The activity plan covers a lot of content that can be expanded or reduced based on a toddler’s response to the book and the information you share. Ways to pursue a deeper sharing of the book are suggested in the Enrichment tips. The one-to-one setting for the activity is consistent with the NAEYC accreditation standard that emphasizes one-to-one engagement of young children regarding communication and literacy skills.

In addition to the book’s question of where Spot is hiding, the activity description asks the question of whether the puppy has spots (like his momma). This question, like the question of where Spot is hiding, helps build suspense and interest in the story because it cannot be answered until Spot is found.

The Spot book series is popular and the Spot character is likely to be familiar to some toddlers. In the opening segment of the activity, encourage the toddler to talk about some of the things Spot does. If the Where’s Spot? book is familiar to the toddler, decide whether the current activity has good potential for deepening and broadening the toddler’s understanding of the book’s text and illustrations. You may wish to begin with Option 1 and transition into Option 2 if the toddler seems to be losing interest. Alternatively, offer Option 2 if you anticipate the current option may have insufficient appeal.

Extra support

• Talk about what it means to hide. Invite the toddler to tell about times he/she has hidden or tried to find someone who was hiding.
• Encourage gentle action with the flaps. Emphasize the use of a finger or finger and thumb.
• Invite the toddler to join you in saying “no” as part of the book text. Point to the small “no” text in the book when you say it.

Enrichment

• Draw attention to details in some illustrations and the story. Examples: (1) The end of the momma dog’s tail is dark just like her spots. (2) There are two “no” responses when the momma dog looks in the piano: one from the hippo, one from the bird. There are three “no” responses when the momma dog looks in the box: one from each of the three penguins. Point to each “no” word and explain this word says “no.” (3) The monkey (in the closet) is swinging from a clothes bar and eating a banana.
• In the final picture, ask the toddler why the momma dog says “Good boy, Spot.”

This is a challenging but achievable activity that has strong potential to support a toddler’s communication and language skills as well as story comprehension. Across toddlers, sessions will vary considerably in relation to a toddler’s existing verbal skill and recall abilities. Some sessions may be quite short. A toddler may skip a page. Other sessions may involve longer discussions and attention to details of interest to the toddler.

Work to help the toddler feel comfortable in the role of storyteller. Promptly offer names and words the toddler cannot recall. The activity is not a test. It can be challenging for an adult who is accustomed to being in charge of a book sharing to accept and support the role of a toddler as storyteller. Keep a check on your contributions, which a toddler might experience as interruptions, and avoid unnecessary corrections. What’s important in this activity is the toddler’s experience in using and putting together words to tell a story, not the accuracy of the story.

Extra support

• If a toddler seems uncomfortable in a storyteller role, assume a more active role in the activity by incorporating some strategies suggested for Option 1. Example: Read the question found on most pages and ask the toddler what the momma dog will see when the flap is moved.

Enrichment

• Ask the toddler what part of the story was easy (or hard) to remember.