providence talks curriculum part ii

D R A F T P a r t I I - 3 / 2 8 / 1 4 Citations not yet included

Providence Talks!

Family Orientation Outline Welcome to Providence Talks (parent handout) Benefits of Providence Talks (parent handout) Language Development Chart (parent handout) Introduction Video

LENA Sample Reports Information & Informed Consent Form Recording Recognition Chart (parent handout) Week 1: Measure Words & Turns/Track Your Childs Progress

Curriculum Lesson Plan Time of Day Activity & Notes Your LENA recording day step by step for Parents (parent handout) DLP Device & Frequently Asked Questions How to get a good recording (parent handout) Material List Recording Plan (parent handout) Recording Worksheet (parent handout) LENA Snapshot (English & Spanish)

Week 2: Describe what you and your child are Seeing, Hearing, Feeling & Doing Curriculum Lesson Plan Time of Day Activity & Notes Using Descriptive Words for the Things Your Child is Seeing, Hearing, Feeling, and Doing Books About Feelings (parent handout) Emotions Developmental Milestones (parent handout)

Week 3: Responding to Your Childs Lead Curriculum Lesson Plan Time of Day Activity & Notes Activity Sheet how to make your own toys (parent handout) Recipe Book (parent handout)

Table of Contents

Providence Talks!

TV time and young children (parent handout) Week 4: Reading with Your Child Every Day

Curriculum Lesson Plan Time of Day Activity & Notes Tips for Parents: Choosing Books for Infants & Toddlers (parent handout) Book List by Age Book List-Stories in Spanish

Week 5: Repeating & Adding to Your Childs Vocabulary Curriculum Lesson Plan Time of Day Activity & Notes List of Common Words (parent handout)

Week 6: Using Songs, Rhymes & Finger plays Curriculum Lesson Plan Time of Day Activity & Notes Song Book (parent handout) Finger play book (parent handout) Materials to Make Instruments (parent handout)

Week 7: Asking Open-ended Questions Curriculum Lesson Plan Time of Day Activity & Notes How to Use Open Ended Questions (parent handout)

Week 8: Daily Play Curriculum Lesson Plan Time of Day Activity & Notes Importance of Play (parent handout) Benefits of Play (parent handout) Packet of Activities and Games to play (parent handout) Toy Safety Tips (parent handout)

Providence Talks!

Monthly Curriculums and Lesson Plans Month 1 Month 2 Month 3 Month 4 Month 5 Month 6

Month 7 Importance of Pretend Play and Items to Use for Pretend Play Month 8

ADDENDUM: Professional Tools How to use LENA explaining to parents

LENA DLP Guide Developmental Milestones Areas of Concerns ASQ MacArthur Bates Language Development Chart

Providence Talks!

Curriculum Map

Topic RIELDS Activities Materials/Resources 1. Follow up with parent.

2. Review recording report.

3. New Recording Recognition chart

4. Review childs schedule

and ongoing routines.

5. Recording plan for next 7 recordings

6. Snapshot

7. Visit Note

SE1a - Social Emotional Relationships With Others SS1a - Social Studies Self, Family and Community LD1a -Language Development- Receptive Language LD2a - Language Development- Expressive Language SE3a Social Emotional- Self-Regulation

1. Address any concerns or challenges family is having with the program. Make a plan to address these concerns if applicable.

2. N/A 3. Give a new recording

recognition chart for the next 7 months.

4. Look over the childs

schedule and make any necessary changes. Point out opportunities for language development throughout the daily routine.

5. Use the recording plan sheet

to schedule when the next recordings will take place.

6. Administer snapshot.

7. N/A

1. Use note from visit to document any concerns or challenges. Also, document solutions if necessary.

2. LENA Sample reports 3. Recording recognition chart and stickers

parent handout 4. Blank schedule of the day (if needed to

update)- parent handout 5. Recording plan worksheet parent

handout 6. Snapshot 7. Visit Note Bring book: 0-1 Time for School Mouse 1-2 From Head to Toe 2-3 Cliffords Day with Dad Spanish Book: From Head to Toe

Month 1: Review of Program and Checking the Childs Progress

Providence Talks!

LESSON PLAN

OBJECTIVE: Parent/Caregiver will

Reflect on the past 8 sessions and make a plan going forward Review childs schedule and look for opportunities for language development Make a recording plan going forward

Topic Details and Handouts RI ELDC Timing Notes

Review Recording Report

from last visit.

