TIPS Planning Form for Infants and Toddlers · The name of this book is Arctic Animals. Look! These...
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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: Who’s That: Arctic Animals Author: Tad Carpenter 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? You can use an owl or fox puppet (or any other arctic animal puppet that you have on hand, or create yourself) to sing the “Good morning” song to your toddlers. This will engage their interest and connect them with the book. The lyrics to one good morning song follows: “Good morning, (child’s name), Good morning, (child’s name), Good morning, (child’s name), We’re glad you came to school!” 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 Arctic Animals. Look! These are all artic animals! Arctic animals live where it is really cold and snowy. Let’s read and find out what kinds of animals live in the snow! 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
Transcript of TIPS Planning Form for Infants and Toddlers · The name of this book is Arctic Animals. Look! These...
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: Who’s That: Arctic Animals Author: Tad Carpenter
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? You can use an owl or fox puppet (or any other arctic animal puppet that you have on hand, or create yourself) to sing the “Good morning” song to your toddlers. This will engage their interest and connect them with the book. The lyrics to one good morning song follows: “Good morning, (child’s name), Good morning, (child’s name), Good morning, (child’s name), We’re glad you came to school!”
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 Arctic Animals. Look! These are all artic animals! Arctic animals live where it is really cold and snowy. Let’s read and find out what kinds of animals live in the snow!
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
1,2 Feathers,
Eyes, Owl
Who’s that (shrug),
all the way around,
turn head
A snowy owl is
the same color
as the snow! She
BLENDS in to the
snow, so no one
can see her!
3,4 Water, Ice,
Seal
Who’s that?, barks Fur- Hair I see the seals,
laying around on
the ice and
eating fish! I bet
they like to live
where it is so
cold, where it is
FREEZING,
because they are
Arctic animals.
5,6 Bushy tail, fox Who’s that?, quick
(move hand
quickly), long (move
hands apart)
Sly - sneaky
Bushy- really big
and hairy
I think that this
Arctic fox
BLENDS in to the
snow, just like
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the owl. See,
he’s the same
color as the
snow, so he
BLENDS in.
7,8 Walrus, tusks Who’s that?,
Mustache (point to
upper lip),
Sunbathing –
sitting out in the
sun
Tusks- long teeth
I see that this
walrus loves to
sit on the ice!
BRRR, I bet that
it’s FREEZING!
But he’s an
Arctic animal, so
he likes it when
it is really cold!
9,10 Paws, Polar
bear
Who’s that?, Smell
(sniff air)
Look, the polar
bears BLEND in
too! They are all
white, just like
the snow and
the ice. I see
that they like to
eat fish, just like
the seals.
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11,12 Antlers,
Reindeer
Who’s that?, runs
fast
Hoofed feet – feet
that look like
horse’s feet
Oh, a reindeer is
an Arctic animal
too. But he likes
to eat plants,
not fish like the
polar bears and
seals.
13,14 Party Who’s that?, swim,
splash, run, bark
How fun! All of
the Arctic
animals are
having a polar
party! I think
that they are
having a really
great time,
playing in the
snow and ice
together. Brrrr,
what a cold,
FREEZING party!
S: Summarize the Book Restate the purpose of the read “We just read about lots of different Arctic animals.”
“Let’s look back at the Arctic animals we learned about.”
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?
Why is the owl white? (So it can blend in to the snow)
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Where do Arctic animals live? (in the snow/ice)
Who’s that? (have the children answer this for each page)
How do the animals feel at the party?
How does the walrus feel sitting there on the ice?
For older toddlers: what open-ended questions can you ask to promote critical thinking?
Why do Arctic animals need to blend in to the snow?
How do you think Arctic animals stay warm in the cold?
Tier 2 words:
Blend
Freezing
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?
It is important to repeat and extend your toddler’s answers to the questions, pushing in the Tier 2 word
specific for the story. For example, if your child responds to the question “Why is the owl white?” with
“hide”, you could say “Yes, he blends in to the snow, because he is the same color as the snow, and so
he can hide that way!”
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
Place real pictures of Arctic animals around your classroom. This will give your children a chance to see what the animals truly look like and how they blend in to the snow and ice.
Pictures of Arctic animals (poster, pictures from the internet or other books)
Arctic, Freezing, Temperature, Blend
Add ice to your sensory table, as well as plastic Arctic animals. Allow your children to explore the animals and the coldness of the ice.
Arctic animal toys, ice, water table Freezing, Temperature, Melt, Arctic, Blend
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Provide your toddlers with various pictures of animals. Allow them to glue the animals onto white paper. Talk about the animals that blend in, that are the same color as the paper. These are likely Arctic animals.
White paper, glue, pictures of animals
Blend, Freezing, Arctic
Find the Perfect Pair What informational/storybook might go well with this book, to support children’s knowledge and understanding? The Snowy Day by Ezra Jack Keats Just a Snowman by Mercer Mayer
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? ________________________________________________________________________________ ______________________________________________________________________________________
Vocabulary in English Words in Child(ren)’s home language(s)
Home Language 1 (SPANISH) Home Language 2
Owl buho
Fox Zorro
Ice hielo
Snow nieve
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What other books on this topic could you read that reflect the cultures and languages of the children you teach? ______________________________________________________________________________________________________________________________________________________________________________
