TIPS Planning Form for Infants and Toddlers · Goats love to eat anything! So, they should DEFINITELY, for sure, not wear clothes! 22,23 Wet, walrus Walruses live in the water, so

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TIPS Planning Form for Infants and Toddlers

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

Book Title: Animals Should Definitely NOT Wear Clothing Author: Judi Barrett

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 could use any song about animals to tune in and engage your older toddlers with this book. One such song is “Alice the Camel”. The lyrics are as follows: “Alice the camel has five humps. Alice the camel has five humps. Alice the camel has five humps. So go, Alice, go. Alice the camel has four humps…. Alice the camel has three humps….. Alice the camel has two humps……. Alice the camel has one hump…… Alice the camel has no humps. Alice the camel has no humps. Alice the camel has no humps. Now Alice is a horse”

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 Animals Should Definitely NOT Wear Clothing! That means that animals should really, for sure, NOT wear clothes, like shirts and pants! How silly! Let’s read and find out what happens when animals put on clothes!”

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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 Definitely –

really, for sure

2,3 Porcupine Disastrous –

really bad

Porcupine – a

small animal with

lots of quills, or

spikes

Oh no! I see that

when this

porcupine puts on a

shirt, he just pokes

holes all in it!

4,5 Camel, hats,

humps

Wrong –

shake head

How RIDICULOUS,

how silly, for a

camel to put hats

on his humps! Silly

Camel, he doesn’t

know that you wear

hats on your head!




6,7 Snake, pants Oh no! The snake

cannot keep his

pants on because

he doesn’t have

legs! How

RIDICULOUS, how

silly!

8,9 Mouse, hat I think that the hat

is way too big for

the mouse! That

mouse should

DEFINITELY, for

sure, not wear that

big hat!

10,11 Sheep Hot (fan

face)

Terribly – very Sheep have wool all

over their bodies,

and I’m thinking

that extra clothes

would make them

way too warm.

12,13 Pig, messy Look at that dirty

shirt! It is

RIDICULOUS, so

silly, for pigs to

wear clothes




because they get so

dirty!

14,15 Hen, egg, pants Hen – mommy

chicken

I see that this hen

has laid an egg, but

it can’t go in the

nest! Look, the egg

is stuck in her

pants! How

RIDICULOUS, how

silly!

16,17 Kangaroo,

pockets, baby

Unnecessary –

you don’t need it

Kangaroos have a

pocket in front, to

carry their babies.

So, I’m thinking that

they DEFINITELY,

for sure, don’t need

to wear coats with

pockets, since they

have a pocket

already.

18,19 Giraffe, ties Silly (make a

silly face)

Oh, how

RIDICULOUS, how

silly! The giraffe is

wearing so many

ties, because he has




such a big, long

neck!

20,21 Billy goat Eat (move

mouth like

eating)

Goats love to eat

anything! So, they

should DEFINITELY,

for sure, not wear

clothes!

22,23 Wet, walrus Walruses live in the

water, so if they

had clothes, they

would get so wet.

24,25 Moose, antlers,

suspenders

Manage – handle

it

Suspenders –

straps that hold

pants up

Silly moose! He has

suspenders, and

they keep getting

caught on his

antlers! How

RIDICULOUS, how

silly!

26,27 Opossums Upside down

(flip hand

upside

down)

Opossums sleep

hanging upside

down by their tails,

so I think that they

might get confused

about clothes. See,

their tails are




coming out of the

holes for their

heads! They

DEFINITELY, for

sure, don’t need

clothes!

28,29 Elephant Embarrassing –

makes you feel

bad

Oh no! A lady came

to the zoo to see

the animals, and

she is wearing the

same clothes as the

elephant! How

RIDICULOUS, how

silly!

S: Summarize the Book Restate the purpose of the read: “We just read about why animals should DEFINITELY NOT wear

clothes. Let’s look back at all of the RIDICULOUS things that happened when animals put on clothing.”

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?

What happened when the snake put on pants?

Why did the giraffe put on so many ties?

Why don’t kangaroos need coats?

What happened to the hen’s egg?

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

How did the hen feel when her egg wouldn’t go in the nest?

Why was the lady embarrassed when she saw the elephant?




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 toddlers’ answers. For example, if they say the hen felt sad

about her egg, you might reply “Yes, the hen is probably sad, or confused, because she doesn’t

understand why her egg won’t go in the nest. I’m thinking that hens should DEFINITELY not wear pants!”

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 stuffed animals and doll or infant clothing in your dramatic play area. Allow your toddlers to dress their animals in clothing. Talk about how ridiculous, how silly, it is for animals to wear clothes.

Stuffed animals, assorted doll or infant clothing

Ridiculous, definitely, clothing, embarrassed

Have pictures of real animals and allow children to glue cut outs of different clothing on their chosen animal. Have each child explain why it would be ridiculous for that animal to wear that type of clothing.

A large variety of cut out clothing. Pictures of real animals, glue sticks, construction paper

Ridiculous, definitely

Add assorted zoo animals to your classroom block center. Allow children to interact with animals as they play during centers.

Assorted zoo animals Definitely, camel, giraffe, elephant, snake, porcupine (and other animal names for the zoo animals you provide)




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 Clothing

Pockets

Animals

Silly (Ridiculous)


Documents

TIPS Planning Form for Infants and Toddlers · Goats love to eat anything! So, they should DEFINITELY, for sure, not wear clothes! 22,23 Wet, walrus Walruses live in the water, so