TIPS Planning Form for Infants and ToddlersBunnies conejitos Confused confuso Curious curioso . This...

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: Curious George: The Perfect Carrot Author: Adaptation by Marcy Goldberg Sacks

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? You could use the song “Flower Garden” to engage children. It is possible to use this song as a felt board story as well. Sung to: "The Farmer In The Dell" The farmer plants the seeds The Farmer plants the seeds Hi, Ho and Cheery O The farmer plants the seeds. (Use the following verses.) The sun begins to shine The rain begins to fall The plants begin to grow The flowers smile at us

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 The Perfect Carrot. It looks like Curious George has a garden and he has pulled a big carrot from his garden. I wonder how he grew that carrot. Let’s read and find out.

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

mailto:[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 and feelings, and connect

events?

Page # Point Act Tell Your Think Aloud Comment

3 George, Bill,

bunnies, carrots

Loved (rub

stomach)

4,5 Bill, carrot,

ground

Where (shrug) CURIOUS – you

really want to

know

something

George is so

CURIOUS about

how Bill pulled a

carrot out of the

dirt - he really

wants to know

how Bill did that! I

bet he’s really

excited that Bill

said he can grow

carrots too!

6,7 Man with the

yellow hat,

packet of seeds,

hole

Dug Directions –

how to plant

seeds

8,9 Seeds, watered Dug, covered Look at George

watering his seeds!

He looks so happy




that he has planted

his own seeds.

George knows that

his seeds need dirt,

water and sun to

grow.

10,11 No carrots (point

to dirt)

No (shake

head)

CONFUSED –

when you don’t

understand

Oh, poor George!

He thought that his

carrots would grow

in one day, and he

was so CONFUSED

when they didn’t. I

think that he didn’t

understand that it

takes many days

for seeds to grow

into plants.

12,13 Watered, carrot

plants

Look how happy

George is to see

his carrot plants

growing! I think he

takes such good

care of his plants,

and knows that

they will grow into




big carrots one

day.

14,15 Carrots, funny,

perfect

Perfect – just

right

When you grow

carrots, you can

see the green tops,

but the carrot is

growing under the

dirt. So, George

has to pull the

carrots out of the

dirt.

16 Case Case – like a

lunchbox

I think that George

is so proud of his

carrot that he

doesn’t want to

eat it! I am

CURIOUS, I’m

wondering, what

he will do with his

perfect carrot.

17 Sign, George,

door

Perfect – just

right

Oh no, the bunnies

are gone! I bet

George is

CONFUSED –

doesn’t




understand – why

the bunnies are

gone.

18 Bunny footprints Garden –

where food and

flowers grow

I think George is

following the

footprints because

he knows that they

will show him

where the bunnies

are, and he is really

CURIOUS - really

wants to know

about where the

bunnies have

gone.

19 cave, bunnies Oh no, those

bunnies are so lost

and CONFUSED!

They don’t

understand where

they are or how to

get home!




20,21 George, bunnies,

cave, gone,

carrot

I bet those bunnies

were so glad to get

George’s carrot,

because they were

so scared and

hungry. And, look,

they have eaten

almost the whole

carrot! I bet Bill is

so glad that

George found his

bunnies.

22 George, Bunnies,

Carrot

Oh, I bet those

bunnies and Bill

are so happy to

see each other.

George looks so

proud too, that his

carrot helped the

bunnies when they

were lost and

CONFUSED. Good

job, George!

S: Summarize the Book Restate the purpose of the read “We just read about how Curious George grew carrots from seeds, and

used one of his carrots to help his bunny friends.” “Let’s look back at how George grew the carrots and how he used his perfect carrot to help his friends.”




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?

- Who is George’s friend? - What do the bunnies love to eat? - How does George feel when his carrots don’t grow? - What do seeds need to grow? - How do the bunnies feel in the cave? - How does Bill feel when George shows him where the bunnies are? For older toddlers: what open-ended questions can you ask to promote critical thinking?

- How does George know where to find the lost bunnies? - Why did George want to grow his own carrots? - Why didn’t George want to eat his perfect carrot?

For older toddlers: what other Tier 2 words (outside the book) can you introduce and reinforce? Curious, Confused

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 George feel

when his carrots didn’t grow?” with “sad”, you could respond with “Yes, he was so sad, and confused –

he didn’t understand why his carrots didn’t grow in one day.” Also, as you are asking open ended

questions, you may need to provide safety nets for your toddlers. One safety net could be giving your

child either/or choices if they are struggling to answer (for example: “Did George see the bunnies, or did

he just see their footprints?”).

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

Plant carrot seeds in cups. Cups, dirt, carrot seeds Seeds, vegetables, grow, soil, garden, curious

Transform your sensory table into a garden! Place dirt in the table instead of sand. Allow children to dig, and plant with toy shovels, rakes and plastic vegetables

Dirt, plastic vegetables, shovels, rakes, empty watering cans, signs for the garden

Curious, garden, vegetable, soil, grow

Add toy bunnies to your dramatic play area, with various vegetables

Toy rabbits, plastic vegetables, pretend pet cage

Rabbits, curious, vegetables, confused

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

- Grow It! A Sembrar! by Child’s Play - How a Seed Grows by Helene Jordan - Growing Vegetable Soup by Lois Ehlert - The Carrot Seed by Ruth Kraus -

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)

Home Language 1 (SPANISH) Home Language 2

Carrot zanahoria

Bunnies conejitos

Confused confuso

Curious curioso




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? ______________________________________________________________________________________________________________________________________________________________________________


TIPS Planning Form for Infants and ToddlersBunnies conejitos Confused confuso Curious curioso . This...

Documents

Transcript of TIPS Planning Form for Infants and ToddlersBunnies conejitos Confused confuso Curious curioso . This...