tips planning form for infants and toddlers tune in ... · body parts) happy, the boy is to play...

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

Book Title: My 5 Senses! Author: Aliki

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? Tune in by singing the rhyme “Two Little Eyes.” Begin to make the connection that we use our eyes, ears, nose, and mouth to help us understand things around us. The words are as follows: “Two little eyes to look around. Two little ears to hear each sound. One little nose to smell what’s sweet. One little mouth that likes to eat.”

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 My 5 Senses. Look at this little boy, he’s showing us his hand. And look, he’s licking his lips. I also notice these tiny arrows showing us his eyes, ears, and nose. These body parts help us learn and experience our world (everything around us). They are our 5 senses. Let’s read and find out more about these special body parts and what they help us learn!

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

4,5 Eyes See (hands

cupped around

eyes, like

binoculars)

Wow, our eyes

have a very

important

(means a lot) job.

They help us see

the world around

us.

6,7 Ears Hear (cup hands

around ears)

Hear- to

get/receive

different

sounds

I see that he is

using his ears to

hear the sounds

that happen

around him.

Hearing is

another one of

our 5 senses

(which allow us

to learn about

what is

happening

around us).




8,9 Nose Smell (sniff) Look at the little

boy smelling the

flowers. He is

using his nose to

learn about the

flowers, and how

they smell. Smell

is another one of

our 5 senses that

help us learn

about things

around us.

10,11 Tongue Taste (stick

tongue out)

Taste – when

you lick

something to

learn what

flavor it is

MMMMM, I bet

he loves to taste

ice cream with

his tongue! His

tongue helps him

know what flavor

of ice cream he is

licking. We use

our sense of taste

(our tongue) to

help us learn

about different

food flavors.




12,13 Fingers Touch (wiggle

fingers)

Touch – when

you use your

hands to feel

something

I see the boy uses

his fingers to

touch the rabbit.

I’m thinking that

the rabbit feels

soft and warm.

We use our

hands like the

little boy to touch

and learn about

how things feel.

14,15 Sun, frog, baby

sister

Five (hold up 5

fingers), see

(hand over eyes,

looking)

Senses- help us

learn about

things around

us.

Sight – when

you use your

eyes to look at

things

Look at all of the

things that the

little boy can see

with his sense of

sight. I think that

you use your

sense of sight to

see a lot of great

things too (look

around the

room)!

16 Drum, fire

engine, bird

Hearing (cup

ears)

Hearing – when

you use your

ears to hear

The little boy

hears lots of

sounds around




different

sounds

him; he is

learning the

differences

between the

sounds. He

knows that a

drum, fire

engine, and bird

make different

sounds.

17 Soap, pine tree,

cookies

Smell (sniff) Sense- helps us

learn about

things around

us.

Smell – when

you use your

nose to learn

about different

smells (scents)

18 Milk, food Drink, eat Taste - when

you use your

mouth to taste

different foods

(flavor)

I see this little

boy eating

dinner. He tastes

milk, spaghetti

and salad. I bet

the milk is cold




and the spaghetti

is warm and

maybe salty.

They all taste

different (have

different flavors).

We taste many

different foods

and flavors when

we eat too!

19 Kitten, balloon,

water

Touch (wiggle

fingers)

Touch – using

your hands to

feel things

I bet the water

feels wet when

he touches it!

And the kitten

feels soft.

20,21 Moon, stars Look(hands over

eyes, looking)

Sense- use to

learn about

things around

us

I notice that he is

using his sense of

sight, he is

seeing. I bet he

sees how bright

the moon and

the stars are

shining!

22,23 Puppy See, hear, smell

and touch (point

Look how

EXCITED, how




to corresponding

body parts)

happy, the boy is

to play with his

puppy! He is

touching,

smelling, hearing

and seeing his

puppy! He is

using 4 senses!

24,25 Ball Bounce

See, hear and

touch (point to

corresponding

body parts)

I see the boy

having a great

time playing with

his ball! Look

how he can see

the ball, touch

the ball, and hear

it bouncing too!

26,27 See (look around

the room with

hands cupped

over eyes like

binoculars)

Aware- to

understand

28,29 Hear (cup ears),

smell (sniff)




30,31 Taste (lick lips),

touch (wiggle

fingers)

Look at how

important all 5 of

our senses are!

They help us see,

hear, smell, taste,

and touch to

learn about

things around us.

32 Aware- to

understand;

know about

I see the little

boy using all of

his senses! He

tastes the apple,

smells the flower,

hears his puppy,

sees his book and

touches his bear.

We use our

senses all day,

everyday to learn

about things

around us!

S: Summarize the Book Restate the purpose of the read: “We just read about a little boy and how he uses his 5 senses to learn

about many things. Let’s look back to see how he uses his 5 senses to learn about his world.”

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?




On appropriate pages flip back to ask:

He uses his eyes to?

He uses his ears to?

He uses his tongue to?

He uses his nose to?

He uses his fingers to?

For older toddlers: what open-ended questions can you ask to promote critical thinking?

What are some other things that we can taste? (or smell, see, hear and touch)

When the boy touches the rabbit with his fingers, he learns that the rabbit feels?

The boy tastes the apple with his tongue and learns that it tastes?

What are our 5 senses?

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

excited, important

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.

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 the rabbit feel when the boy touched it with his fingers?” with “soft”, you could respond with “Yes, the rabbit was soft when he touched it using his fingers. He learned through his sense of touch that the rabbit’s fur was soft.” It is also important to offer safety nets to your toddlers when they are answering questions. For example,

if your student is unable to answer “What can you do with your ears?” you could offer the choices of

“hear or taste?”

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

Add a variety of objects to the sensory table, with different textures. Allow the toddlers to feel the textures and talk about the things that they are touching and feeling with their sense of touch.

Variety of textured materials, sensory table.

Touch, feel, important

Have a taste test for snack. Allow children to taste a variety of different foods (ex: lemon, cookies, carrots, chips) and talk about how each item tastes.

Variety of snack foods. Flavor, taste, excited, delicious

Provide musical instruments for the children and allow them to play, and to hear the different sounds.

Variety of musical instruments. Excited, instruments, hearing, ears, sounds

Find the Perfect Pair What informational/storybook might go well with this book, to support children’s knowledge and understanding? Horns to Toes and In Between by Sandra Boynton

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 Home Language 2

See

Hear

Eyes

Ears




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 toddlers tune in ... · body parts) happy, the boy is to play...

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