TIPS Planning Form For Infants And Toddlers

TIPS Planning Form for Infants and ToddlersTune In, Introduce the Book, Promote Language, Summarize the BookBook Title: Moo, Baa, La La La!Author: Sandra BoytonT: Tune In Engage the child/children in a playful and loving interaction Capture the child’s/children’s interest in the book you have chosenWhat will you do to tune in and engage the child/children with this book?A great way to tune in and engage the students in the book would be to sing “Hey Diddle Diddle.”Hey Diddle Diddle Song LyricsHey diddle diddle,The cat played the fiddle,The cow jumped over the moon.The little dog laughed to see such sport,And the dish ran away with the spoon.(Repeat)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 nameof 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 Moo, Baa, La La La. Look at the animals! I wonder what the animals are doing?Let’s read and find out!P: Promote LanguageEngage 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 seewhat happens next.” Connect to children’s life experiences while readingThis material is copyright protected by the Rollins Center for Language & Literacy at the AtlantaSpeech School. Please reproduce for use with teachers, leaders, and parents. For moreinformation, contact the Rollins Center at Rollinsinfo@AtlantaSpeechSchool.org.

Rollins Center for Language & LiteracyP.A.T. the Vocabulary:Which words will you select toPoint, Act, Tell?Talk around theBook:Use Think AloudsWhat comments willyou make to explaincharacter’s actions andfeelings, and connectevents?Page #PointActTellYour Think AloudComment2Cowmoo3,4SheepBaaLook! These pigsPigsSing la la lalook like they arehaving funsinging anddancing!5,6PigsOinkI noticed the pigsShake headare singing La La“no,no!”La, but pigs sayoink! I wonderwhy the pigs aresinging.7,8Rhinoceroses,Snort, snuff,Wow! TheseDogsruff- ruff-ruffdogs look reallytiny, really small,next to the huge,big,rhinoceroses!9,10Dogs, catsBow wowKitten- a baby Look at thosewow, meowcatdogs chasingThis material is copyright protected by the Rollins Center for Language & Literacy at the AtlantaSpeech School. Please reproduce for use with teachers, leaders, and parents. For moreinformation, contact the Rollins Center at Rollinsinfo@AtlantaSpeechSchool.org.

Rollins Center for Language & Literacythose cats! I betthose cats arepretty scared!11,12Duck, horse13,14Quack, neighQuiet- putQuiet- noLook at all thefinger oversound oranimals. They aremouth.noisewaiting to hearYou- point towhat YOU say!the childrenor child.S: Summarize the Book Restate the purpose of the read Moo, Baa, La La La.“Let’s look back at all of the animals in Moo, Baa, La La La. Some of the animals we saw were cows,pigs, rhinoceroses, a duck and horse! Encourage children to point to pictures that show meaning of key words or, if they are talking, to usekey 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?o Can you tell me about the different animals in the book?o Where have you seen some of these animals? Respond to the child’s answers by promoting language:o Acknowledge answer or give the answer for infants and young toddlerso Provide supports as the child respondso Model vocabulary and well-formed sentencesNote: Keep in mind it’s most important to model turn-taking in conversation and to model the vocabulary andlanguage you want the child to use eventually. It is not so important to ask the child to recall specific details.This material is copyright protected by the Rollins Center for Language & Literacy at the AtlantaSpeech School. Please reproduce for use with teachers, leaders, and parents. For moreinformation, contact the Rollins Center at Rollinsinfo@AtlantaSpeechSchool.org.

Rollins Center for Language & LiteracyHow will you support children’s language in their answers?With infants, you will need to both ask the question and provide the answer. As children are able toname each animal, acknowledge this and add the animal’s sound (ex: Yes, a pig does say oink, oink!).You can also ask either/or questions of your young toddlers (ex: Is this a horse or a pig?)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?ActivityMaterials NeededFocus VocabularyAdd assorted animals around theToy animalsAnimals, varietyclassroomAnimal footprints- Take the toyToy animals, paint and constructionPig, cow and horseanimals, dip their feet into paint and paperpress onto construction paperSensory bottles- Put small animalsSmall farm animals, empty waterFarm animals, Huge, Littleinto an empty water bottle. Fill thebottles, water and hot glue gun.water bottle with water, then closeOptional- glitter and food coloring.the bottle and seal with a hot gluegun. (Optional ideas) – add glitter orfood coloring in the sensory bottle.Find the Perfect PairWhat informational/storybook might go well with this book, to support children’s knowledge andunderstanding?DK Baby Animals Touch and Feel.That’s Not My Bear F. WattAdaptations for DLLsWhat adaptations will you make to increase the understanding and participation of the dual languagelearners 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)? Afamily 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 homelanguage:This material is copyright protected by the Rollins Center for Language & Literacy at the AtlantaSpeech School. Please reproduce for use with teachers, leaders, and parents. For moreinformation, contact the Rollins Center at Rollinsinfo@AtlantaSpeechSchool.org.

Rollins Center for Language & LiteracyVocabulary in EnglishDogCatPigCow Words in Child(ren)’s home language(s)Home Language 1(SPANISH)Home Language 2El perroEl gatoEl cerdoLa vacaDo you need any props or materials?How do you plan to support the conversation with dual language learners? What will you need to keep inmind?What other books on this topic could you read that reflect the cultures and languages of the children youteach?This material is copyright protected by the Rollins Center for Language & Literacy at the AtlantaSpeech School. Please reproduce for use with teachers, leaders, and parents. For moreinformation, contact the Rollins Center at Rollinsinfo@AtlantaSpeechSchool.org.

Toy animals, paint and construction paper Pig, cow and horse Sensory bottles- Put small animals into an empty water bottle. Fill the water bottle with water, then close the bottle and seal with a hot glue gun. (Optional ideas) – add glitter or food coloring in the sensory bottle. Small farm animals, empty water bottles, water and hot glue gun.