Lovable Brennan Bear brings fun, unique concept lessons to the classroom every week, from September through May.
- Understand basic concepts for the classroom
- Improve listening skills for the classroom
Teach concepts centered on exciting, seasonal themes. The concepts are introduced and reinforced through heartwarming, humorous stories about Brennan Bear. Children listen for the target concepts in the stories, story questions, and activity directions.
The weekly activities keep your group buzzing with laughter and learning. Most of the activities are ready to teach. The activities and materials include:
- creative stories
- fun worksheets for following directions
- materials and instructions for hands-on activities
- monthly take home letters and activities
- progress rechecks
A total of 86 concepts are taught in forty weekly lessons. There are two activities in each lesson. Some of the concept pairs/groups are:
- next to/away from
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- Students need to understand semantic connections among words. It may be necessary to target understanding of basic concepts that underpin the vocabulary required to access the curriculum (Taylor-Goh, 2005).
- In-depth knowledge of word meaning helps students comprehend what they read and helps them use words accurately in speaking and reading (Taylor-Goh, 2005).
- Students who struggle with vocabulary acquisition need more trials than typical language learners to maximize vocabulary growth (Montgomery, 2007).
- A systematic approach to teaching vocabulary, including direct and indirect instruction, teaches students that vocabulary is important for learning language and for reading (Beck, McKeown, & Kucan, 2002).
- Klein and Freitag (1991) found that instructional games enhance the motivation of students in the areas of attention, relevance, confidence, and satisfaction, without sacrificing performance.
- Impairment in the ability to comprehend concepts will negatively affect communication and should be targeted for intervention (ASHA, 2000).
Listening for Basic Concepts All Year 'Round incorporates these principles and is also based on expert professional practice.
American Speech-Language-Hearing Association (ASHA). (2000). Guidelines for roles and responsibilities of the school-based speech-language pathologist. Retrieved March 16, 2010, from www.asha.org/docs/pdf/GL2000-00053.pdf
Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford Press.
Klein, J.D., & Freitag, E. (1991). Effects of using an instructional game on motivation and performance. Journal of Educational Research, 84(5), 303-308.
Montgomery, J. (2007, November). Vocabulary interventions for RTI: Tiers 1, 2, 3. Paper presented at the American Speech-Language-Hearing Association Convention, Boston: MA.
Taylor-Goh, S. (2005). Royal college of speech & language therapists: Clinical guidelines. United Kingdom: Speechmark.