TIPS Planning Form for Infants and Toddlers...having so much fun together at the beach. 19, 20 Sandcastle Big wave Sandcastle- sand that is made into the shape of a castle, a big house

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TIPS Planning Form for Infants and Toddlers

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

Book Title: Just Grandma and Me Author: Mercer Mayer

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? Sing a song like, “To the Beach”: (Sung to London Bridge) “We are going to the beach, to the beach, to the beach. We are going to the beach, in our bathing suits. We will find there rocks and shells, rocks and shells, rocks and shells. We will find there rocks and shells, to gather by the water. We will build a sand castle, sand castle, sand castle. We will build a sand castle, with bridges and a tower. We will have a picnic too, picnic too, picnic too. We will have a picnic too, with sandwiches and oranges. Home we head with sunburned cheeks, sunburned cheeks, sunburned cheeks. Home we head with sunburned cheeks, and treasures from our visit.”

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? “This book is called Just Grandma and Me. This is Little Critter and his grandma. They are at the beach together relaxing under the umbrella! I wonder what they did at the beach. Let’s read and find out!”

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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, 2 Little Critter,

Grandma,

Bus

Little Critter and his

grandma are going to

ride the bus to go to

the beach! I’m

thinking Little Critter

is telling the story

about his beach

adventure!

3, 4 Umbrella Beach

umbrella- a

covering that

is used to

keep you out

of the sun

Little Critter was

trying to stick the

umbrella into the

sand, but the wind

was blowing so fast

that it blew the

umbrella right up into

the air.




5, 6 Kite Oh, no! Little Critter’s

kite fell down and

landed on the cow’s

head. Little Critter is

probably thinking, “I

hope that cow

doesn’t get angry

with me. I didn’t

mean for my kite to

fall. It was just an

accident. It was a

mistake!”

7, 8 Hot dogs,

Sand

Inedible

(scrunch up

face)

Inedible- you

can’t eat it

The hot dogs got

sand on them. You

can’t eat sand. It’s

inedible. That’s why

Little Critter had to

wash them off- to get

the sand off of them.

9, 10 Seashell,

Crab

Crab- an

animal that

pinches

It looks like a crab is

living inside that

shell! I bet Little

Critter is afraid that

he might get pinched

by that crab!




11, 12 Seahorse,

Grandma

Blow

13, 14 Float- stay on

top of the

water

Little Critter is

wearing the float that

Grandma blew up. It

will help him float on

top of the water so

he won’t sink down;

but Little Critter still

looks afraid. I bet

he’s glad his grandma

is holding him.

15, 16 Fins,

Mask

Fins- you put

them on your

feet to help

you swim

Mask- you put

it on your face

so that you

can breathe

easier under

the water

Grandma is still

holding on to Little

Critter so he will feel

safe in the water.

Little Critter can’t

swim by himself yet.




Snorkel- swim

under water

17, 18 Hole,

Toes

Dug Look at Grandma

laughing! They are

having so much fun

together at the

beach.

19, 20 Sandcastle Big wave Sandcastle-

sand that is

made into the

shape of a

castle, a big

house where

princes and

princesses live

When the big wave

of water came it

destroyed, it washed

away, Little Critter’s

sandcastle. Little

Critter looks so sad,

but Grandma tells

him he can build

another one. She’s

trying to make him

feel better.

21, 22 Exhausted-

very tired

Look at Little Critter!

He said his grandma

was tired, but he is

the one who looks

tired. He looks

exhausted!




23 Little Critter was so

exhausted, so tired,

he didn’t even wake

up when they got off

the bus. His grandma

had to carry him to

the house from the

bus. Little Critter had

so much fun at the

beach with his

Grandma!

S: Summarize the Book Restate the purpose of the read:

“Let’s look back at (show previous illustrations and pair with target vocabulary)” “We just read about Little Critter and his grandma. Let’s look back and see all the things they did on their trip to the beach.”

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 did Little Critter find living in the seashell? o What happened to Little Critter’s sandcastle?

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

o How did Little Critter feel after the beach adventure? o What activities did Little Critter and his Grandma do at the beach?

For older toddlers: what other Tier 2 words (outside the book) can you introduce and reinforce? Exhausted, Accident, Destroyed , Inedible




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? o Recast child/children’s answer and build upon response by using Tier 2 words!

o Scaffold questions by using Either/Or and Fill in the Blank

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 Connection to the Book

Have wet sand at the sand table. Show children how they can stuff cups full of wet sand and then turn upside down to make sand castles.

Sand (wet) Sensory table Cups or castle molds

Castle Destroyed Inedible

Fly small kites outside! Kites Wind

Sink or float—with a tub of water, experiment with different items (block, crayon, leaf, feather, etc.) to see what will sink and what will float.

Water table Sink/Float items

Sink Float Water

Find the Perfect Pair What informational/storybook might go well with this book, to support children’s knowledge and understanding? At the Beach by Anne and Harlow Rockwell

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

Grandma

Sandcastle

Beach

Kite


Documents

TIPS Planning Form for Infants and Toddlers...having so much fun together at the beach. 19, 20 Sandcastle Big wave Sandcastle- sand that is made into the shape of a castle, a big house