Tune In, Introduce the Book, Promote Language, Summarize the … › cdn.readrightfromthestart.org › My... · 2016-08-30 · Do you need any props or materials? _____ How do you

This material is copyright protected by the Rollins Center for Language & Literacy at the Atlanta Speech School. Please reproduce for use with teachers, leaders, and parents. For more information, contact the Rollins Center at [email protected].

TIPS Planning Form for Infants and Toddlers

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

Book Title: My Face Book Author: Star Bright Books

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? Singing the song “If you are happy and you know it” can be used to engage the children and capture their attention. You can also add verses such as “If you are sad and you know it cry boohoo” , “If you are silly and you know it stick out your tongue” and “If you are sleepy and you know it give a yawn” .

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 our book is My Face Book. See this baby on the cover? She looks happy! I see her smile. Let’s read the book and see what kind of faces other babies are making.

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 Silly face,

serious face

Silly face,

serious face

Look, this baby is

being silly! I see that

mailto:[email protected]


Rollins Center for Language & Literacy

she is sticking out

her tongue. And this

baby is so serious. I

bet he is watching

something new, like

friends playing with

a new toy.

3 Laughing, smile Laughing I see that this baby

is laughing so hard!

He thinks something

is very funny! He

looks so happy!

4 Crying, tears Crying Oh no, this baby is

so sad. He is crying. I

see tears coming out

of his eyes.

Sometimes we cry

when we are tired

or hungry. I wonder

what will make this

baby feel better. I

think he needs a

bottle.

5 Frowning,

mouth

Frowning I notice that this

little girl looks mad. I

see that she is




frowning. I think she

is not happy with

how things are going

right now.

6 Smiling, mouth Smiling Oh, this little boy is

really happy! I see

his big smile (point

to his mouth). His

smile lets us know

that he is really

happy right now.

7 Worried, eyes,

mouth

Worried Worried – a

little scared

about what is

happening

I see that this baby

is feeling worried

right now. That

means that she is

not sure about what

is happening. I see

her eyes look like

she is a little scared,

and her mouth is

not smiling. She is

worried.

8 Happy, smile Smile I notice that this

baby is happy! She is

smiling and her eyes

are closed a little bit




because her smile is

so big! I think that

she is really having a

good time!

9 Awake, eyes Awake (eyes

opened,

smiling)

Oh, I see that this

baby is awake! He

just had a nap and

woke up! See, his

eyes are wide open.

I think he is ready to

play!

10 Sleepy, eyes Yawn (sleepy) I notice that this

little girl is so sleepy.

Her eyes are a little

bit closed and she is

yawning (act out).

Oh, I think this baby

needs a nap. Night,

night baby (act out

going to sleep)

S: Summarize the Book Restate the purpose of the read “We just read about the different faces that babies make.”

“Let’s look back at all of the babies in our book and see all of the faces they are making.”

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?

- How does this baby feel? - Where is the baby’s mouth (or smile, or frown)?




- Where are this baby’s eyes?

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?

With young infants, you will need to ask the question, pause and then provide the answer. Remember to

acknowledge all attempts to communicate from the child (eye gaze, pointing, vocalization, etc). For

example, if the child is able to mimic sticking out her tongue, you can acknowledge this by saying, “Yes,

this baby is acting silly!” Or if the child points to his eyes you could say, “I see you pointing to baby’s eyes!”

You can also ask either or questions to your young toddlers (ex: Is this baby crying or laughing?”)

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

Hang various pictures in your classroom, at child eye level, of children experiencing different emotions. Use them as touchpoints for conversation throughout the day.

Laminated pictures of infants and toddlers showing different emotions.

Happy, sad, mad, angry, sleepy, smile, frown, cry

Refer often to the faces that your infants and toddlers are expressing. Say, for example, “I think you must be so sleepy, I notice that you are yawning and have tired eyes” or “I notice your smile! You must be very happy with that new ball!

None Sleepy, happy, sad, mad, frown, yawn, smile, tears

Use a mirror in your classroom and practice making different faces with your children. You can try silly, happy, frowning, and various other faces from the book

Mirror Silly, happy, mad, happy, sad, frown, smile, laugh




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

- All about Baby by Together Time - Baby Cakes by Karma Wilson - My Pretty Brown Face by Andrea and Brian Pinkney

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:

WITH ONE WORD PER PAGE, THIS IS A WONDERFUL BOOK TO TRANSLATE ENTIRELY FOR YOUR DLL STUDENTS.

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 (SPANISH) Home Language 2

Baby bebe

Crying llorando

Smiling sonriente

Sleepy soñoliento


Documents

Tune In, Introduce the Book, Promote Language, Summarize the … › cdn.readrightfromthestart.org › My... · 2016-08-30 · Do you need any props or materials? _____ How do you