Follow up with parent

about the program.

New recognition chart

Familiarize yourself with the Recording Report and identify areas that you want to highlight with the family. Once at the home review the reports with the family. See if they have any questions or concerns about report. Discuss the last 8 sessions with the family. Problem solve if there have been any challenges. Document on the family note the strengths and challenges the family has had with the program. Give the family a new recording recognition chart for their stickers for the next 7 recordings. Explain

SS1a Social Studies Self, Family, and Community

Prior to visit 10 minutes 10 minutes 5 minutes

Bring books: 0-1 Time for School Mouse 1-2 From Head to Toe 2-3 Cliffords Day with Dad Spanish book: From Head to Toe

Month 1: Review of Program and Checking the Childs Progress

Providence Talks!

Review childs schedule. Recording plan Worksheet Administer Snapshot. Visit Note

that they get a sticker and a book every time they complete a recording. Look at the schedule the parent has set up for the child. Discuss the times in the day that they feel might not be working well. See if adjustments need to be made. If family needs a new schedule form provide them with one. Fill out Recording Plan Worksheet with the parent/ guardian. Determine with the family the best times to record in the upcoming months. Also, select a day that you will pick up the DLP so that you have the reports for the next visit. Administer the LENA snapshot and record the results. Stop the snapshot when you get 5 Not Yet responses in a row. Write the note from the visit.

SE1a Social Emotional Relationship With Others SE3a Social Emotional Self Regulation

10 minutes 5 minutes 15 minutes 5 minutes

Providence Talks!

Schedule of The Day

Time of Day Activity Notes

7:00

7:15

7:45

8:00

8:30

9:00

11:00

11:15

11:45

1:00

2:45

3:15

3:30

6:00

6:45

7:00

7:30

Providence Talks!

Recording Plan Worksheet

Childs Name______________________________ Date________________________

Week Number Day of the week Time Who will be there? Suggestions/concerns

1

2

3

4

5

6

7

8

Providence Talks!

CURRICULUM MAP

Topic RIELDS Activities Materials/Resources


2. Talk about how to incorporate new words into the childs day.

3. Make a recipe from the

recipe book.

4. Snapshot

5. Visit Note

LD1a Language Development Receptive Language LD2a Language Development Expressive Language PH3a Physical Health and Motor Development Fine Motor CA1a Creative Arts and Experiences Participation in Creative Arts

1. N/A 2. How to use descriptive

words talk about different sizes, colors, shapes, what things feel like, etc.

3. Make a recipe out of the

recipe book and label what you are doing. Model for the family the different words they can use to describe what is happening.

4. Administer snapshot. 5. N/A

1. LENA Sample reports 2. List of words used to describe things-

parent handout 3. Bring items to make one of the recipes in

the book. 4. Snapshot 5. Visit Note Bring book: 0-1 Goodnight Moon 1-2 Maisy Goes Shopping 2-3 The Jacket I Wear in the Snow Spanish Book: Goodnight Moon

Month 2: Describe What You and Your Child Are Seeing, Hearing, Feeling, and Doing

Providence Talks!

LESSON PLAN


Learn how to use descriptive words to add to childs vocabulary

Learn how to use action words when playing in order to pair an action with a word



from last visit.

How to incorporate new words

Familiarize yourself with the Recording Report and identify areas that you want to highlight with the family. Once at the home review the reports with the family. See if they have any questions or concerns about report. Talk to the family about teachable moments. Those are the opportunities in the day to use what the child is already doing and add new vocabulary. When a child is engaged in an activity it is important to use descriptive words so they can pair together what they are doing and the words linked to that activity. Give parents the list of words to describe things parent handout. This will help remind them of some of the new vocabulary words they

LD1a Language Development Receptive Language LD2a Language Development Expressive Language

Prior to visit 10 minutes 10 minutes

Bring books: 0-1 Goodnight Moon 1-2 Maisy Goes Shopping 2-3 The Jacket I Wear in the Snow Spanish book: Goodnight Moon

Month 2: Describe What You and Your Child are Seeing,

Hearing, Feeling, and Doing

Providence Talks!

Make a recipe from the recipe book given in Week 3. Administer Snapshot. Visit Note

can use. Model for the family how you can use the childs behavior to add new words. If the child is playing with play dough, say things like, that dough is squishy. Can you feel it between your fingers? Squish, squish. What else does it feel like?

Administer the LENA snapshot and record the results. Stop the snapshot when you get 5 Not Yet responses in a row. Write the note from the visit.

