tips planning form for infants and toddlersengage the child/children in a playful and loving...

This material is copyright protected by the Rollins Center for Language & Literacy at the Atlanta Speech School. Please reproduce for use with teachers, leaders, and parents. For more information, contact the Rollins Center at [email protected].

TIPS PLANNING FORM FOR INFANTS AND TODDLERS Tune In, Introduce the Book, Promote Language, Summarize the Book

Book Title: Music/ Musica Author: Milet Publishing

T: Tune In

Engage the child/children in a playful and loving interaction

Capture the child’s/children’s interest in the book you have chosen What will you do to tune in and engage the child/children with this book? Get the child/children’s attention by having your class play with instruments - play loud and quiet, fast and slow!

I: Introduce the Book

• Draw the child/children’s attention to the illustration on the book’s cover.

• Name the title of the book, briefly tell what it is about, and set the purpose for reading: “The name of this book is __________________” (It looks like… See this …This book is about …).

“Let’s read the book and find out (state purpose). What will you say to introduce this book? This book is called Music/Musica! Look! I notice lots of different instruments (instruments make music)! This book will tell use the names of the instruments in both English and Spanish. Let’s read to learn more about these instruments and the music they make!

P: Promote Language

Engage in Responsive Interactions throughout the read:

• Use child directed speech, touch, and a joyful nurturing voice.

• Stay tuned in to children’s interests throughout the read – “read the child”.

• Model book handling skills without interrupting the flow of the story. “Let’s turn the page and see what happens next.”

• Connect to children’s life experiences while reading

mailto:[email protected]


Rollins Center for Language & Literacy

P.A.T. the Vocabulary: Which words will you select to

Point, Act, Tell?

Talk around the Book:

Use Think Alouds What comments will you

make to explain character’s actions and feelings, and connect

events?

Page # Point Act Tell Your Think Aloud Comment

1, 2 Electric guitar

Drum set

Guitar- Pretend to

strum a guitar.

Drums- pretend to

bang on drums.

These instruments

can make very loud

music! Let’s keep

reading to see what

other kinds of music

we can make.

3,4 Violin

Piano

Violin- pretend to

play a violin.

Piano- pretend to

play a piano.

I like the sounds the

violin and piano

make. These

instruments make

beautiful, pretty,

sounds! These

instruments can

make quieter, or

softer, sounds than

the drum.

5, 6 Trumpet

Saxophone

Wow! The trumpet

and the saxophone

are so shiny and gold!

You have to blow (Act

out- blowing) into

these instruments to




make music (point to

mouth piece).

7, 8 Bongos

Tambourine

You can use your

hands to make music

with these

instruments. You

make music in a

similar, or the same,

way with both of

these instruments.

9, 10 Double bass

Harp

11, 12 Harmonica

Bagpipes

I think the harmonica

and bagpipes are very

unique instruments,

very different! I do

not hear their music

all the time. Let’s flip

the page and see

what instrument is

next!

13, 14 Clarinet

Flute

Clarinet – use

fingers to pretend

to play a clarinet

The flute and clarinet

are wind instruments.

That means they use

a small wood mouth

piece (point) to make

their pretty sounds.

They look similar, or




the same. Their music

can be soft/quiet.

15, 16 Bass drum

Trombone

For some

instruments, you can

use your hands to

play and other

instruments you use

your mouth. The

drums are an

instrument that you

use your hands with

and the trombone is

one that you use your

mouth to make

music. Both of these

instruments make

deep (lower your

voice), loud sounds.

17, 18 Acoustic guitar

Mandolin

I notice that these

two instruments look

similar, they look the

same! I wonder if the

music they make

sounds similar?

19, 20 Accordion

Conga drums

Accordion- move

hands back and

forth to middle of

your body to

pretend to play

I see a little keyboard

(point to)! This part of

the accordion looks

similar to, or the

same as, a piano!




Conga drum-

pretend to pat a

drum

These two

instruments need

your hands to make

their loud music.

S: Summarize the Book Restate the purpose of the read “We just read about _________________________________.”

“Let’s look back at (show previous illustrations and pair with target vocabulary)” “We just read about a lot of instruments! Let’s look back at all of the unique – or different – instruments we saw!”

Encourage children to point to pictures that show meaning of key words or, if they are talking, to use

key vocabulary to name picture

Ask questions: How do you play the drums? How do you play the guitar? What’s your favorite

instrument?

For older toddlers: what open-ended questions can you ask to promote critical thinking?

- What is your favorite instrument? Why?

- How are the trumpet and the saxophone similar? How are they different?

For older toddlers: what other Tier 2 words (outside the book) can you introduce and reinforce?

Different, similar, unique

Respond to the child’s answers by promoting language:

o Acknowledge answer and extend child’s answer. o Provide supports as the child responds o Model vocabulary and well-formed sentences

Note: Keep in mind it’s most important to model turn-taking in conversation and to model the vocabulary and

language you want the child to use eventually. It is not so important to ask the child to recall specific details.

How will you support children’s language in their answers?

Build upon child/children’s response with new Tier 1 and Tier 2 words

Scaffold questions (Either/Or, Fill in the blank)

Recast child/children’s response

Extend the Book




Implement extension activities during other times of the day (e.g., indoor or outdoor play, center time,

small group) and explain how they connect to the book you read.

What will you plan to extend the book to other times of the day to reinforce the vocabulary of the book?

Activity Materials Needed Focus Vocabulary

Have various instruments out for students to access at will, lead them in creating a parade.

Instruments

Instruments featured Sounds made from instruments: (Loud, Quiet, Soft, Fast, Slow, Deep) Parade Create Music Similar Unique

Have children listen to CDs of different types of musical instruments

CDs Radio

Same as above

Make a guitar or drum by using different recycled materials!

Recyclable items Paint Rubber bands

Same as above

Find the Perfect Pair What informational/storybook might go well with this book, to support children’s knowledge and understanding? Mouse Paint Beautiful Oops

Adaptations for DLLs What adaptations will you make to increase the understanding and participation of the dual language learners in your classroom?

What languages are represented in your classroom? _____________________________________________________________________________________

Is this book available in these languages? _____________________________________________________________________________________

Does the book avoid cultural stereotypes? ___________________________________________________

If you don’t speak the home language(s), who can read the book with DLLs in their home language(s)? A family member? A community volunteer? Another teacher? ____________________________________

What other language/cultural resources are available to you? ___________________________________

Identify a few target words, including some Tier 1 words, and phrases in the book to learn in the home language:

Vocabulary in English Words in Child(ren)’s home language(s)

Quiet Home Language 1 Home Language 2

Instruments




Do you need any props or materials? _____________________________________________________________________________________

How do you plan to support the conversation with dual language learners? What will you need to keep in mind? _____________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________

What other books on this topic can you read that reflect the cultures and languages of the children you teach? __________________________________________________________________________________________________________________________________________________________________________

Loud

Shiny


tips planning form for infants and toddlersengage the child/children in a playful and loving...

Documents