tips planning form for infants and toddlersthis material is copyright protected by the rollins...

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: Spring Author: Bright Baby Touch and Feel

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? Use the song “I’m a little seed” to engage children with the book. Lyrics are as follows: I'm a Little Seed (to the tune of "I'm a Little Teapot") I'm a little seed, Brown and fat, I haven't got a front, And I haven't got a back. Plant me in the earth, Give me water each day, I'll grow to be a flower, While you play!

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? The name of this book is Spring. See this soft baby chick? We can see baby chicks in the spring. Let’s read the book and find out what else we can see in the spring!

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

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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 Blossom Blossom – a

flower on a

tree

We see flowers on

trees – blossoms – in

the spring time.

2 Chick Chick – a baby

chicken

Look at this soft baby

chick! Let’s touch him

and feel his soft

feathers. Peep peep!

3 Easter egg Easter egg –

an egg you

decorate and

hide.

I see this beautiful

Easter Egg! It has

beautiful, shiny dots

and squiggly lines

decorating it, and a

ribbon on top! I think

someone did a great

job making this egg

beautiful.

4 Fawn Fawn – baby

deer

I see another baby

animal on this page!

We saw a baby chick,

and this fawn is a

baby deer. Look at his




soft ears, and spotted

back.

5 Rabbit, nose Wrinkle your

nose, like a

rabbit

Sometimes we see

rabbits in the spring

time! I think this

rabbit has such a soft

nose. Let’s touch this

rabbit’s nose.

6 Plant Act out

watering a plant

Look! This little girl is

watering her plant!

Plants need water to

grow. I think this

little girl wants her

plant to grow big and

healthy.

7,8 Flower Garden –

where lots of

flowers are

planted

I see a lot of flowers!

Flowers grow in the

spring. Let’s feel this

beautiful flower; its

petals are so smooth.

9 Lamb Lamb – baby

sheep

A lamb is another

baby animal that we

can see in spring!

Feel this baby lamb -

it is so soft. Baa, baa!

10 Nest Nest – where a I see 2 birds in this




bird lives nest, tweet-tweet!

They look so safe and

happy in their little

nest. We can see lots

of birds in the spring.

S: Summarize the Book Restate the purpose of the read “We just read about many things that we see in the spring..”

“Let’s look back at (show previous illustrations and pair with target vocabulary) all of the things we can see in springtime.”

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

vocabulary to name pictures.

Ask simple questions about events, characters’ actions or feelings:

What questions will you ask children about the events and characters in this book?

What does the chick sound like?

Where is rabbit’s nose?

What is the little girl putting on her plant?

Where do the birds live?

What does a lamb sound like?

Respond to the child’s answers by promoting language:

o Acknowledge answer or give the answer for infants and young toddlers 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? With young infants, you will need to ask the question, pause and then provide the answer. Remember to

acknowledge all attempts to communicate from the child (eye gaze, pointing, vocalization, etc.). For

example, if the child is able to mimic the motion of “watering”, you can respond with “Yes, the little girl is

watering her plant!” Or if the child points to the rabbit’s nose, you could say, “I see you pointing to rabbit’s

nose! It is so soft!” You can also ask either or questions to your young toddlers (ex: Do the birds live in a

nest or in a house?”)




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 and reinforce vocabulary of the book?

Activity Materials Needed Focus Vocabulary

Let toddlers paint flowers and place in a classroom garden. (Have cut outs of flowers ready to paint, let toddlers finger paint or use small brushes. Hang flowers in one area of your classroom, on children’s level, to create a classroom garden.)

Paint, flower cut outs, construction paper for stems and leaves as you hang your flowers

Spring

Garden

Seed

Plant

Flower

Add soft animals to your classroom environment that you would see in the springtime (rabbits, birds, lambs, chicks, deer). Allow children to interact with the toys, pushing in the naming vocabulary from the book

Assorted stuffed animals. Soft

Fluffy

Feathers

Fur

Add watering cans to water tubs for your toddlers, for water play.

Small plastic watering cans, tubs for water

Grow

Plants

Seeds

Watering Can

Find the Perfect Pair What informational/storybook might go well with this book, to support children’s knowledge and understanding? Baby Loves Spring by Karen Katz The Very Hungry Caterpillar by Eric Carle Fuzzy Bee and Friends Cloth Book

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:




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 could you read that reflect the cultures and languages of the children you teach? ______________________________________________________________________________________________________________________________________________________________________________

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

Home Language 1 (SPANISH) Home Language 2

Spring Primavera

Chick Polluelo

Flower Flor

Watering can Regadera


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