TIPS PLANNING FORM FOR INFANTS AND TODDLERS · PDF fileleaves fall down. I notice that his...

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TIPS PLANNING FORM FOR INFANTS AND TODDLERS

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

Book Title: ____Leaves_________________ Author: ___David Ezra Stein_________

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, Fall_ Leaves: “Leaves are floating softly, softly down. They make a carpet on the ground. When swish, the wind comes whirling by, and sends them dancing to the sky.”______________________________________ _______________________________________________________________________________________ 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 Leaves. Look, I see a bear on the

cover (point) and I also see leaves all around him, some are falling (motion of fingers falling down) to the ground. I notice the bear observing (looking) at this leaf that has fallen on the ground. I wonder why he is looking at this leaf (point) so closely? Let’s read and find out what the bear is thinking and why he is looking at this leaf!

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

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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

2 His

(bear)

Look at how small bear

looks. He is a baby bear

cub.

3 Everything-

all things

around him

4 Going well

– good

(After reading pgs. 3-

4). Look at bear

picking flowers (point).

He looks so happy. He

enjoys all the things

around him (nature;

his

environment/habitat)

5 Leaf Fell- move

fingers down

to show a leaf

falling

6 Wondered

– was

thinking;

I think that he was

worried about the leaf

and wanted to know if




confused –

not sure

about

something

it was okay. He did not

understand why the

leaf fell off; he was

confused.

7 Red one Fell- move

fingers down

to show

falling

8 Leaves Island –

piece of

land

surrounded

by water

Look, all the leaves are

falling on the ground in

bear’s

environment/habitat.

10 Look, bear is observing

(watching) all of the

leaves fall down. I

notice that his face

looks confused; he still

doesn’t understand

why the leaves are

falling. I know that

leaves fall when the

weather turns cold (the

season of fall). But, I

don’t think this young




bear (who is still

learning) knows this

yet.

11 Catch- mimic

catching a ball

He doesn’t want the

leaves to fall off, so

he’s trying to put them

back on the tree.

13 Tree Around-

(waving

hands/arms

all around)

Beneath -

under

Look at how sad the

Bear looks. He’s still

wondering why this is

happening to his

environment (world

around him). He is

confused (doesn’t

understand).

14 Sleepy- yawn Hmm, what’s the bear

going to do? Let’s

keep reading to find

out!

15 Hole

16 Leaves Remember, we were

wondering what the

sleepy bear would do. I

think he is putting

these leaves in a hole




so that he can make a

comfortable place to

rest. I bet he’s going to

take a nap.

17 Sleep- place

hands

together next

to head to

mimic

sleeping.

18 Blow- blow

gently and

move arms to

mimic wind

blowing

Ah, look. Do you

notice how it looks

colder, it’s fall and

turning to winter?

19 Winter –

when it

gets really

cold

outside

20 Snow Look, there’s so much

snow. It must be very

cold now in bear’s

environment (world

around him)!




21 Ground Snug – cozy

and warm

22 Thick- deep Look, Bear is still

sleeping (point to

ground). Bears sleep a

lot in the winter. They

hibernate (sleep).

23 Spring –

when it

gets

warmer

and the

snow goes

away

24 Wide eyes-

open eyes

wide

Woke – not

sleep

anymore

Look at bear (point).

He’s waking up and

looking out of the hole

where he was sleeping

(hibernating). I bet he

was surprised when he

woke up. When he

went to sleep, it looked

different – the leaves

were falling. But now,




new leaves are

growing.

25 Sun

26 Buds,

Bare

arms of

the

trees

Bare – has

nothing on

it

27 Tiny

Leaves

Tiny- show

small with

fingers,

unfold- hold

hands

together and

open slowly.

28 Welcome -

hello

I think that he’s so glad

(happy) to see the

leaves (point). He

didn’t like it when they

fell off (in the fall), but

now that it is getting

warmer (turning into

spring), the leaves are

growing again.

Remember, Bear was




also asleep for all of

winter and now he is

awake. He can enjoy

his

environment/habitat

(world around him)

again.

29 Thought-

place finger to

head as if

thinking

about

something

Welcomed Ah, bear is thinking

that the leaves that he

loves so much are

saying hello (wave)

after the long cold

winter.

S: Summarize the Book Restate the purpose of the read “We just read about bear and his love for his environment (world

around him) and leaves.” __________ _____________________________________________________________________________________ “Let’s look back at (show previous illustrations and pair with target vocabulary) _” Bear and remember what happened to Bear and the leaves when is begins to get colder outside.” (For example, flip back to pages 5 and 6, and say, “remember when bear found a lead that had fallen down?”) ____________ _____________________________________________________________________________________ _____________________________________________________________________________________

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 bear do

when he found a leaf that had fallen? (flip back to pages 5-6)?” “Why was it snowing outside?” _______

____________________________________________________________________________________

For older toddlers: what open-ended questions can you ask to promote critical thinking? ___” Why did_ bear fill the hole with leaves?” “Why was bear so excited when he woke up and it was Spring?” ________ _____________________________________________________________________________________




__________________________________________________________________________________________________________________________________________________________________________

For older toddlers: what other Tier 2 words (outside the book) can you introduce and reinforce? ____Environment, observe, confused, hibernate, surprised, expect, welcome_____________________ _____________________________________________________________________________________ _____________________________________________________________________________________

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 sentence

structure. I will also support their responses through scaffolding and safety nets.____________________

_____________________________________________________________________________________

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

Have children use dot markers or paint to make colorful leaves on a fall tree.

Dot markers or paint, paper, paintbrushes (if using paint)

Compare, variety, observe

Collect leaves outside and observe their differences.

Leaves found outside (on sidewalk, playground, etc.)

Compare, variety, collect, observe

Make colorful leaf prints during art. Leaves (collected from outside), paint, paper

Variety, compare

Find the Perfect Pair What informational/storybook might go well with this book, to support children’s knowledge and understanding? ____I Am a Leaf by Jean Marzollo_____________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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

Leaf

Bear

Winter


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