Receptive language, Expressive language
A toddler participates in a book sharing focused on a llama getting ready for bed.
[Invite a toddler to a book sharing. Greet the toddler by name.]
Our book is about how a llama gets ready for bed. The llama goes “nighty-night.”
[Show book cover. Point to the llama sitting in bed.]
Here is the llama. We know that a llama is an animal with soft, furry wool. The llama in our book has a mama and lives in a house!
[Use a pertinent question to help the toddler connect with the llama character. Examples: “What did the llama do in some other books we have read?” or “What would we do if a pretend llama visited our room?”]
Our book is called Llama Llama Nighty-Night. Let’s find out what Llama Llama does to get ready for bed!
[Open the book and hold it close to the toddler. Ask the toddler what we see in the picture. Repeat and expand on his/her response. Example: “Yes, Llama Llama is playing with a train. His mama is talking to him. I wonder what she is saying.”
Read the first page aloud.]
The llama’s mama said it is time for bed! What do you think Llama Llama is going to do first to get ready for bed?
[Pause to provide time for a response and to create anticipation.]
Let’s turn the page and find out!
Llama Llama is brushing his teeth. Please point to the toothbrush in our picture.
[Continue to read and talk about the pictures and words in the book, using strategies, such as the following:
Our book showed us how Llama Llama gets ready for bed. We talked about the pictures, and I read the words. Llama Llama goes “nighty-night” at the end of our story. What things do you do to get ready for bed
This enjoyable book describes bedtime routines that will be familiar to most toddlers. Look for ways to help toddlers connect the story to their experiences and to strengthen awareness of names of items used in bedtime routines. Some toddlers may wish to name items you point to. Toddlers generally enjoy pointing to pictured items a reader names. Some toddlers may prefer to watch and listen as you point to and name items.
Extra support
Enrichment
Receptive language, Expressive language
A toddler participates in a book sharing focused on bedtime routines, with a follow-up opportunity to identify items represented in the book.
Be Prepared: Secure and place in the basket some items represented in the book, such as a toy train, stuffed animal, toothbrush, rubber duck, book, and a small blanket.
Invite a toddler to read a book about Llama Llama getting ready for bed. Display the book cover and explain that our book shows us how Llama Llama gets ready to go “nighty-night.” Read the book, using strategies suggested in Option 1, especially pointing to familiar items in the pictures. Talk with the toddler about how he/she gets ready for bed. Example: “I brush my teeth when I get ready for bed. What do you do to get ready for bed?”
After sharing the book, introduce the basket of items and invite the toddler to take out one item at a time. Invite the toddler to say the name of the item. Then find a book picture that shows the item and invite the toddler to point to the item in the picture. Example: Llama Llama played with a rubber duck in the bathtub. Here is a picture of Llama Llama in the bathtub. Where is the rubber duck in this picture?” Continue to explore items in the basket if the toddler remains interested. Acknowledge the toddler’s efforts. Example: “You are holding a toothbrush. You found a toothbrush in a picture in our book.”
Offer the opportunity for the toddler to name an item he/she pulls from the basket, but do not assume the toddler knows or can say its name. After an appropriate pause, offer the name and invite the toddler to say it with you. This procedure is intended as a supportive way to introduce or reinforce common vocabulary. Avoid approaching the process as a test. Each toddler should experience a feeling of accomplishment in the activity.
There is important benefit in the toddler holding and naming an item that is also shown in a book picture. In addition to promoting names of objects, toddlers become more aware of how a picture is a representation of a real thing (or person).
Extra support
Enrichment
Receptive language, Expressive language
A toddler participates in a book sharing that includes opportunities to act out familiar bedtime routines described in the book.
Be Prepared: Secure familiar items represented in the book, such as a toothbrush, rubber duck, and a small blanket.
Sit next to one toddler to share the book, Llama Llama Nighty-Night, using engagement strategies suggested in Option 1. Give the toddler a teddy bear and invite him/her to have the teddy bear do some of the same things as Llama Llama in the book. Offer verbal guidance. Examples: “We have a toothbrush like the toothbrush Llama Llama is using in this picture. Would you like to hold the toothbrush and pretend to brush your bear’s teeth?” “Llama Llama is snuggling under a blanket and his mama is reading him a story. Would you like to put the blanket on your teddy bear?” Use your own words to describe pictures and encourage the toddler to repeat the names of some familiar items. Describe how the toddler acts out an activity described in the story. Use selected pages of the book for acting out if time runs short or it appears the toddler is losing interest.
Many toddlers will enjoy acting out some of Llama Llama’s activities with the teddy bear. Some toddlers may not be ready for this type of pretend play and may prefer to hold the soft bear during the activity instead. While toddlers are not expected to be able to name all of the familiar items shown in the book, they are likely to enjoy repeating words and pointing to the familiar objects. Recognize and positively acknowledge the toddler’s participation in the activity.
Extra support
Enrichment
Materials Needed: Llama Llama Nighty-Night by Anna Dewdney; several teddy bears or other stuffed animals; several familiar items represented in the book, such as a toy train, stuffed animal, toothbrush, rubber duck, book, small blanket, basket
Place the book and basket on the floor. Invite several toddlers to look at the book and play with the materials. Introduce the teddy bears and encourage the toddlers to use the bears to act out parts of familiar bedtime routines. Some toddlers will use the items to interact with the bears, whereas others may want to hold a bear while they look at the book. Name the items used by toddlers in their play. Describe toddlers’ actions without directing their play.
Materials Needed: Llama Llama Nighty-Night and some other nighttime books, such as Goodnight Moon, several dolls or teddy bears, familiar items used in bedtime routines, including those from the book, housekeeping, or dramatic play area
Be Prepared: Place the bedtime routine items in the dramatic play area along with several nighttime books.
Children of all ages are familiar with a bedtime routine. Read the Llama Llama book with children in your care and invite talk about the pictures and activities on each page. Also, invite children to play with related materials you placed in the housekeeping or dramatic play area. Encourage toddlers to use the familiar items with the dolls and teddy bears. Toddlers will enjoy watching older children as they engage in pretend play. Babies may wish to hold a doll or stuffed animal during the activity.
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