tips planning form for infants and toddlers · information, contact the rollins center at...

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TIPS Planning Form for Infants and Toddlers

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

Book Title: Knuffle Bunny Author: Mo Willems

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? You can use the song “I love you” from Barney to tune in to your toddlers. The lyrics are as follows: I love you. You love me. We’re a happy family. With a great big hug and a kiss from me to you (mime hugging and blowing kisses) Won’t you say you love me too?

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 Knuffle Bunny. See this little girl (point to)? Her name is Trixie and she is holding her favorite toy, Knuffle Bunny (point to). Trixie likes to take Knuffle Bunny with her on all kinds of adventures, but something happens to Knuffle Bunny in this story and it’s a BIG problem (not wanted, causing trouble) for Trixie. Let’s read to find out what happens to Knuffle Bunny and how Trixie and her family work together to solve this problem!

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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Rollins Center for Language & Literacy

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

Title pages Knuffle Bunny I see pictures of

Trixie’s family in

this book. Look,

here are her

mommy and

daddy (point to)

and here is Trixie

when she was a

baby (point to).

Look, here she’s

getting bigger, she

is growing, and it

looks like she

really loves her

Knuffle Bunny

(hug yourself). I

bet it is her

favorite toy. She

likes it the most. I

wonder what




Trixie and Knuffle

Bunny do in this

story.

1,2 Trixie, daddy Errand – they went

to do something

Oh, I notice that

Trixie’s daddy is

carrying their

laundry (dirty

clothes). They

have a lot of dirty

clothes. I am

thinking they are

going to wash

their clothes. This

must be the

errand that they

have to do. And

look, Trixie is

bringing Knuffle

Bunny (point) with

her.

3,4 Trixie, daddy, park Through –

motion one

hand moving

through the

Block – their

neighborhood,

where they live

I think that Daddy

and Trixie are

having such a

good time

together (with




fingers of

the other

each other). I

notice Trixie is

smiling (point to).

I bet she really

enjoys going on

adventures with

her daddy and her

Knuffle Bunny.

They get to see

lots of different

places on their

way to wash

clothes.

5,6 School,

Laundromat

Laundromat – a

place to go where

you can wash and

dry your clothes, do

your laundry

Look, Daddy

(point), Trixie

(point), and

Knuffle Bunny

(point) finally

arrive at the

Laundromat! They

can wash their

clothes/laundry

here.

7,8 Trixie, Daddy,

washing machine

Machine – the

washing machine

Oh, I think Trixie is

being so silly!




washes their

clothes; gets them

clean

Laundry – dirty

clothes

She’s having a

great time

(enjoying)

spending time

with her daddy.

And look, here is

Knuffle Bunny

hanging on the

side of the laundry

basket (point). I

wonder if Trixie

knows where

Knuffle Bunny is

resting?

9,10 Money, machine Put money

in- pretend

to place

money into

machine

Money – when you

go to a Laundromat,

you have to pay to

wash your clothes,

so Trixie gets to put

the money in the

machine

Trixie and her

daddy are done

loading their

laundry. Now

they have to wait

for it to wash, so

they’ll leave for a

little while. But

wait, I notice that

Knuffle Bunny is in

the washing




machine (point

to)!! I wonder if

Trixie knows that

her favorite toy is

getting washed. I

bet this will be a

problem (trouble)

for Trixie. Let’s

keep reading to

find out.

11,12 Trixie Realized – she

remembered

/thought of

something

UH-OH! Look at

Trixie. I think that

she realizes

/remembered that

she left her

Knuffle Bunny at

the laundromat!

Oh-no, she didn’t

want to wash her

bunny and leave it

behind! What a

problem!

13,14 Aggle,

flaggle,

klabble -

Oh, Trixie is telling

her daddy about

what she




(show signs

of panic)

remembered,

what she

REALIZED, but

Daddy doesn’t

understand that

she is trying to say

“Knuffle Bunny”.

Trixie is still

learning how to

talk, her daddy

doesn’t

understand her.

And, poor Trixie is

getting upset (not

happy).

15,16 Trixie Trixie keeps trying

to tell daddy what

she REALIZED, that

she left Knuffle

Bunny. I see that

Daddy is trying to

figure out what

she is saying, but

Trixie is not using

real words yet,




she is still learning

how to talk.

17,18 Trixie, daddy Bawled-

pretend to

cry loudly

Boneless-

make arms

limp; fling

arms down

Fussy – to cry

Bawled – to cry

loudly

Boneless – stopped

walking, pretended

she didn’t have

bones to hold her

up

Oh my! Trixie was

trying so hard to

make Daddy

understand her,

and when he did

not, I see that she

got really upset.

This is a big

problem (causing

trouble, not

wanted) for Trixie!

