TIPS PLANNING FORM FOR INFANTS AND TODDLERS Tune In, Introduce the Book, Promote Language, Summarize the Book Book Title: Apples and Pumpkins Author: Anne Rockwell 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? Begin with a rhyme, Five Little Apples: Way up high in the apple tree, five little apples smiled at me. I shook that tree as hard as I could. Down came the apples, mmm mmm good! 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 Apples and Pumpkins. See this little girl on the cover holding a pumpkin (point). I wonder what she ll do with the pumpkin. I also notice apples near her (point to apples). It looks like she s picking apples and pumpkins. Let s read and find out what she does while picking apples and pumpkins and what she is going to do with them. 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 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 Leaves
2 Farm Comstock name of farm 3 Apples Pumpkins 4 Mr. Comstock, bushel basket Mr. Comstock- is the farmer of the farm. I am thinking that this girl and her family take a quick trip to pick apples and pumpkins each Fall. It must be Fall now because I see that the leaves have changed colors (point to). In the Fall, I know that it is time to harvest (pick) apples and pumpkins. Let s keep reading to see what happens. They need a basket to hold all of their pumpkins and apples once they pick them. That was very thoughtful of Mr. Comstock to give them a basket.
6-7 Geese, chickens, turkey Big- show big with hands Orchardplace were lots of apple trees grow 8 Father, Mother 9 Climbmove arms up to mimic climbing, pickpretend to pick an apple 10 Basket, apples Shiny-bright and smooth 12 Pumpkins There s so many farm animals here I see geese, roosters, a chicken, and baby chicks. All of these animals live on the farm with Mr. Comstock. The little girl is doing the same thing that her parents are doing. I bet they showed her how to pick apples when she was younger. They are all working together. 13 Pumpkin Abundance a lot Look at all of the pumpkins growing on
14 Vine Cuts-move fingers as to cut with scissors 16 Car Carrypretend to hold a heavy pumpkin Vine the stem where a plant grows from Collect to take or gather vines. This looks like a pumpkin patch (field where many pumpkins grow). There are so many to choose from there is an abundance - but the little girl looks over all the pumpkins for the best one. She wants a big, round, orange pumpkin! Look, they are loading into their car all the apples and pumpkin that they harvested (picked) from the Comstock farm. They are taking their collection (group of items) home and saying goodbye to Mr.
Comstock. I bet they thank him for letting them pick (harvest) and buy apples and pumpkins from his farm. 18-19 Jack-o - lantern Carve- cut Look, they used a knife to make a face. The pumpkin has eyes, a nose and a mouth now. When you carve (cut) a face into a pumpkin, you make it a jack-o - lantern. I see how the candle lights up the jack-o-lantern face. 20-21 Pumpkin, doorstep, apples Doorsteparea outside of a door Children get to dress in costumes on Halloween and get special treats. 22 Look, the little girl is dressed up, too. She is going to visit the houses with her friends. I wonder what
kind of treats she will get. Her mother is giving out the apples that they picked from the farm (turn back one page to reference). S: Summarize the Book Restate the purpose of the read We just read about a girl and her family who picked apples and pumpkins on a farm during the fall. Let s look back at (show previous illustrations and pair with target vocabulary) what they did on the farm and what they are going to do with the apples and pumpkins (For example, flip back to page 4 when Mr. Comstock gave them a basket) 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? _ What did the little girl and her family do on the farm? What kinds of animals did we see on the farm? Where did Daddy cut the pumpkin from (vine)? What did the little girl and her family do with the pumpkin when they took it home? For older toddlers: what open-ended questions can you ask to promote critical thinking? Why did Mr. Comstock give them a bushel basket? Why did the kids at the end of the story wear costumes? Why did the family pick the apples? For older toddlers: what other Tier 2 words (outside the book) can you introduce and reinforce? Collect, abundance, orchard, pumpkin patch, harvest, jack-o-lantern, costume _ 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? I will model correct grammar and wellformed sentences. I will also use safety nets and scaffolding. 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 to reinforce the vocabulary of the book? Activity Materials Needed Focus Vocabulary Allow children to play with and explore apples and pumpkins in the classroom (can be plastic or real). Could allow children to sort apples and oranges into baskets Cut apples or pumpkins in half, dip in paint, and create prints with your toddlers. Explore the insides of a pumpkin as a sensory activity. Apples, pumpkins (plastic or real) and/or baskets Apples or pumpkins (cut in half), paint, paper Pumpkin (cut open with loose pulp inside), children s hands or spoons, paper towels Abundance, collect, observe, compare Collect, compare, similar (same/alike), different Observe, abundance, similar, different Find the Perfect Pair What informational/storybook might go well with this book, to support children s knowledge and understanding? Biscuit Visits the Pumpkin Patch by Alyssa Capucilli (storybook) 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 Pumpkin Apple Turkey 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 can you read that reflect the cultures and languages of the children you teach?