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: Just A Snowman Author: Mercer Mayer 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? The finger play “5 Little Snowmen” is a fun way to engage children and rouse interest in the book. The lyrics are as follows: “5 little snowmen, riding on a sled, One fell off and bumped his head! I called Frosty and Frosty said, “No more snowmen riding on the sled!” 4 little snowmen….. 3 little snowmen…. 2 little snowmen…. 1 little snowman…. 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 Just a Snowman. See on the cover that Little Critter and his sister are playing in the snow – and they have built a snowman! I wonder what other fun things Little Critter did in the snow? Let’s read and find out what sorts of things he did in the snow. 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-What did Little Critter want to do most on his snow day? -What did Little Critter do with his friends? -What was Little Critter eager to
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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: Just A Snowman Author: Mercer Mayer
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? The finger play “5 Little Snowmen” is a fun way to engage children and rouse interest in the book. The lyrics are as follows: “5 little snowmen, riding on a sled, One fell off and bumped his head! I called Frosty and Frosty said, “No more snowmen riding on the sled!” 4 little snowmen….. 3 little snowmen…. 2 little snowmen…. 1 little snowman….
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 Just a Snowman. See on the cover that Little Critter and his sister are playing in the snow – and they have built a snowman! I wonder what other fun things Little Critter did in the snow? Let’s read and find out what sorts of things he did in the snow.
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 character’s actions
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
chocolate (point) and
maybe some sugar too.
21,22 Marshmallows,
mugs
Stirred I notice that Little
Critter is stirring up all
of the INGREDIENTS in
the pot, then pouring
the hot chocolate into
the mugs. I think that
this huge mess that he
made is just an
ACCIDENT – he didn’t
mean to make such a
big mess.
23 Snowman
One mug
Look how Little Critter
and his sister shared
their hot chocolate with
the snowman! I think
that they all had an
EXCITING day in the
snow!
S: Summarize the Book Restate the purpose of the read “We just read about Little Critter’s day in the snow.
Let’s look back at all of the fun things that Little Critter did on the day that it snowed.”
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 did Little Critter make here? (snow angel, snow fort, snowman)
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Rollins Center for Language & Literacy
-What did Little Critter want to do most on his snow day?
-What did Little Critter do with his friends?
-What was Little Critter eager to do in the snow?
For older toddlers: what open-ended questions can you ask to promote critical thinking? How did Little Critter feel when it was snowing? How did Little Critter build a snowman? Why did Little Critter and his sister go inside to make hot chocolate?
For older toddlers: what other Tier 2 words (outside the book) can you introduce and reinforce? Excited, Assist, Eager
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?
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 Little Critter
feel when it was snowing?” with “happy”, you could respond with “Yes, he was so happy, so excited, to
go play in the snow!”
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
Provide various hats, scarves and mittens for students to use for dress up in dramatic play.
Assorted winter clothing
Cold Excited Hat, mittens, scarf, boots Eager
Bring in the ingredients for homemade play dough: 1 cup water (you can add food coloring to water to tint dough) 4 cups flour 2-4 T oil 1 and ½ teaspoons salt Place water in bowl. Add flour and oil and stir. Add 2 T oil at a time (this keeps dough from becoming crumbly)
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Use play dough to create snowmen.
Create “snow” in your classroom. Use 2 and ½ cups of baking soda, mixed with ½ cup of white hair conditioner. Mix and place in small bowls for children to explore.
Baking soda, hair conditioner, large bowl and spoon, small bowls
Ingredients Excited Eager Mix
Find the Perfect Pair What informational/storybook might go well with this book, to support children’s knowledge and understanding? -Baby Animals in the Snow by Kingfisher books -The Snowy Day by Ezra Jack Keats
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)
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What other books on this topic could you read that reflect the cultures and languages of the children you teach? ______________________________________________________________________________________________________________________________________________________________________________