Download - TIPS Planning Form for Infants and Toddlers · 9,10 Goat, spider, web Jump, maa (make sound), didn’t answer (shake head) Look at the spider’s web – it’s getting so big! She

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TIPS Planning Form for Infants and Toddlers

Tune In, Introduce the Book, Promote Language, Summarize the Book

Book Title: The Very Busy Spider Author: Eric Carle

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 tune in and engage your children by using any song about farm animals. One that you might choose to use is “Old McDonald Had a Farm”. Lyrics are as follows: “Old McDonald had a farm, E, I , E, I , O And on that farm he had a pig, E, I, E, I , O With an oink, oink, here And an oink, oink there Here an oink, there an oink, everywhere an oink, oink. Old McDonald had a farm, E, I, E, I , O!” Continue to add animals and sounds (cow, sheep, horse, chicken)

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 The Very Busy Spider. This spider is working really hard to build a web on a farm. Let’s read and find out who she sees on the farm.

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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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 Spider,

thread,

fence post,

web

Wind (blow

softly)

Thin – really

skinny

Silky - soft

I see this spider has

found a great place to

build, or CONSTRUCT,

her web.

3,4 Horse,

spider, web

Neigh (make

sound), ride

(bounce up

and down)

Spinning –

making her

web

The spider didn’t even

answer the horse. I’m

thinking that she is so

DETERMINED to build

her web (that means

she won’t give up) that

she won’t stop to do

anything.

5,6 Cow, spider,

web

Moo (make

sound), didn’t

answer (shake

head)

I notice that the spider

is not answering the

cow either, because she

is so DETERMINED to

finish her web, she

won’t give up.

7,8 Sheep,

spider, web

Baa (make

sound), didn’t

Bleated- Said

Meadow – a

I see that the spider

doesn’t want to run

with the sheep. She’s




answer (shake

head)

big grassy

area

really busy

CONSTRUCTING, or

building, her web.

9,10 Goat, spider,

web

Jump, maa

(make sound),

didn’t answer

(shake head)

Look at the spider’s

web – it’s getting so

big! She is working so

hard and she is so

DETERMINED to build

that web – she won’t

give up! So, she won’t

even answer when the

goat wants her to go

jump with him.

11,12 Pig, spider,

web

Grunt (make

oinking sound),

didn’t answer

(shake head)

I don’t think that

spiders like rolling in

the mud, even when

they are not building

webs!

13,14 Dog, spider,

web

Bark (make

sound), didn’t

answer (shake

head)

I see this fly, right by

the dog’s head. I

remember this fly from

other pages. I wonder

why it’s flying around.

Let’s read and find out.




15,16 Cat, spider,

web, fly

Meow (make

sound), didn’t

answer (shake

head)

Look at the spider’s

web, it looks almost

finished! She has been

so DETERMINED to

CONSTRUCT, or build,

her web, that she is

nearly done!

17,18 Duck, fly,

spider, web

Quack (make

sound), swim

(make

swimming

motions with

arms), didn’t

answer (shake

head)

I’m thinking that the

spider is still not

answering the animals

because she is so

DETERMINED to finish

her web – she won’t

give up! And, I notice

that the web is filling up

almost the whole space

between the fence

posts! It’s going to be a

beautiful spider web!

19,20 Rooster,

spider, fly,

web

Cock-a-doodle-

do (make

sound), catch

(make motion

of catching

with hand),

Pesky:

annoying

Just like that

– really fast

Oh my! The spider

caught the fly in the

web that she

CONSTRUCTED, she

built! Spider webs are

very sticky, so the fly




just like that

(snap fingers)

would stick to the web

when he flew into it.

And, now the spider will

eat that fly for her

dinner! Yum, yum!

21,22 Owl, web,

spider

Whoo (make

sound), asleep

(fold hands,

tuck under

head like you

are asleep)

I see that the spider is

so tired from

CONSTRUCTING, or

building, her web, that

she has fallen fast

asleep. She saw so

many farm animals, but

she didn’t stop to play!

She was DETERMINED

to build her web, and

catch her dinner! That

spider did not give up!

S: Summarize the Book Restate the purpose of the read: “We just read about a spider building, or CONSTRUCTING, her web on

a farm. Let’s look back at all of the animals that she saw while she was working”

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 does the pig (or goat, or cow) sound like? o What did the horse want the spider to do? o How did the spider get to the farm? o How did the spider feel when her web was finished?




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

o Why didn’t the spider answer the farm animals when they asked her to play? o How did the spider catch the fly?

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 few Tier 2

words specific for the story. For example, if your child responds to the question “Why didn’t the spider

answer the animals?” with “She was busy”, you could reply with the following:

“Yes, she was busy CONSTRUCTING her web. She was really DETERMINED to finish that web and catch

her dinner!”

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

Allow your toddlers to squeeze glue all over a piece of black construction paper. Then, provide them with several lengths of yarn to construct their own spider web.

Black construction paper, bottles of glue, yarn

Construct, web, spider, determined

Place various farm animals in your classroom for use during center time. Allow your children to interact with the animals as they move through centers.

A variety of assorted farm animals

Cow, horse, sheep, pig, goat, chicken, rooster, farm

Create a spider web in the doorway of your classroom using painter’s tape. Place the tape sticky side facing into the classroom. Crumple up paper to create balls and have

Painter’s tape, crumpled up paper

Spider web, sticky, determined, fly




children take turns throwing balled up paper at the spider web, making it stick.

Find the Perfect Pair What informational/storybook might go well with this book, to support children’s knowledge and understanding? DK Touch and Feel Farm

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 Home Language 2

Spider

Web

Fly

Farm
