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TIPS for Reading Rhyming Books with Infants and Toddlers:

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

TIPS is a strategy for reading books interactively, to promote language and critical thinking by engaging young

children in conversations around a book. TIPS can be used with any book, including rhyming books. Plan to

read a book at least five times over two or three weeks.

Tune In

Tune in as a “knowledgeable guide”: Capture the child’s interest in a book you have chosen (e.g., “Look, I have a book about ______. Let’s sit together and I will read you this book.”

Tune in as an “interested follower”: When the child brings you a book, follow his/her lead. Call attention to his interest in a book (e.g., “I see you have a book in your hand. Let’s read it together!”)

Engage in a playful and loving interaction – sing a song or do a familiar finger play o Get on the child’s level

o Establish eye contact o Connect through touch and hugging/cuddling o Maintain a loving, joyful, engaging, and playful facial expression

FOR INFANTS and YOUNG TODDLERS: If the infant responds positively, (eyes focus on you or the book, kicks feet,

smiles, coos, or babbles, shows interest) then sit in a cozy setting with the infant or young toddlers (or small group of

toddlers), so they can see and touch the book. If the child appears not to be interested (e.g., turns head away, tries to

pull away or frowns), wait for a better time.

FOR DUAL LANGUGE LEARNERS (DLLS): Use a few words in the child’s home language, when possible.

Introduce the Book

Call attention to the cover of the book as you point to the illustration on it.

Briefly tell what the book is about and set the purpose for reading. The purpose of each read will be different: o For the meaning read: The purpose is to find out about events and characters’ feelings during the story.

Example: “See the baby here (point to picture). This book is about what babies like to eat. Let’s read the book and find out what babies like to eat.”

o For the rhyme read: The purpose is to listen for words that end with a similar sound, or rhyme. Example: “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. Even the title has

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

o For the rhythm read: The purpose is to hear the rhythm, or beat, of the words – like a song! Example: “Here is our book, “Llama Llama Nighty Night”. Remember that we have read it before, and found out what Llama Llama does to get ready for bed. 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.”

FOR DLLs, consider this when you do the meaning read:

If you are bilingual or know a few words in the child’s home language, introduce the book in that language; if not, ask a parent or a volunteer to help out.

Before you read, present a few key words and repetitive phrases in English - be sure to use gestures, expressions, and real objects to facilitate the understanding of meaning.

Promote Language

● Always use child-directed speech, touch, and a joyful nurturing voice! ● For the meaning read:

● P A T the vocabulary o Point to the pictures as you say the words. Point to picture of mirror as you say mirror. o Act out words with gestures, facial expressions, or voices. Act out chewing as you say chew. o Tell the meaning of words “Yummy means it tastes so good.”

● Model book handling skills without interrupting the flow of the story. “Let’s turn the page and see what happens next.”

● Explain what is happening on each page as you read the book. “See the baby is eating her strawberries.” ● Use Think Alouds to explain characters’ actions and feelings. “I think this baby is happy. Look at her face

here, she is smiling!” ● Connect events. “Look she is eating some cake now. But look back here (flip to previous pages). She had to

eat all her lunch before she could eat cake!” ● For the rhyme read:

● Highlight the rhyming words, words that end in the same or similar sounds, rather than the meaning of events and feelings. ● Talk about how the rhyming words sound the same, or end in the same sound.

● For the rhythm read: ● Focus on the rhythm, or beat of the words. ● Read the book through in its entirety.

● Create language around the book and continue to stay tuned in and responsive throughout all reads. If the child wants to read the book again, repeat the read. If she loses interest, don’t force the read. Help her get engaged in another activity and come back to the book another time. ● Connect to life experiences while reading. Learn about the families in your classroom so you can relate the book to experiences that are familiar to them.

FOR DLLS:

● Use opportunities to make connections across languages and bring attention to children’s home languages. For example, say “Miguel says ratón for mouse – that’s in Spanish.” ● Read the book first in the child’s home language (engage help from families or volunteers, if needed). ● Avoid simultaneous translations of the book – read through in one language at a time. ● Create language around the book in the same language you read the book in.

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Summarize the Book

In order to be responsive, be sure to consider the developmental needs and interests of each child. As long as the

child is engaged, try some of the following suggestions:

● Finish the read by summarizing the book, relating it to the purpose of the read. Again this purpose will differ for each type of read.

● For the meaning read: ● Flip back to some of the previous illustrations and pair with target vocabulary. ● Encourage the child to point to pictures that show the meaning of key words in the book. ● Ask simple questions about events, characters’ actions or feelings after the meaning read.

It is not important that the child answer the question correctly. What is important is to model turn-taking in

conversations and to model the vocabulary and language you want the child to eventually use.

o Ask a question and wait for the child to answer. Model turn-taking even if the child is not yet talking. o Be on the lookout for all of the child’s responses:

▪ Makes eye contact ▪ Points to a picture ▪ Uses a gesture ▪ Vocalizes ▪ Approximates a word ▪ Uses a word in his home language

o Respond to the child: ▪ Acknowledge answer or supply the answer for infants and young toddlers ▪ Model well-formed sentences ▪ Model vocabulary ▪ Encourage children to make important connections in the story

Example 1 of Summarizing for Meaning Read:

“We just read about what babies like to eat. Let’s turn back in the book and remember what this baby likes to eat.

Look. She is eating strawberries. Can you show me the strawberries? (Pause for infant’s response)

Infant points, looks at teacher, kicks feet, or babbles.

Teacher responds and lifts the language:

“Yes, here are those yummy strawberries. (Teacher points to picture of strawberries.) She is happy to eat those

strawberries. She says ‘Yummy to my tummy’!

Example 2 of Summarizing for Meaning Read:

“We just read about a little bird who could not find his mother. He asked so many animals if they were his mother. And

none of them were his mother. He kept looking everywhere until he finally found her. How did he lose his mother?”

Children say in unison, “She flied away.”

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Teacher responds and lifts the language: “Yes, she flew away to search for some food for her baby.”

Continue summarizing key events, character’s actions and feelings.

For the rhyme read:

Encourage the child to point to pictures that show key rhyming words.

Ask simple questions about rhyming words after the rhyme read.

Example 1 of Summarizing for Rhyme Read:

“We just read about the truck that got stuck and heard a lot of words that rhyme, or sound the same. Let’s go back

and see which words rhymed in this story (show illustrations and review rhyming words). Remember the truck? This

word rhymes with stuck. They both end in the sound “uck”.”

For the rhythm read:

Point out that you were listening for the beat or rhythm of the story.

Example: “We just read about Llama Llama getting ready for bed and heard the rhythm, or beat, of the words.”

Plan for Reading with TIPS

Use the TIPS PLANNING FORM for RHYTHM & RHYME to support your planning.

● Select a book that will appeal to the children in your classroom. ● Think how you will introduce the book for each of the different reads. ● Plan how you will promote language for each read:

For the meaning read:

Select important Tier 1-2 vocabulary that is illustrated in the book.

Plan how you will PAT the vocabulary.

Think about how you will create language around the book: What will I say to create language around the book? How will I use the illustrations to support the words that I say? How will I engage the child?

For the rhyme read:

Select the rhyming words you will highlight

For the rhythm read:

Practice how you will read to emphasize the beat, or read the words “like a song”. ● Think about the children in your class in terms of their language and cultural backgrounds, and knowledge of

English. What languages do the children speak at home? How can you support? ● If you have DLLs in your class, learn a few target vocabulary words in the book in the children’s home languages. ● Think how you will include reading in the home language through use of bilingual staff, families, or volunteers. ● Plan how you will extend the book and use the vocabulary during other parts of the day.