PH3a Physical Health and Motor Development Fine Motor CA1A Creative Arts and Experiences- Participation in Creative Arts

15 minutes 15minutes 5 minutes

Providence Talks!

List of Common Words

Colors

Red

Orange

Yellow

Green

Blue

Purple

Brown

Black

Sizes

Big

Small

Medium

Large

Tiny

Tall

Short

Textures

Smooth

Rough

Bumpy

Scratchy

Slimy

Squishy

Hard

Soft

Location

In

On

Next to

Behind

Beside

In Front

Under

Below

Beneath

Out

Over

Temperature/Weather

Cold

Warm

Hot

Humid

Cloudy

Sunny

Rainy

Windy

Snowy

Shapes

Circle

Square

Rectangle

Triangle

Star

Diamond

Pronouns Mine

Yours

His

Hers

Theirs

Ours

Providence Talks!

CURRICULUM MAP



2. Review vocabulary tally sheet.

3. Talk about how to respond to what the child is interested in.

4. Explore new objects, places in the area, etc.

5. Snapshot

6. Visit Note

LD3a Language Development Pragmatics SE2a Social Emotional Sense of Self LD1a Language Development - Receptive LD2a Language Development- Expressive

1. N/A 2. Review the vocabulary tally

sheet the family has been using. Think of new ways to build on existing vocabulary. Family can add words not on the list as well.

3. Model how to engage in the

childs play. Ask questions; help propose new ideas in the situation.

4. Talk about how to explore

when the family is outside, at the grocery store, at the Laundromat, etc.

5. Administer snapshot

6. N/A

1. LENA recording report 2. Tally sheet for vocabulary (bring a new

one if needed)- parent handout 3. N/A 4. List of places to play in Providence

parent handout 5. Snapshot 6. Visit Note Bring book: 0-1 The Very Hungry Caterpillar 1-2 Were Going on a Bear Hunt 2-3 Bear Snores On Spanish Book: Lets Go to the Zoo

Month 3: Respond to Your Childs Lead

Providence Talks!

LESSON PLAN


Look at their childs vocabulary and see what new words they have added over the last 4 months

Learn how to use new opportunities to add vocabulary



from last visit.

Review Vocabulary Tally sheet.

Familiarize yourself with the Recording Report and identify areas that you want to highlight with the family. Once at the home review the reports with the family. See if they have any questions or concerns about report. The family was given a tally sheet in week 5. Check and see what new words the child has added by looking at this list. The parent may have added new words that are not on the list as well. See what the childs progress looks like. Ask the parent what their thoughts are.

LD1a Language Development Receptive LD2a Language Development Expressive


Bring books: 0-1 The Very Hungry Caterpillar 1-2 Were Going on a Bear Hunt 2-3 Bear Snores On Spanish book: Lets Go to the Zoo

Month 3: Respond to Your Childs Lead

Providence Talks!

Respond to your childs lead. Explore new objects, places in the area, etc. Administer Snapshot. Visit Note

Discuss the importance of joining into their childs play. Let the child make the decisions on what they do. Teach parents how to ask questions in order to engage with the child. They can help propose new situations such as, I see that you made some cookies in your kitchen. What else can we make?

When you are in the community use these times as a great opportunity to introduce new vocabulary. Talk about places like the grocery store, doctors office, playground, etc., that would allow for new ways to add words to their childs language. Give the family the List of Places to Play in Providence for some free or inexpensive places they can explore with their child. Administer the LENA snapshot and record the results. Stop the snapshot when you get 5 Not Yet responses in a row. Write the note from the visit.

LD3a Language Development Pragmatics SE2a Social Emotional Sense of Self

10minutes 10 minutes 15 minutes 5 minutes

Providence Talks!

Places to Play In Providence

Roger Williams Park Zoo free admission to Providence residents on the first Saturday of every month. www.rwpzoo.org

Providence Childrens Museum Free on Metlife Family Fridays at 5. Please consult calendar www.childrenmuseum.org

Roger Williams Park - www.rogerwilliamspark.com

Cabral Memorial Park Wickendon Street, Providence. Handicapped accessible - picnic tables, basketball courts, baseball fields, playground, water

play fountains. - See more at: Columbia Park Vermont Avenue, Providence. Handicapped accessible - picnic tables, basketball, walking track,

playground

Fargnoli Park Playground Smith Street, Providence. Two great playgrounds, one for older kids, and one for the little guys. Plus basketball courts, a

baseball field, T-ball field and picnic area (concessions).

