TIPS Planning Form for Infants and Toddlers Tune In, Introduce the Book, Promote Language, Summarize the Book T: Tune In Book Title: Curious George Goes ing Author: H.A. Rey 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 to engage your child/children) One, two, three, four, five, Once I caught a fish alive, Six, seven, eight, nine, ten, Then I let it go again. Why did you let it go? Because it bit my finger so. Which finger did it bite? This little finger on the right. 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 Curious George Goes ing! Look at Curious George! He is sitting on a dock trying to catch a fish! Let s read and find out about Curious George s fishing adventure. 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 George Curious (Tap 2 Man, Pole on a string, George, String 3 George, Lake 4 Man, String 5 Man,, George finger on head) Where (Shrug shoulders) Hook (Make a hook with your index finger), Water Caught a fish (Act like you are reeling in a fish) Curious: He has lots of questions! Lake: A place where there is water and fish I see George looking up at the top of the wall! I wonder what he is thinking about here. The pole on the string is a fishing pole! I am thinking the man is going to go fishing! George is following the man to the lake! He wants to see what the man will do! Look! The man is on the dock (point) fishing in the lake (point). George is jumping up and down with his arms up! He is so
happy that the man caught a fish! 6 George I m thinking George wants a stick just like the man (Point to the man s fishing stick). 7 Mop, String 8 George, Food (Cheese) 9,10 String, Stick, Hook, Food, Lake 11, 12 George, String, Water Tied (pretend to tie something) Hook (Curl your index finger up like a hook) Would (arms up and make questioning face) I think that was a smart idea! The mop will make a great fishing stick! Wow! I m thinking George is very prepared, he is ready to fish! George is sitting on the dock with his fishing stick in the lake. I hope he catches a fish!
13, 14, Ate (Pretend Curious: The Wow! There are so Cake on a like you are fish were many fish! I bet they string, taking a big interested like the smell of the Big bite) cake! 15, 16 String, Pulled up the George liked the Cake string (pretend cake! I m thinking reeling), you would love cake George likes the too! It is yummy! cake (pretend eating) 17, 18 George, Hand (act like I wonder if George, you were trying can catch a fish with Hand, to catch a fish his hands. Let s turn Water with your the page and see! hands), Reached (act like you are reaching) 19, 20 George, SPLASH! Oh no! George is in Lake Fell (pretend to the lake with the fall) fish! He is all wet! 21, 22 George, Kite: Bill, Something Kite that flies in the sky
23, 24 Kite Fly kite (act like S: Summarize the Book you are flying a kite) George loves flying the kite with Bill! He is running all over the grass with a big smile on his face. He is happy! I think he likes flying the kite a lot more than fishing! 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 Curious George s fishing day. Let s look back and remember all that he did! 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 questions about events, characters actions or feelings: What questions will you ask children about the events and characters in this book? o Tell me about when Curious George tried to catch a fish with his hands? o What did George find to make his fishing pole? (Mop, hook, string, and cake for bait!) For older toddlers: what other Tier 2 words (outside the book) can you introduce and reinforce? Prepared, Creative, Adventure 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 adding in Tier 2 words! o Scaffold questions like either/or and fill in the blank questions 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 Paper Curious Tissue paper Kite Stickers Adventure Glue Creative Make paper kites and use tissue paper or stickers for decorations Water table: Put blue dye in the water table with plastic fish. Make a fishing pole out of a stick, string, and a paper clip as the hook to try to catch the fish! Or have the children try to catch fish with their hands like George! Pipe cleaner fishing: Make a fish and fishing pole out of pipe cleaners Water table Blue dye Stick, String, Hook (paper clip) Pipe cleaners Curious ing pole Prepared Creative Prepared ing pole Find the Perfect Pair What informational/storybook might go well with this book, to support children s knowledge and understanding? At the Beach by Salina Yoon 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:
Kite Monkey 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? Vocabulary in English Words in Child(ren) s home language(s) Home Language 1 Home Language 2 What other books on this topic can you read that reflect the cultures and languages of the children you teach?