TIPS PLANNING FORM FOR RHYTHM AND RHYME...rhyming words. Rhythm read: Here is our book, My Truck is...

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TIPS PLANNING FORM FOR RHYTHM AND RHYME

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

Book Title: My Truck is Stuck! Authors: Kevin Lewis and Daniel Kirk

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?

One song you could use to capture children’s attention and engage them with the book is “The Dump Truck

Song.” The lyrics are as follows:

THE DUMP TRUCK SONG

(sung to the tune of “one little, two little, etc.)

Bumpity-bumpity comes the dump truck,



Duuuuuuuuump out the load!

I’ve got oranges in my dump truck,



Duuuuuuump out the load!

I’ve got rocks in my dump truck,



Duuuuuump out the load!

*You can add or delete verses as you wish. Other verses could include boxes, garbage, bones, or anything

else that your class would like the dump truck to haul!

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Rollins Center for Language & Literacy

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 (state purpose).” The purpose of each read will be different: o For the meaning read, the purpose is to find out what happens during the story. o For the rhyme read, the purpose is to listen for words that sound the same, or rhyme. o For the rhythm read, the purpose it to hear the rhythm, or beat, of the words – like a song!

What will you say to introduce this book?

Meaning read:

The name of our book is My Truck is Stuck! I see this dump truck on the cover, hauling (or carrying) bones.

The driver looks upset because his truck is in a hole! I wonder how he will get his truck out of the hole. Let’s

read and find out.

Rhyme read:

Look, we have our book My Truck is Stuck! to read again today! We have read this book before, and I have

noticed that there are many words that rhyme, or sound the same at the end, in this book. Even the title has

words that rhyme! Truck and stuck both have the “uck” sound at the end. Let’s read and listen for the

rhyming words.

Rhythm read:

Here is our book, My Truck is Stuck!. Remember that we have read it before, and found out how the driver

got his truck out of the hole. Today, we are going to read it again, and sing it like a song! Let’s listen for the

beat, or rhythm, of our book today.

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 – “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.




Meaning Read

PAT the Vocabulary:

Which words will you select to

Point, Act, Tell?

Meaning Read

Talk Around the Book

Use Think Alouds

What comments will you make to

explain characters’ actions and

feelings, and connect events?

Rhyme Read

Draw Attention to

Rhyming Words

What words will you

emphasize?

Page Point Act Tell Think Aloud Comments Rhyming Words

1,2 Dump truck,

load

Round and

round

Load – all of

the things he is

carrying

Look at this dump truck

HAULING, or carrying, all of

those bones!

Road/load

Roll/hole(p3)

3,4 Hole, truck Grind, roar,

“won’t go”

(shake head

no)

“Not one inch

more” – it

cannot move

at all, not even

a little bit!

Rotten - bad

Oh no! The truck is stuck in a

hole! That is rotten, or bad,

luck.

Luck/truck/Stuck

5,6 Car,

travelers

Beep, beep! Travelers –

people who

are going

somewhere

Know/go

Car/far

7,8 Truck, stuck Tow (act like

you are

pulling),

“won’t go”

Tow – to pull Oh no! Even with the car

towing the dump truck, it

won’t move! The driver must

be FRUSTRATED, or upset,

that his truck is still stuck!

Luck/truck/Stuck

Tow/go




I see 2 little dogs taking

some of the bones, too! Oh

no!

9,10 Van, moving

man

Beep, beep! Moving van –

carries (or

HAULS)

furniture to a

new house

Know/go

Van/man

11,12 Truck, stuck Drag, tow,

roar, “can’t

go” (shake

head)

Even with three vehicles, the

truck won’t come out of the

hole! The truck driver must

be so FRUSTRATED, or upset,

that his truck is still stuck!

And look – I see that even

more little dogs are taking

bones from the load that he

is HAULING! Oh no!

Luck/truck/

Stuck

Tow/go

13,14 Jeep,

hillside

Help (wave

arms), beep,

beep!, steep

(hold arm at

steep slant)

Steep – a very

big hill

Here comes a jeep! I bet the

truck driver is thinking that

this jeep can help get his

truck out of the hole, so that

he can HAUL, or carry, his

load!

Know/go

Jeep/steep

15,16 Truck, stuck Heft and

haul (pull),

tug and tow

(pull), “won’t

go”

Now there are 4 vehicles,

but the truck is still stuck in

the hole!

Also, I see the little dogs are

still taking the bones out of

the back! Oh no!

Luck/truck/Stuck

Tow/go




17,18 Bus,

youngsters

Help!, Beep,

beep!

Youngsters –

kids

Fuss – a lot of

noise

I think that the driver is

hoping the bus can help get

his truck out of the hole.

But, see, the other dog is

using the phone to call

someone. I wonder who he

is calling.