India Point Park India Ct., Providence. Handicapped accessible - waterfront park, picnic tables, in-line skating, sledding, bike paths, community

boating.

Websites for more activities in Providence

www.kidoinfo.com for free events in RI

http://www.rifamilyguide.com/outdoorfun.html#parks for more parks and playgrounds in RI

provcomlib.org Providence Community Libraries

Providence Talks!

CURRICULUM MAP



2. Describe different ways to use environmental print every day.

3a. Make reading interactive. 3b. Read books multiple times.

4. Provide community library

resource list and library card application.

LD1a Language Development Receptive Language LD2a Language Development Expressive Language L3a Literacy Print Knowledge L4a Literacy Comprehension and Interest CD1 Cognitive Development Logic and Reasoning SS1a Social Studies Self, Family, and Community

1. N/A 2. Point out to families how

environmental print is all around them signs at stores, on packages, grocery bags, etc.

3a. Model an interactive read aloud with the book you bring. Ask questions, point out things the child will find interesting.

3b. Explain to family how hearing the same words over and over will allow the child to build those words into their vocabulary.

4. Give the family a list of

neighborhood libraries. Together you can look at the hours and possible

1. LENA recording report 2. N/A 3. Use book for this week to model 4. List of libraries in the area and library card application- parent handout

Month 4: Reading with Your Child

Everyday

Providence Talks!

5. Snapshot

6. Administer ASQ3 and ASQSE.

7. Visit Note

events they offer. Bring the application for a library card if the family is interested.

5. Administer snapshot. 6. Administer ASQ3 and

ASQSE review results with the family.

7. N/A

5. Snapshot 6. ASQ3 and ASQSE 7. Visit Note Bring book: 0-1 Blue Hat Green Hat 1-2 Curious George at the Zoo 2-3 Snowballs Spanish Book: Blue Hat Green Hat

Providence Talks!

LESSON PLAN


Provide child with the library schedule in their area and give them an opportunity to fill out an application for a library card

Learn about different ways their child can learn about literacy



from last visit.

Describe different ways

to use environmental

print.

Familiarize yourself with the Recording Report and identify areas that you want to highlight with the family. Once at the home review the reports with the family. See if they have any questions or concerns about report.

Let families know that the opportunity to show children how to read is all around them. It can be looking at a paper bag with a logo on it to reading signs when walking or driving. Lots of children learn the symbols for things and then know that it means something. For example, most kids know the signs of stores that you go to frequently. This is the beginning of learning to read. Point out some things in the home that a parent may use to demonstrate this.

L3a Literacy Print Knowledge L4a Literacy Comprehension and Interest


Bring books: 0-1 Blue Hat Green Hat 1-2 Curious George at the Zoo 2-3 Snowballs Spanish book: Blue Hat Green Hat

Month 4: Reading to Your Child Everyday

Providence Talks!

Make reading interactive. Repetition is good. Provide Community resources and Library application. Administer Snapshot Visit Note

Take the book that you have for the week and have the parent read it to their child. Point out opportunities to ask questions, describe things you see, or answer questions the child may have. You can also let the child make up the story based on the pictures they are looking at. Most children want to read the same books over and over. This is actually beneficial since they will build their vocabulary by hearing the same words over and over again. At some point most children can even repeat the book back to you. Review community Libraries hand out together. Look into attending community library events. If interested, provide library application. Administer the LENA snapshot and record the results. Stop the snapshot when you get 5 Not Yet responses in a row. Write the note from the visit.

CD1 Cognitive Development Logic and Reasoning LD1a Language Development Receptive LD2a Language Development - Expressive SS1a Social Studies Self, Family, and Community

10 minutes 5 minutes 5 minutes 10 minutes 5 minutes

Providence Talks!

List of Providence Public Libraries

Fox Point Library 90 Ives St., Providence, Ri 02906 (401) 331-0390

Knight Memorial Library 275 Elmwood Ave., Providence, Ri 02907 (401) 467-2625

Mount Pleasant Library 315 Academy Ave., Providence, Ri 02908 (401) 272-0106

Olneyville Library 1 Olneyville Square, Providence, RI 02909 (401) 421-4084

Providence Public Library 150 Empire Street, Providence RI 02903 (401) 455-8000

Rochambeau Library 708 Hope Street Providence, Ri 02906 (401) 272-3780

Smith Hill Library 31 Candace Street Providence, Ri 02908 (401) 272-4140

South Providence Library 441 Prairie Avenue Providence, Ri 02905 (401) 467-2619

Wanskuck Library 233 Veazie Street Providence, Ri 02904 (401) 274-4145

Washington Park Library 1316 Broad Street Providence, Ri 02905 (401) 781-3136

Providence Talks!

