Bear with Me
This almost wordless book uses the title phrase to illustrate the bond a child shares with their stuffed teddy bear. Since the very beginning, this duo has shared a daily routine and are rarely apart. Readers can relate to the feelings this little child has when facing the first day of school without bear. Their uncertainty at the start of the school day transitions to a story of resilience, as the child carries bear with them, not physically, but in their heart and through their actions. The thought of readers missing the opportunity to read a story filled with examples of love, bravery, and friendship is frankly, well, unBEARable.
Pennsylvania Center for the Book Awards
Book Activities & Discussion Ideas
This storybook calls out for expressive reading, even though there are only three printed words in the book! For example, read the words “Bear With Me”--- loudly and tearfully when the father takes Bear to the washer, with great effort when the child tries to fit Bear into the book bag, proudly when the child shows her painting, and joyfully when the child hugs Bear on returning home. Children who are beginning to read can notice that the size and design of letters as well as the punctuation help us decide how to read the words with expression. On re-reading, adults can point to the words, and encourage children to read them dramatically.
As a follow-up activity, invite children to bring a favorite item/toy for ‘show and tell’, perhaps one that they miss when they are at school, or maybe one that they, too, have had “forever.”
After examining the cover illustration, adults and children can notice that the first pages show a gift arriving for a new baby. Consider together whether that might be the bear and baby from the book’s cover. If so, the child has probably loved this bear since infancy.
When reading this book with younger children, adults can point to each picture and use simple words to describe what’s happening. This POINT AND TELL technique will help children’s vocabulary grow. Children may want to “read” along with adults and label or describe some of the pictures themselves. Simply pointing and saying one word is a good start to becoming a reader.
Older children will be eager to examine the pictures more closely and answer questions about what’s happening in them (e.g. “Oh! Oh! What do you think the Mommy is saying now?”) Help children relate the story to how they feel about their own favorite toys.