tips planning form for infants and toddlers little...6 mud puddles little- show little with fingers...
TRANSCRIPT
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TIPS PLANNING FORM FOR INFANTS AND TODDLERS
Tune In, Introduce the Book, Promote Language, Summarize the Book
Book Title: ___Big Little________ Author: _____Leslie Patricelli___________
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, Two Little Hands Go Clap, Clap, Clap: “Two little hands go clap, clap, clap. Two little feet go tap, tap, tap. Two little eyes are open wide. One little head goes side to side.” Or begin with a finger play, Big Apple, Little Apple: “Big apple, little apple, Suzie Q. Here she comes walking down the avenue. Boogie to the left, boogie to the right. Boogie to the middle then out of sight.”_____________________________________________-__________________________________
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 Big Little. Here on the cover we see a little (show little with fingers) baby riding on a big (hold arms out wide to show big) elephant. Let’s read the book and find out what else is big and little.” 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
1 Heads Big-hold hands
apart to show
big
2 Toes Little- show
little with
fingers
Look at the
baby’s little toes.
I see your little
toes (point or
gently touch toes
of your infants.)
3 Elephants Big- hold
hands apart to
show big
4 Mice Little-show
little with
fingers
Look! The baby
found 3 little
mice. A mouse
squeaks, squeaks.
5 Lakes Big- hold
hands apart to
show big
There’s so much
water!
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6 Mud puddles Little- show
little with
fingers
Mud puddle – a
hole filled with
dirt and water
Mud puddles are
also Messy!
7 Trucks Big- hold
hands apart to
show big
Look at baby
driving a truck.
8 Trikes Little- use
fingers to
show little
9 Ladies Big- hold arms
apart to show
bug
10 Ladybugs Little- use
fingers to
show little
They are so tiny!
Ladybugs are so
tiny, or little, that
baby has to use a
special glass
(magnifying glass)
to see them.
11 Trees Big- hold
hands apart to
show big
12 Dandelions Little- use
fingers to
show little
Dandelion - a
small flower
I see that trees
and dandelions
are both outside,
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but trees are a lot
bigger than
dandelions.
13 Grownups Big- hold
hands apart to
show big
Like mommy and
daddy! Mommy
and Daddy are
grownups!
14 Babies Little- use
fingers to
show little
You are a baby
(point to the
children in your
room)
15 Bass drums Big-hold hands
apart to show
big
Bass drum – an
instrument
used to make
music
16 Whistles Little- use
fingers to
show little,
whistle-blow
Look, baby is
blowing a whistle.
17 Birthday cakes Big- hold
hands apart to
show big
18 Cupcakes Little- use
fingers to
show little
I think both are
delicious! Cakes
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and cupcakes are
yummy.
19 Boats Big- hold
hands apart to
show big
20 Rubber duckies Little- use
fingers to
show little
Do you see the
little rubber
duckies? Baby is
taking a bath with
his rubber
duckies.
21 Moon Big- hold
hands apart to
show big
Moon – big
white star in
the sky
22 Night-light Little- use
fingers to
show little
Look, baby’s
sleeping. He must
have been tired
after seeing all
the big and little
things. Goodnight
baby.
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 lot of things that were big and little. Let’s look back at some of the pictures. (flip back to a few of the___ illustrations to remind the children of what was big and little)” ______________________________________________________________________________________ ___________________________________________________________________________________
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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? _” Are boats big or
little?” “Are toes big or little? ____________________________________________________________
For older toddlers: what open-ended questions can you ask to promote critical thinking? ____________________*Not for older toddlers______________________________________________ __________________________________________________________________________________________________________________________________________________________________________
For older toddlers: what other Tier 2 words (outside the book) can you introduce and reinforce? _____________________*Not for older toddlers_____________________________________________ _____________________________________________________________________________________
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 ask the child to recall specific details.
How will you support children’s language in their answers?
By acknowledging when infants and young toddlers point and gesture. Also, by extending and repeating_
their answers, if verbal.________________________________________________________
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
In your classroom, gather/add objects of various sizes.
Objects of various sizes (for example: balls, blocks, dolls)
Big, little, different, same
Create art using small paintbrushes and big paintbrushes.
Small paintbrushes, big paintbrushes, paint, paper
Big, little
In the block center, help children sort blocks by size.
Blocks (soft blocks for infants and young toddlers)
Big, little, different, same
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Find the Perfect Pair What informational/storybook might go well with this book, to support children’s knowledge and understanding? _____See How They Grow: Duck by DK_________ _____Grow Up by Nina Laden_____________________ ______________________________________________________________________________________________________________________________________________________________________________
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
Head Cabeza (Spanish)
Moon Luna (Spanish)
Ladies Senoras (Spanish)