19,20 Trixie, daddy Unhappy-

pretend to

be upset and

unhappy

Unhappy- sad,

upset, not happy

Look, Trixie was so

unhappy and her

daddy became

unhappy (upset)

too. I think Daddy

got unhappy

because he could

not understand

Trixie and it looks

like it is hard to

carry a little girl

who is so fussy! I




don’t think they

are enjoying this.

21,22 Mommy Where is

Knuffle

bunny -

(shrug

shoulders)

Look at Trixie and

Daddy’s face! This

is what Trixie was

trying to tell

daddy. I bet

daddy feels

frustrated that he

didn’t understand

her.

23,24 Whole family Ran- move

arms to

pretend to

run

Whole family –

mommy, daddy and

Trixie

Oh, I bet that they

are running back

to the Laundromat

to try to find

Knuffle Bunny!

Families work

together (with

each other), to

solve problems

and this is a big

problem – Knuffle

Bunny is gone!

25,26 School,

Laundromat

Zoomed – ran fast I bet that Trixie

and her family are




really hoping that

Knuffle Bunny is

still in the

Laundromat!

27,28 Daddy, Trixie Looked -

(hand above

eyes,

searching),

nowhere -

(shake head

no)

See Daddy looking

everywhere for

Knuffle Bunny? He

really loves Trixie

and wants to find

her favorite toy

for her. Families

work together

(with each other)

to solve/fix

problems (causing

trouble). But,

poor Trixie looks

so worried that

Knuffle Bunny is

gone.

29,30 Knuffle bunny Looked –

hand above

eyes

Trixie’s daddy is

determined to find

her toy – he will

not give up! And

look, I see that he




Knuffle

Bunny- yell

happily

did find Knuffle

Bunny, all the way

in the back of the

washing machine!

Yay!

31 Look how happy

Trixie is to have

Knuffle Bunny. I

bet she is so glad

that her mommy

and daddy helped

her get her

favorite toy back.

They worked

together to solve

Trixie’s BIG

problem. Trixie

even learned how

to say “Knuffle

Bunny”.

S: Summarize the Book Restate the purpose of the read: “We just read about how a family worked together to solve their

problem.” “Let’s look back at how this family worked together to find Knuffle Bunny.”

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 was Trixie’s favorite toy?

Where was Trixie going with Daddy?

What do you do at a Laundromat?

How did Trixie try to tell Daddy that she forgot Knuffle Bunny?

What did Mommy ask when Daddy and Trixie got home?

What were Trixie’s first words?

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

What kind of errand did Trixie and her daddy do?

Why did Trixie enjoy going with her daddy to the laundromat?

Why did Trixie get so upset on the way home from the Laundromat?

Why didn’t Daddy know that Trixie forgot Knuffle Bunny?

How did Trixie feel when Daddy didn’t understand her?

How did Trixie and her family solve her problem?

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

enjoy, realize, problem

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?

It is important to acknowledge all answers from your toddlers, as well as to repeat and extend their

answers, including the Tier 2 words from the story when possible. For example, if you ask “Why was

Trixie upset on the way home?” and your toddler answers “Knuffle Bunny”, you could reply “Yes, you

are right! Trixie REALIZED that she had forgotten Knuffle Bunny at the Laundromat!” It is also important

to realize that your toddlers may need safety nets in order to answer questions. For example, you can

give them the choice between 2 answers (i.e. Was Trixie upset or happy when Daddy didn’t understand

her?) or offer fill in the blank (At the Laundromat, you wash…….., and allow toddlers to fill in “clothes”)

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

Create a washer out of an old box and keep it in your dramatic play area, with many clothes and a laundry basket. Your toddlers can pretend to wash their own clothes.

Old box converted into a washing machine. Clothes Laundry basket Pretend coins Empty bottle of washing detergent

- Laundromat - Washing machine - Laundry- dirty clothes - Errand- something that has to

be done

Provide a dollhouse, with a family of dolls or stuffed animals, to your toddlers. Allow them to play with the stuffed toys to re-create the story, spend time together with family members, or run errands with their favorite toys.

Dollhouse A family of dolls Furniture Stuffed toys

- Family - Together – with each other to

enjoy time or solve problems - Solve problems (fix things

causing trouble) - Errands- something that has to

be done

Have students bring in pictures of their family. Create collages of each child’s family, and hang in the room, at child’s level. Use these collages as points of conversation about things that each child does with his/her family.

Glue Paper Pictures of each child’s family

- Family - Enjoy- spending time with

family - Together- with each other

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

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:




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)

Home Language 1 (SPANISH) Home Language 2

Family Familia

Clothes Ropa

Mommy Mama

Daddy Papi


tips planning form for infants and toddlers · information, contact the rollins center at...

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