide to answer, or answer the question yourself. Possible answers include walk, climb, roar. Students may come up with different answers. Ask the question several times, and allow different children to answer. Write the answers in the large circle. Leave space between the words.  \nAutism & Reading Comprehension 99  \n© 2011 by Joseph Porter, M.Ed. Future Horizons, Inc.  \n4. Ask: “What does the bear have? If no one answers, prompt the students. Ask: “Does a bear have feathers?” This question should be repeated every time the animal in question has either fur or feathers. Other good questions: “Does the bear have four eyes?” “Does the bear have wings?” If no one answers, ask an aide to answer, or answer the question yourself. Possible answers include two eyes, claws, fur. Students may come up with different answers. Ask the question several times, and allow different children to answer. Write the answers in the large circle. Leave space between the words.  \n5. Ask: “What does the bear like? If no one answers, prompt the students with a guessing game. Say: “The bear likes to eat meat in a bun. We sometimes put ketchup on it. We get it from the drive-thru.” Do this for the other two answers. If no one answers, ask an aide to answer, or answer the question yourself. Possible answers include honey, fish, hamburgers. Students may come up with different answers. Ask the question several times, and allow different children to answer. Write the answers in the large circle. Leave space between the words. NOTE: Guessing games may be stressful for some children. If students appear to be getting agitated or panicky, just tell them the answer. The lesson is more important than the game.  \n6. Praise students and pass out reinforcers.  \n7. The children return to their desks. Pass out pencils and blank graphic organizers.  \nOn each desk, tape the circle-in-circle chart on the left and the branch organizer on the right. (Always emphasize a left-to-right progression when teaching reading and writing.)  \n8. Say: “Write your name on your paper.” Make sure everyone writes his or her name. Then say: “Write the date. It is on the board.” Make sure everyone writes the date.  \n9. Say: “Copy the words from the circle-in-circle chart on the board onto your circle-incircle chart.” They do not have to copy all of the words at first.  \n10. Say: “Now we will do the branch organizer.” On the branch organizer on the board, write “Bear” on the top line and “Can,” “Has,” and “Likes” on the three spaces under the top line. Say: “Copy the words onto your charts.”  \n11. Ask: “What can the bear do?” Point to the words on the circle-in-circle chart.  \nEncourage students to look at their own chart. If","cbCaii9uDnyJUuAc","https://ap.wps.com/l/cbCaii9uDnyJUuAc","pdf",215328,"English","# Materials\n# Before the Lesson\n# Teaching the Lesson\n## Gather and Introduce\n## Build Can/Has/Likes Sentences\n## Copy onto Charts and Practice","[{\"question\":\"What materials are needed for the BEAR Sentence-Building Exercise 1?\",\"answer\":\"The lesson uses a photograph of a bear, circle-in-circle charts and branch organizers, lined paper, tape, three chart paper pieces, and markers (dry-erase and watercolor).\"},{\"question\":\"What should the teacher do if a student gives a nonsensical word or becomes stressed during guessing?\",\"answer\":\"If a nonsensical response is used, the teacher models the whole sentence and guides students back to the chart to find something the bear can do/has. For stress during guessing games, the teacher recommends simply telling the answer since the lesson goals matter more than the game.\"}]","The BEAR - Sentence-Building Exercise - 1 | PDF",1789505920]