TIPS PLANNING FORM FOR INFANTS AND TODDLERS · “The name of our book is Biscuit Visits the Pumpkin Patch. This book is about a puppy named Biscuit (point) who goes to a pumpkin

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TIPS PLANNING FORM FOR INFANTS AND TODDLERS

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

Book Title: __Biscuit Visits the Pumpkin Patch_________ Author: ______Alyssa Capucilli______________________

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, Little Orange Pumpkin: “Little Orange Pumpkin, you’re happy I can see. For when I smile at you, you smile right back at me.” Then, show children the cover of the book and begin your introduction to the book (see____ below). ________________________________________________________________________________

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 Biscuit Visits the Pumpkin Patch. This book is about a puppy named Biscuit (point) who goes to a pumpkin patch. I wonder if this is his first time going there and what he will do. Let’s read the book and find out what Biscuit gets to see when he visits the pumpkin patch.” _______________________________________________________________________________________ _

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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Rollins Center for Language & Literacy

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

Cover Biscuit

2 Woof, woof-

bark like a

puppy

Climb- pretend

to climb.

Pumpkin

patch – a

place

where

pumpkins

grow

Biscuit is getting into

the wagon now so

that he and the little

girl (point) can go to

the pumpkin patch. I

wonder what they

will discover, or find.

3 Pumpkins Big, small (show

both sizes with

hands)

4 Woof woof Look! Biscuit found

the perfect pumpkin.

He searched (looked)

through all the

pumpkins to see

which one was the

right one. It is not too

big or too small (he

compared) – it is just

the right size!




5 This

pumpkin,

that

pumpkin

Delicious

– it tastes

very good

(yummy),

Jack-o-

lantern –

a

pumpkin

with a

face,

Carve – to

cut

6 Woof, woof

Dig- pretend to

dig with hands

Biscuit is using his

paws to dig in the

dirt. Oh no, he’s

making a mess! I bet

that Biscuit is having

such a fun time at the

pumpkin patch, little

puppies are so playful

and curious (wants to

figure out something;

wonders).

7 Paint




8 Woof, woof The little girl is

painting a face on a

pumpkin (point to);

but look, Biscuit is

interested in

something else, he’s

walking away. I

wonder where he is

going (shrug

shoulders)? He must

be curious

(wondering; thinking

about) about

something over here

(point).

9 Puddles Woof, woof

10 Woof, woof

Bow wow

Look, Biscuit found

his friend! He looks

really happy to see

Puddles.

12 Bunny Hop! Hop!

Woof!

Here’s another one of

Biscuit’s friends, the

bunny! They’re all

enjoying the pumpkin

patch today!




14 Bow wow!

Hop! Hop!

Woof!

Biscuit is leaving the

pumpkin patch now

with all of his friends.

Whew, look at all the

pumpkins that they

are bringing home.

They look really heavy

(pretend to carry

something heavy)!

What a fun/exciting

day they all had at

the pumpkin patch!

S: Summarize the Book Restate the purpose of the read: “We just read about Biscuit and his trip to the pumpkin patch!” -

_____________________________________________________________________________________ _____________________________________________________________________________________ Let’s look back at (show previous illustrations and pair with target vocabulary): “Let’s look back and see how their day went and what Biscuit got to see and do!” (flip through the pages, and summarize the events of the day – picking the right pumpkin, painting a pumpkin, seeing Puddles and the little bunny, and going home) ________________

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 was Biscuit

doing here (go to page 6 and point to him digging)?” “Who did Biscuit see here (go to page 12 and point

to little bunny)?” _______________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________




For older toddlers: what open-ended questions can you ask to promote critical thinking? __” Why do you think that Biscuit wasn’t interested in painting the pumpkin?” (refer to page 8)? “What can you do with a pumpkin once you take it home?” __________________________________________________________________________________________________________________________________________________________________________

For older toddlers: what other Tier 2 words (outside the book) can you introduce and reinforce? ______Discover, search, compare, interested, curious, heavy

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?

By using safety nets (either/or, fill in the blank, etc.), modeling correct grammar, and restating their____

answers using well-formed sentences. ______________________________________________________

____________________________________________________________________________________

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

Hide pumpkins in the classroom for play.

Pumpkins (of various sizes) Compare, search, discover

Paint large pumpkins.

Large pumpkins, paint, paintbrushes

Compare

Dig for hidden objects in the sand table (remind them that Biscuit was digging in the story).

Various objects of your choosing, sand, sand table

Discover, appear

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




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

Friends Amigos (Spanish)

Pumpkin Calabaza (Spanish)

To find Encontrar (Spanish)


Documents

TIPS PLANNING FORM FOR INFANTS AND TODDLERS · “The name of our book is Biscuit Visits the Pumpkin Patch. This book is about a puppy named Biscuit (point) who goes to a pumpkin