TIPS PLANNING FORM FOR INFANTS AND TODDLERS Little...6 Mud puddles Little- show little with fingers Mud puddle – a hole filled with dirt and water Mud puddles are also Messy! 7 Trucks

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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!




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,




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




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)” ______________________________________________________________________________________ ___________________________________________________________________________________




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




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)


Documents

TIPS PLANNING FORM FOR INFANTS AND TODDLERS Little...6 Mud puddles Little- show little with fingers Mud puddle – a hole filled with dirt and water Mud puddles are also Messy! 7 Trucks