Know/go

Bus/fuss

19,20 Truck, stuck “won’t go”

lug and lurch

(move side

to side), tug

and tow

(pull)

More rotten, bad, luck! I’m

thinking that everyone must

be getting FRUSTRATED, or

upset, that the dump truck is

still stuck!

And, I see that even more

bones are missing from the

truck, because the little dogs

are running away with them!

Oh no!

Luck/truck/Stuck

Tow/go

21,22 Mechanics,

tow truck,

hook

Honk, honk!,

“sure” (nod

head)

Mechanic –

someone who

fixes cars and

trucks

Yay! The mechanic has

come, and he can tow the

truck out of the hole!

I’m thinking that the blue

dog called the mechanic on

the phone, to come help.

Panic/

Mechanic

Know/go

Way/say

23,24 Truck Not (shake

head no)

Hooray! The truck is not

stuck!

Oh, I see that the back of the

truck is empty now.

Luck/truck/Stuck




Oh no! The little dogs have

taken all of the bones! Now

the driver does not have a

load to HAUL!

25,26 Car, van,

jeep, bus,

dump truck

Vroom,

vroom!

“Without a

fuss” – no

trouble

Oh no! The truck is not

stuck, but the little dogs

have taken ALL of the bones

from the load! Now there

are no bones to HAUL, and

the driver does not even

know about it.

Bus/fuss

Road/load (p 27)

27 I see that the truck does not

have a big load, but these

little dogs sure do! I bet the

truck driver is going to be

very FRUSTRATED, or upset,

when he sees that all of his

bones are gone! Oh no!

Road (p 26)/

Load

S: Summarize the Book

Restate the purpose of the read - “We just read about…… Let’s look back at (show previous illustrations and pair with target vocabulary, for meaning read OR show pages with emphasis on rhyme, for the rhyme read).

What will you say to summarize the book?

For the Meaning Read:

We just read about a dump truck that was really stuck! Let’s look back at all of the vehicles that tried to help

the dump truck get out of the hole.

For the Rhyme Read:

We just read about the dump truck that was really stuck, and today we listened for words that rhyme, or

sound the same. Let’s look back at some of the rhyming words in the book!




For the Rhythm Read:

We just read about the dump truck that was stuck, and listened for the beat, or rhythm, of the words. Let’s

look back at some of the pictures to see what happened in our story.

What will you do during the Summary for each of the reads?

For the Meaning Read:

● 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:

o What was the dump truck carrying, or hauling? o Where did the dump truck get stuck? o Which vehicle helped the dump truck get out of the hole? o How did the driver feel when his truck was stuck? o What happened to the bones the dump truck was hauling?

● For older toddlers: What open-ended questions can you ask to promote critical thinking? o Why couldn’t the car, van, or bus get the dump truck out of the hole? o Why was the mechanic able to get the truck out of the hole? o Why was the truck driver frustrated? o What will the truck driver think when he gets out and sees that his bones are gone?

● For older toddlers: What other Tier 2 words (outside the book) can you introduce and reinforce? FRUSTRATED, HAUL

● 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

● Support children’s language in their answers o Honor all toddlers’ responses to questions. o Repeat what they say, and expand their replies into longer sentences. o Use tier 2 words in your expansion. o Offer toddlers choices of answers if they are struggling to respond. o Honor DLLs’ use of home language when they respond.




For the Rhyme Read:

Encourage children to point to pictures that show key rhyming words or, if they are talking, to use key vocabulary to name pictures.

Ask simple questions about rhyming words, giving initial sound prompts and/or providing answer o The wheels roll and the truck falls into what? A hole (pp 2,3) o The truck is what? Stuck (all pages) o Does anyone know, how to make a stuck truck ______? GO (p 9) o No need to panic, they called whom? A mechanic (p 21)

Respond to the child’s answers by promoting language: o Acknowledge the answer or give the answer for infants and young toddlers

o Provide supports as the child responds

o Model vocabulary and well-formed sentences, emphasizing the rhyming words in the

question and answer

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?

Materials Needed Rhyming Words Focus Vocabulary

Extension Activity

Assorted trucks, small items to haul Truck, stuck

Tow, go

Haul, load

Cardboard bone cut outs, trucks Truck, stuck

Load, road

Haul, load

None Mad, sad Frustrated

Find the Perfect Pair

What informational/storybook might go well with this book, to support children’s knowledge and

understanding?

Things that Go by Tiger Tales is a good informational book to pair with My Truck is Stuck!.




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:

Vocabulary/Phrase Vocabulary/Phrase in Child(ren)’s home language(s)

English 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? (props, gestures to support your words, other visual aids) __________________________________________________________________________________

__________________________________________________________________________________

What other books on this topic can you read that reflect the cultures and languages of the children you teach?

You could read a book that shows how people travel from place to place in other countries and cultures. Other ideas?


TIPS PLANNING FORM FOR RHYTHM AND RHYME...rhyming words. Rhythm read: Here is our book, My Truck is...

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