TIPS Planning Form for Infants and Toddlersworms and a small bit of water. Seal and tape the edges, and let children feel the worms as a sensory experience. Gummy worms, Ziploc baggies,

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TIPS Planning Form for Infants and Toddlers

Tune In, Introduce the Book, Promote Language, Summarize the Book

Book Title: Baby Loves Spring Author: Karen Katz

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? For example, you could sing “Rain, Rain, Go Away” to capture the children’s attention. The lyrics are as follows:

“Rain, rain, [Move your fingers down like falling rain.]

go away. [Push your hands out, as if you were pushing the rain away.]

Come again another day. [Make a "come here" motion with your hands.]

_________ (insert child’s name) wants to play. [Hold up your hand showing all five fingers and point to

your thumb.]”

Rain, rain, [Move your fingers down like falling rain.]

go away! [Push your hands out, as if you were pushing the rain away.]

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 Baby Loves Spring. It looks like this baby is outside splashing in a puddle. She has on a raincoat, a hat, and rain boots. She also has an umbrella! She looks like she is having so much fun playing outside. Let’s read and find out other fun things baby will do in the spring! 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

All pages When you lift

flaps, say “open”

or “lift” on each

page.

1 Baby What (lift shoulders

and hands)

See (put hand

shading eyes as in

searching/looking)

Springtime–

after the

winter, when

it starts

getting warm

outside

Baby is outside.

She has on a

raincoat, rain

boots, rain hat

and is holding an

umbrella (point

to all).

Her umbrella is

closed (act out

closed).

2 Tree, baby

robins

What, tweeting Baby hears the

baby robins

tweeting. (Place

hand to ear as if

listening.) Can




you say tweet

tweet?

3,4 Dirt, worms What, wiggly (wiggle

finger back and

forth)

Look at the

worms! They live

in the dirt! I see

that Baby is

smiling. I think

that she is happy!

She likes the

wiggly worms.

5,6 Bush,

butterflies

What, fluttering (put

thumbs together

and move fingers

like a butterfly)

Beautiful – so

pretty

Wow! There are

a lot of beautiful,

pretty, butterflies

in the

springtime!

I see Baby’s

umbrella (point).

It is closed. She

isn’t using it

because it is not

raining (point to

sky).

7,8 Clouds,

raindrops

Falling (use fingers

to show falling rain),

Look! Baby has

opened her

umbrella now!




OH NO! (hands to

cheeks)

(Point) I see that

now it is raining

and baby doesn’t

want to get wet.

She opens her

umbrella to keep

her dry (act – use

hands together

to show closed,

then open).

9,10 Puddle, frogs Splish, splash (act

out splashing)

What

Croak (ribbit)

I think that Baby

is having so much

fun outside,

playing in the

rain! See how

happy she looks!

She is using her

umbrella to keep

dry (act – hands

over head).

11,12 Gate, garden What Garden –

where lots of

pretty flowers

are planted

Oh, I see that the

rain has stopped

and now there is

a rainbow! Baby

does not need




her umbrella

anymore!

S: Summarize the Book Restate the purpose of the read “We just read about all the fun that Baby had outside in the spring.”

“Let’s look back to see what Baby did outside and why she had an umbrella.”

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?

- Where is Baby’s umbrella? - Does Baby need an umbrella in the rain? - What did Baby see in the garden? - How did Baby feel while she was playing outside?

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?

With young infants, you will need to ask the question, pause and then provide the answer.

Remember to acknowledge all attempts to communicate from the child (eye gaze, pointing,

vocalization, etc.). For example, if the child is able to mimic the motion of “what”, you can respond

with “Yes, we want to know what Baby sees! She sees a baby robin on this page!” Or if the child

points to the umbrella, you could say, “I see you pointing to the umbrella! Baby has the umbrella

opened because it is raining!” You can also ask either or questions to your young toddlers (ex: Is

Baby’s umbrella open or closed?”)

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 Vocabulary

Take umbrellas outside and show children how umbrellas open and close. Let older

A few small umbrellas Umbrella, rain, open, close




students take turns holding the umbrellas.

Fill Ziploc bags with gummy worms and a small bit of water. Seal and tape the edges, and let children feel the worms as a sensory experience.

Gummy worms, Ziploc baggies, tape Spring, water, worms, wet, rain

Create several small washtubs of water. Place toy frogs in the water and allow infants and toddlers to splash and play in the water tubs.

Small washtubs, water, plastic frogs Frog, jump, splash, wet

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

- Touch and Feel Spring by Bright Baby Books

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

Baby bebé

Umbrella paraguas

Rain lluvia

Worm gusano




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? ______________________________________________________________________________________________________________________________________________________________________________


Documents

TIPS Planning Form for Infants and Toddlersworms and a small bit of water. Seal and tape the edges, and let children feel the worms as a sensory experience. Gummy worms, Ziploc baggies,