This material is copyright protected by the Rollins Center for Language & Literacy at the Atlanta Speech School. Please reproduce for use with teachers, leaders, and parents. For more information, contact the Rollins Center at [email protected]. TIPS Planning Form for Infants and Toddlers Tune In, Introduce the Book, Promote Language, Summarize the Book Book Title: My 5 Senses! Author: Aliki 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? Tune in by singing the rhyme “Two Little Eyes.” Begin to make the connection that we use our eyes, ears, nose, and mouth to help us understand things around us. The words are as follows: “Two little eyes to look around. Two little ears to hear each sound. One little nose to smell what’s sweet. One little mouth that likes to eat.” 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 My 5 Senses. Look at this little boy, he’s showing us his hand. And look, he’s licking his lips. I also notice these tiny arrows showing us his eyes, ears, and nose. These body parts help us learn and experience our world (everything around us). They are our 5 senses. Let’s read and find out more about these special body parts and what they help us learn! 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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TIPS Planning Form for Infants and Toddlers Tune In ... · body parts) happy, the boy is to play with his puppy! He is touching, smelling, hearing and seeing his puppy! He is using
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This material is copyright protected by the Rollins Center for Language & Literacy at the Atlanta Speech School. Please reproduce for use with teachers, leaders, and parents. For more information, contact the Rollins Center at [email protected].
TIPS Planning Form for Infants and Toddlers Tune In, Introduce the Book, Promote Language, Summarize the Book
Book Title: My 5 Senses! Author: Aliki
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? Tune in by singing the rhyme “Two Little Eyes.” Begin to make the connection that we use our eyes, ears, nose, and mouth to help us understand things around us. The words are as follows: “Two little eyes to look around. Two little ears to hear each sound. One little nose to smell what’s sweet. One little mouth that likes to eat.”
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 My 5 Senses. Look at this little boy, he’s showing us his hand. And look, he’s licking his lips. I also notice these tiny arrows showing us his eyes, ears, and nose. These body parts help us learn and experience our world (everything around us). They are our 5 senses. Let’s read and find out more about these special body parts and what they help us learn!
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
This material is copyright protected by the Rollins Center for Language & Literacy at the Atlanta Speech School. Please reproduce for use with teachers, leaders, and parents. For more information, contact the Rollins Center at [email protected].
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
This material is copyright protected by the Rollins Center for Language & Literacy at the Atlanta Speech School. Please reproduce for use with teachers, leaders, and parents. For more information, contact the Rollins Center at [email protected].
This material is copyright protected by the Rollins Center for Language & Literacy at the Atlanta Speech School. Please reproduce for use with teachers, leaders, and parents. For more information, contact the Rollins Center at [email protected].
This material is copyright protected by the Rollins Center for Language & Literacy at the Atlanta Speech School. Please reproduce for use with teachers, leaders, and parents. For more information, contact the Rollins Center at [email protected].
This material is copyright protected by the Rollins Center for Language & Literacy at the Atlanta Speech School. Please reproduce for use with teachers, leaders, and parents. For more information, contact the Rollins Center at [email protected].
This material is copyright protected by the Rollins Center for Language & Literacy at the Atlanta Speech School. Please reproduce for use with teachers, leaders, and parents. For more information, contact the Rollins Center at [email protected].
This material is copyright protected by the Rollins Center for Language & Literacy at the Atlanta Speech School. Please reproduce for use with teachers, leaders, and parents. For more information, contact the Rollins Center at [email protected].
Rollins Center for Language & Literacy
30,31 Taste (lick lips),
touch (wiggle
fingers)
Look at how
important all 5 of
our senses are!
They help us see,
hear, smell, taste,
and touch to
learn about
things around us.
32 Aware- to
understand;
know about
I see the little
boy using all of
his senses! He
tastes the apple,
smells the flower,
hears his puppy,
sees his book and
touches his bear.
We use our
senses all day,
everyday to learn
about things
around us!
S: Summarize the Book Restate the purpose of the read: “We just read about a little boy and how he uses his 5 senses to learn
about many things. Let’s look back to see how he uses his 5 senses to learn about his world.”
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?
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On appropriate pages flip back to ask:
He uses his eyes to?
He uses his ears to?
He uses his tongue to?
He uses his nose to?
He uses his fingers to?
For older toddlers: what open-ended questions can you ask to promote critical thinking?
What are some other things that we can taste? (or smell, see, hear and touch)
When the boy touches the rabbit with his fingers, he learns that the rabbit feels?
The boy tastes the apple with his tongue and learns that it tastes?
What are our 5 senses?
For older toddlers: what other Tier 2 words (outside the book) can you introduce and reinforce?
excited, important
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.
It is important to repeat and extend your toddler’s answers to the questions, pushing in the few Tier 2 words specific for the story. For example, if your child responds to the question “How did the rabbit feel when the boy touched it with his fingers?” with “soft”, you could respond with “Yes, the rabbit was soft when he touched it using his fingers. He learned through his sense of touch that the rabbit’s fur was soft.” It is also important to offer safety nets to your toddlers when they are answering questions. For example,
if your student is unable to answer “What can you do with your ears?” you could offer the choices of
“hear or taste?”
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?
This material is copyright protected by the Rollins Center for Language & Literacy at the Atlanta Speech School. Please reproduce for use with teachers, leaders, and parents. For more information, contact the Rollins Center at [email protected].
Rollins Center for Language & Literacy
Activity Materials Needed Focus Vocabulary
Add a variety of objects to the sensory table, with different textures. Allow the toddlers to feel the textures and talk about the things that they are touching and feeling with their sense of touch.
Variety of textured materials, sensory table.
Touch, feel, important
Have a taste test for snack. Allow children to taste a variety of different foods (ex: lemon, cookies, carrots, chips) and talk about how each item tastes.
Variety of snack foods. Flavor, taste, excited, delicious
Provide musical instruments for the children and allow them to play, and to hear the different sounds.
Variety of musical instruments. Excited, instruments, hearing, ears, sounds
Find the Perfect Pair What informational/storybook might go well with this book, to support children’s knowledge and understanding? Horns to Toes and In Between by Sandra Boynton
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:
Vocabulary in English Words in Child(ren)’s home language(s)
This material is copyright protected by the Rollins Center for Language & Literacy at the Atlanta Speech School. Please reproduce for use with teachers, leaders, and parents. For more information, contact the Rollins Center at [email protected].
Rollins Center for Language & Literacy
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 could you read that reflect the cultures and languages of the children you teach? ______________________________________________________________________________________________________________________________________________________________________________