TIPS PLANNING FORM FOR INFANTS AND TODDLERS · TIPS PLANNING FORM FOR INFANTS AND TODDLERS Tune In, Introduce the Book, Promote Language, Summarize the Book ... Comstock. 8 Father,

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TIPS PLANNING FORM FOR INFANTS AND TODDLERS

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

Book Title: ____Apples and Pumpkins_______ Author: ___Anne Rockwell_________

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? __Begin with a rhyme, Five Little Apples: “Way up high in the apple tree, five little apples smiled at me. I shook that tree as hard as I could. Down came the apples, mmm mmm good!” ___

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 Apples and Pumpkins. See this little

girl on the cover holding a pumpkin (point). I wonder what she’ll do with the pumpkin. I also notice apples near her (point to apples). It looks like she’s picking apples and pumpkins. Let’s read and find out what she does while picking apples and pumpkins and what she is going to do with them.

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 Leaves

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Rollins Center for Language & Literacy

2 Farm Comstock –

name of farm

3 Apples

Pumpkins

I am thinking that this

girl and her family take

a quick trip to pick

apples and pumpkins

each Fall. It must be

Fall now because I see

that the leaves have

changed colors (point

to). In the Fall, I know

that it is time to

harvest (pick) apples

and pumpkins. Let’s

keep reading to see

what happens.

4 Mr.

Comstock,

bushel basket

Mr.

Comstock- is

the farmer of

the farm.

They need a basket to

hold all of their

pumpkins and apples

once they pick them.

That was very

thoughtful of Mr.

Comstock to give them

a basket.




6-7 Geese,

chickens,

turkey

Big- show

big with

hands

Orchard-

place were

lots of apple

trees grow

There’s so many farm

animals here – I see

geese, roosters, a

chicken, and baby

chicks. All of these

animals live on the

farm with Mr.

Comstock.

8 Father,

Mother

9 Climb-

move arms

up to

mimic

climbing,

pick-

pretend to

pick an

apple

The little girl is doing

the same thing that her

parents are doing. I bet

they showed her how

to pick apples when

she was younger. They

are all working

together.

10 Basket, apples Shiny-bright

and smooth

12 Pumpkins

13 Pumpkin Abundance –

a lot

Look at all of the

pumpkins growing on




vines. This looks like a

pumpkin patch (field

where many pumpkins

grow). There are so

many to choose from –

there is an abundance -

but the little girl looks

over all the pumpkins

for the best one. She

wants a big, round,

orange pumpkin!

14 Vine Cuts-move

fingers as

to cut with

scissors

Vine – the

stem where a

plant grows

from

16 Car Carry-

pretend to

hold a

heavy

pumpkin

Collect – to

take or gather

Look, they are loading

into their car all the

apples and pumpkin

that they harvested

(picked) from the

Comstock farm. They

are taking their

collection (group of

items) home and saying

goodbye to Mr.




Comstock. I bet they

thank him for letting

them pick (harvest) and

buy apples and

pumpkins from his

farm.

18-19 Jack-o’-

lantern

Carve- cut Look, they used a knife

to make a face. The

pumpkin has eyes, a

nose and a mouth now.

When you carve (cut) a

face into a pumpkin,

you make it a jack-o’-

lantern. I see how the

candle lights up the

jack-o-lantern face.

20-21 Pumpkin,

doorstep,

apples

Doorstep-

area outside

of a door

Children get to dress in

costumes on

Halloween and get

special treats.

22 Look, the little girl is

dressed up, too. She is

going to visit the

houses with her

friends. I wonder what




kind of treats she will

get. Her mother is

giving out the apples

that they picked from

the farm (turn back one

page to reference).

S: Summarize the Book Restate the purpose of the read “We just read about a girl and her family who picked apples and______

pumpkins on a farm during the fall.” ___________________________________________________________________ _ “Let’s look back at (show previous illustrations and pair with target vocabulary) what they did on the___ farm and what they are going to do with the apples and pumpkins” (For example, flip back to page 4 when Mr. Comstock gave them a basket) ___________________ ____________________________________________________________________________________

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 did the little

girl and her family do on the farm?” “What kinds of animals did we see on the farm?” “Where did Daddy

cut the pumpkin from (vine)?” “What did the little girl and her family do with the pumpkin when they

took it home?”

For older toddlers: what open-ended questions can you ask to promote critical thinking? ” Why did Mr. Comstock give them a bushel basket?” “Why did the kids at the end of the story wear costumes? ” Why did the family pick the apples?”________________________________________

For older toddlers: what other Tier 2 words (outside the book) can you introduce and reinforce? ____Collect, abundance, orchard, pumpkin patch, harvest, jack-o-lantern, costume _

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? __ I will model correct grammar and well-

formed sentences. I will also use safety nets and scaffolding. ____________________________________

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?

Activity Materials Needed Focus Vocabulary

Allow children to play with and explore apples and pumpkins in the classroom (can be plastic or real). Could allow children to sort apples and oranges into baskets

Apples, pumpkins (plastic or real) and/or baskets

Abundance, collect, observe, compare

Cut apples or pumpkins in half, dip in paint, and create prints with your toddlers.

Apples or pumpkins (cut in half), paint, paper

Collect, compare, similar (same/alike), different

Explore the insides of a pumpkin as a sensory activity.

Pumpkin (cut open with loose pulp inside), children’s hands or spoons, paper towels

Observe, abundance, similar, different

Find the Perfect Pair What informational/storybook might go well with this book, to support children’s knowledge and understanding? ____Biscuit Visits the Pumpkin Patch by Alyssa Capucilli (storybook)_________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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 can 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

Pumpkin

Apple

Turkey


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TIPS PLANNING FORM FOR INFANTS AND TODDLERS · TIPS PLANNING FORM FOR INFANTS AND TODDLERS Tune In, Introduce the Book, Promote Language, Summarize the Book ... Comstock. 8 Father,