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TIPS Planning Form for Infants and Toddlers

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

Book Title: At the Beach Author: Anne & Harlow 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? You can engage your children by using any song about the beach or water. One that you might choose to use is “Five Little Fishies”. Lyrics are as follows: “Five little fishies, swimming in a pool (Wiggle five fingers) The first one said, ‘The pool is cool.’ (Show one finger, then wrap arms around body) The second one said, ‘The pool is deep.’ (Show two fingers, then hands measure 'deep') The third one said, ‘I want to sleep.’ (Show three fingers, then rest head on hands) The fourth one said, ‘Let's take a dip.’ (Show four fingers, then hands 'dive' into water) The fifth one said, ‘I spy a ship.’ (Show five fingers, then form scope with hands to peer through) Fisher boat comes, (Form 'V' with fingers, then move hands away from body) Line goes kersplash, (Pretend to throw fishing line) Away the five little fishies dash (Wiggle five fingers away).”

I: Introduce the Book

• Draw 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).”

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What will you say to introduce this book? “The name of this book is At the Beach! Look at the little girl! She is wearing her swimsuit and holding a yellow pail, a bucket! She is walking behind a little bird in the sand. Oh and I see the bird’s footprints, too! Let’s read and find out what you can see and do at the beach!”

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 Bathing suit,

Shovel,

Pail,

Pail: A bucket

Shovel:

Something

you use to dig

Look at the beautiful

beach! It has sand

and water. There is

also a boy on a

sailboat in the water!

2, 3 Towels,

Umbrella,

Tote bag

Towel: Soft

blanket for

the sand

Umbrella:

Protects you

from the sun

I see two blankets!

I’m thinking one of

the blankets is for

the mom and the

other is for the little

girl.

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Tote bag: A

big bag to

carry things!

4 Tote bag,

Two cups,

Thermos

Thermos:

Container to

keep the

lemonade

cold!

I am thinking that

they have been to

the beach before

because they came

very prepared! They

are ready for a day at

the beach!

5 Two

sandwiches,

Two peaches

Wrapped Aluminum

foil: It is the

shiny silver

wrapper on

the

sandwiches

Wow! The Mom and

little girl prepared,

or made, a yummy

lunch for the beach!

Looking at all this

food is making me

hungry!

6, 7 Sunscreen,

Skin

Rub (Rub arm

with your

hand)

Smells (Sniff

sniff!)

Sunscreen:

Lotion that

protects your

skin from the

sun

Sunscreen is very

important! We need

it to protect our skin!

We don’t want a

sunburn (it’s what

happens when your

skin gets really red!).

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8,9 Sandpipers,

Beach,

Feet,

Footprints

Run (Move

your arms like

you are

running)

Sandpipers:

Little birds

that live on

the beach!

Look! Her footprints

are much bigger than

the sandpiper’s, the

bird’s, footprints!

10, 11 Seaweed,

Seashells

Seaweed:

Plants that

grow in the

ocean

It looks like the little

girl found some

really interesting

items! She must like

to explore, or find

new things, when

she is at the beach!

12, 13 Castle,

Boy,

Channel,

Boat,

Everyone

Digs

Float

Castle: A

house for

princesses

and princes

Channel: A

place where

water goes

Float: Stays

on top of the

water, it does

not sink!

Wow! I’m thinking all

the little boys and

girls are having a lot

of fun building in the

sand!

14, 15 Water,

Crab,

Toe,

Wade (walk)

Tweaks

(Pinch)

Wade: Walks

Tweaks:

Pinches

The silver fishes and

crab live in the

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Silver fishes Swim water! The water is

their home!

16, 17 Lifeguard’s

station,

Big brown

rocks,

Barnacles,

Snails,

Mussels

Lifeguard

station: That

is where the

adult sits to

keep

everybody

safe!

Barnacles:

Shells that

live on the

rocks

18, 19 Mother,

I (little girl),

Waves,

Sea gull

Crash

Sea gull: Bird

that lives at

the beach

She is so brave for

swimming in the

ocean! The waves

look like so much

fun!

20, 21 Towel

Lie

22 Lunch Lunch

(pretend

eating)

I’m thinking she was

really hungry after all

her adventures.

What a fun day!

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S: Summarize the Book Restate the purpose of the read “We just read about _________________________________.”

“Let’s look back at (show previous illustrations and pair with target vocabulary)” “We just read about a little girl and everything that she did while she was at the beach. Let’s look back and see all of the little girl’s adventures!”

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 animals did we see at the beach with the little girl and her mom?” o What did the children build in the sand?”

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

o How do you think she was feeling when she laid down on her towel?” o How can you protect yourself from the sun at the beach?”

For older toddlers: what other Tier 2 words (outside the book) can you introduce and reinforce? Prepare Protect Explore

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?

-Recast and build upon answer!

-Scaffold questions

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

Build sand castles at the sand/sensory table

Sensory table Sand

Sand Castle

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Sand molds Shovels Shells

Shovel

Place several beach towels, bathing suits, pails and shovels in your dramatic play area. Encourage children to pretend they are at the beach!

Beach towels Tote bag Bathing suits Pail/Shovel Empty sunscreen tube

Protect Prepared

Water table with blue dye and plastic ocean animals

Float/Sink activity Plastic ocean animals

Sink Float Ocean

Find the Perfect Pair What informational/storybook might go well with this book, to support children’s knowledge and understanding? Just Grandma and Me by Mercer Mayer Commotion in the Ocean by Giles Andreae

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? ________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________

Vocabulary in English Words in Child(ren)’s home language(s)

Home Language 1 Home Language 2

Beach

Sand

Swimming

Little girl

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What other books on this topic could you read that reflect the cultures and languages of the children you teach? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________