TIPS Planning Form for Infants and Toddlers...painting! They are having a lot of fun. 27-28 Green...

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TIPS Planning Form for Infants and Toddlers Tune In, Introduce the Book, Promote Language, Summarize the Book

Book Title: Mouse Paint Author: Ellen Stoll Walsh

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? Engage the child’s interest by using the finger play “Five Little Mice.” The lyrics are as follows: Five Little Mice (Use your fingers to act out this finger play) Five little mice on the pantry floor, This little mouse peeked behind the door. This little mouse nibbled at the cake, This little mouse not a sound to make. This little mouse heard the kitten sneeze. “Ah Choo," sneezed the kitten, "Squeak," they all cried, And found a hole to run inside.

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 Mouse Paint_” (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 “Mouse Paint.” See these mice? (point to mice) They want to hide from a cat because cats eat mice. I wonder how they will hide from the cat. Let’s read and find out.

P: Promote Language (focus words: blend, combine, clever, enjoy)

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

1-2 Mice, Cat, White piece of

paper

I notice that the mice

are white and the

paper is white, so the

mice BLEND in. The

cat can’t see them

even though he is so

close to them. That is

a very clever, or

smart, way for the

mice to hide. I’m glad

the cat can’t see them

because cats like to

eat mice!

3-4 Jars, Mice asleep

5-6 climbed The mice are not

white anymore

because they are

covered in paint!

7-8 Puddles dripped

9-10 Red mouse, Yellow

puddle

stepped,

dance, stirred

11-12 Orange (Flip back to previous

page). I’m thinking

because the mouse’s




feet were yellow and

he stepped in a red

puddle, the red and

yellow paint

COMBINED, or mixed,

to make a new color-

orange! When we mix

colors together we

can make new colors.

13-14 Yellow mouse, Blue

puddle

Hopped,

mixed, stirred

15-16 I’m noticing that the

mice have different

colored feet. At first

they were just one

color, but after they

stepped in puddles of

other colors, the color

of the puddle

COMBINED, or mixed,

with the first color

and made a new

color.

17,18 Blue mouse, Red

puddle

Jumped,

splashed,

mixed, danced

19-20 Purple

21-22 Soft white

Sticky (gesture putting fingers together and then pulling them apart as

Stiff-hard, won’t move

I am noticing that they

are taking a bath in a

bowl that says “CAT.”




if there was resistance) washed

I’m thinking that the

mice are taking a bath

in the bowl the cat

drinks from. Oh no! I

hope the cat doesn’t

wake up and find

them.

23-24 I’m thinking that the

mice really ENJOYED,

or liked, painting, but

they didn’t like feeling

sticky or stiff when

they painted

themselves. So, they

thought it would be a

better idea to paint

paper instead.

25-26 Blue part, orange

part

I remember when

they made new colors

by dancing in different

puddles when they

were covered in paint

(flip back to 9-10).

Now they are trying to

COMBINE, or mix, two

colors to make new

colors on paper. This

is a little bit less

messy. I’m thinking

they are ENJOYING




painting! They are

having a lot of fun.

27-28 Green part, purple

part

These white mice

really show up well on

the green and purple

paint. They don’t

BLEND in at all.

29 Wow! These mice are

very CLEVER, or smart.

Even though they

painted most of the

paper, they wanted to

leave some white so

that they could stand

on it and blend in so

that the cat couldn’t

see them.

S: Summarize the Book

Restate the purpose of the read “We just read Mouse Paint! Remember how the mice hid in the paint to get away from the cat because he wanted to eat them!” Let’s look back at all the adventures the mice had with the paint when they were hiding from the cat! (show previous illustrations and pair with target vocabulary)

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? -Why can’t the cat see the mice? -What are the mice doing? -What’s happening with the paint?

For older toddlers: what open-ended questions can you ask to promote critical thinking? -How did the mice hide from the cat? -Why didn’t the mice want the cat to find them?




For older toddlers: what other Tier 2 words (outside the book) can you introduce and reinforce Clever, Combine, Enjoy, Surprised

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?

Recast child/children’s answer and build upon response by adding new Tier 1 and Tier 2 words!

Scaffold questions (Fill in the blank and either/or questions)

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

Matching with colors- Place colored construction paper in front of each child in a small group (different children can have different colors) and place a bucket of mixed objects (buttons would work well) in the middle. Children should sort through the items and select items that are the same color as their paper so that they will blend in. Place those items on your placemat.

-colored construction paper -variety of small colored items (blocks, buttons, pom poms, etc.) -markers, chart paper

blend, enjoy, clever, combine

Coloring Water- Change the color of the water in the water table throughout the week by dripping in different combinations of food coloring.

-Sand/Water Table -Dye

Mix, Blend, Combine

Mouse Hunt- Hide a plastic, stuffed, or paper cut out of a mouse on playground. Children can pretend to be a cat and crawl around the playground searching for the hidden mouse.

-fake mouse (plastic or paper cut out) -clever




Find the Perfect Pair

What informational/storybook might go well with this book, to support children’s knowledge and understanding? Example: My First bilingual Book (Art) Or another informational text about mice or cats!

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? 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 could you read that reflect the cultures and languages of the children you teach? ______________________________________________________________________________________________________________________________________________________________________________

Vocabulary in English Words in Child(ren)’s home language(s)

Examples: Home Language 1 (Spanish) Home Language 2

Mouse El raton

Cat El gato

Paint Pintar

Art El arte, la arte


TIPS Planning Form for Infants and Toddlers...painting! They are having a lot of fun. 27-28 Green...

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