TIPS Planning Form for Infants and Toddlers

Transcription

1 TIPS Planning Form for Infants and Toddlers Tune In, Introduce the Book, Promote Language, Summarize the Book Book Title: Just Grandma and Me Author: Mercer Mayer 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? Sing a song like, To the Beach : (Sung to London Bridge) We are going to the beach, to the beach, to the beach. We are going to the beach, in our bathing suits. We will find there rocks and shells, rocks and shells, rocks and shells. We will find there rocks and shells, to gather by the water. We will build a sand castle, sand castle, sand castle. We will build a sand castle, with bridges and a tower. We will have a picnic too, picnic too, picnic too. We will have a picnic too, with sandwiches and oranges. Home we head with sunburned cheeks, sunburned cheeks, sunburned cheeks. Home we head with sunburned cheeks, and treasures from our visit. 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 Just Grandma and Me. This is Little Critter and his grandma. They are at the beach together relaxing under the umbrella! I wonder what they did at the beach. Let s read and find out!

2 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. 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 Little Critter, Grandma, Bus 3, 4 Umbrella Beach umbrella- a covering that is used to keep you out of the sun Little Critter and his grandma are going to ride the bus to go to the beach! I m thinking Little Critter is telling the story about his beach adventure! Little Critter was trying to stick the umbrella into the sand, but the wind was blowing so fast that it blew the umbrella right up into the air.

3 5, 6 Kite Oh, no! Little Critter s kite fell down and landed on the cow s head. Little Critter is probably thinking, I hope that cow doesn t get angry with me. I didn t mean for my kite to fall. It was just an accident. It was a mistake! 7, 8 Hot dogs, Inedible Inedible- you The hot dogs got Sand (scrunch up can t eat it sand on them. You face) can t eat sand. It s inedible. That s why Little Critter had to wash them off- to get the sand off of them. 9, 10 Seashell, Crab- an It looks like a crab is Crab animal that living inside that pinches shell! I bet Little Critter is afraid that he might get pinched by that crab!

4 11, 12 Seahorse, Grandma Blow 13, 14 Float- stay on top of the water 15, 16 Fins, Fins- you put Mask them on your feet to help you swim Mask- you put it on your face so that you can breathe easier under the water Little Critter is wearing the float that Grandma blew up. It will help him float on top of the water so he won t sink down; but Little Critter still looks afraid. I bet he s glad his grandma is holding him. Grandma is still holding on to Little Critter so he will feel safe in the water. Little Critter can t swim by himself yet.

5 Snorkel- swim under water 17, 18 Hole, Toes Dug 19, 20 Sandcastle Big wave Sandcastlesand that is made into the shape of a castle, a big house where princes and princesses live 21, 22 Exhaustedvery tired Look at Grandma laughing! They are having so much fun together at the beach. When the big wave of water came it destroyed, it washed away, Little Critter s sandcastle. Little Critter looks so sad, but Grandma tells him he can build another one. She s trying to make him feel better. Look at Little Critter! He said his grandma was tired, but he is the one who looks tired. He looks exhausted!

6 23 Little Critter was so S: Summarize the Book exhausted, so tired, he didn t even wake up when they got off the bus. His grandma had to carry him to the house from the bus. Little Critter had so much fun at the beach with his Grandma! Restate the purpose of the read: Let s look back at (show previous illustrations and pair with target vocabulary) We just read about Little Critter and his grandma. Let s look back and see all the things they did on their trip to the beach. 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? o What did Little Critter find living in the seashell? o What happened to Little Critter s sandcastle? For older toddlers: what open-ended questions can you ask to promote critical thinking? o How did Little Critter feel after the beach adventure? o What activities did Little Critter and his Grandma do at the beach? For older toddlers: what other Tier 2 words (outside the book) can you introduce and reinforce? Exhausted, Accident, Destroyed, Inedible

7 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? o Recast child/children s answer and build upon response by using Tier 2 words! o Scaffold questions by using Either/Or and Fill in the Blank 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 Connection to the Book Have wet sand at the sand table. Show children how they can stuff cups full of wet sand and then turn upside down to make sand castles. Sand (wet) Sensory table Cups or castle molds Castle Destroyed Inedible Fly small kites outside! Kites Wind Sink or float with a tub of water, experiment with different items (block, crayon, leaf, feather, etc.) to see what will sink and what will float. Water table Sink/Float items Sink Float Water Find the Perfect Pair What informational/storybook might go well with this book, to support children s knowledge and understanding? At the Beach by Anne and Harlow Rockwell 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?

8 Identify a few target words, including some Tier 1 words, and phrases in the book to learn in the home language: Vocabulary in English Grandma Sandcastle Beach Kite Words in Child(ren) s home language(s) Home Language 1 Home Language 2 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?