Curriculum Map

Topic RIELDS Activities Materials/Resources 1. Review recording report.

2. Respond to their questions

and comments.

3. Use positive talk.

4. Snapshot

5. Visit Note

SE1a Social Emotional Relationships With Others LD1a Language Development- Receptive Language LD2a Language Development Expressive Language LD3a Language Development - Pragmatics

1. N/A 2. Review how to ask a variety

of questions. Explain how important it is to answer children within a short time frame.

3. Explain what positive talk is.

Go over some ways to incorporate this in their everyday routine. No running becomes, Use walking feet.

4. Administer snapshot 5. N/A

1. LENA Sample Reports 2. N/A

3. Different phrases of positive talk parent handout

4. Snapshot

5. Visit Note Bring book: 0-1 Guess How Much I Love You 1-2 Mr. Brown Can Moo Can You? 2-3 Just Me and My Mom Spanish book: Love You Forever

Month 5: Conversations and Turn

Taking

Providence Talks!

LESSON PLAN


Learn how important it is to respond to their child in a timely manner

Understand what positive talk is



from last visit.

Respond to your childs

questions and

comments.

Familiarize yourself with the Recording Report and identify areas that you want to highlight with the family. Once at the home review the reports with the family. See if they have any questions or concerns about report. Children understand that language is a back and forth activity based on you responding to their sounds. Children learn as infants that if they make a sound and you respond; they will respond again. This is the beginning of conversation. This is why it is important for parents to respond to their child when they are talking to them. It not only builds their vocabulary but it starts to

SE1a Social Emotional Relationships With Others SE2a Social Emotional Sense of Self

Prior to visit

10 minutes

10 minutes

Bring books: 0-1 Guess How Much I Love You 1-2 Mr. Brown Can Moo Can You? 2-3 Just Me and My Mom Spanish book: Love You Forever

Month 5: Conversations and Turn Taking

Providence Talks!

Use positive talk. Administer Snapshot. Visit Note

develop turn taking. Positive talk is when you tell the child what you want them to do instead of telling them what not to do. When a child is running we say, Please use walking feet, instead of, Stop running. Give parent handout on Different Phrases of Positive Talk. Model how they can use these phrases with their child. Administer the LENA snapshot and record the results. Stop the snapshot when you get 5 Not Yet responses in a row. Write the note from the visit.


15 minutes

15 minutes

5 minutes

Providence Talks!

Different Phrases of Positive Talk

What is Positive Responsive Language? Positive Responsive Language is telling children what you want them to do instead of what you do not want them to do. It lets children know what is expected of them without using the word no. How do I use Positive Responsive Language?

State rules in positive terms o Tell your child what you expect from them without using the words Stop, Dont and no

Example: Please walk instead of Dont run Please sit on the couch instead of Stop jumping on the couch Eat your food instead of Dont play with your food.

Make requests and provide directions in ways that respect your child. o When you finish coloring, please put away your crayons. Vs. Hurry up and clean up your crayons right now.

Validate your childs feelings o Making your child feel important is a great way to foster the parent-child relationship

Example: I know its hard to wait your turn, but other children want a turn too. I know you dont want to sit for circle time, but if you stand up your friends can not see.

Clarify rules, and give reasons for the limits o Hold my hand in the parking so that you wont get hurt o Use a quiet voice at the doctors office so you do not disturb the doctor. o Walk up and down the stairs so that you dont fall down

Why is it beneficial? Children will often forget their parents expectations of appropriate behaviors. Positive Responsive Language benefits both you and your child because it makes your message forward, simple and clear while helping children feel valued and respected. It is easier for children to learn appropriate expectations when adults explain the purpose behind the rules. The more you practice it during your day the easier it will be for you to use it with your child. Sources: Draper, Corinne. Positive toddler language: Taking the No! Out of their vocabulary ; Kwinter, Carrie. Talk to your children using positive language 2/10/2010.web.3/18/2014.

Providence Talks!

CURRICULUM MAP



2. Make teachable moments throughout the day.

3. Repetition is the key to

learning new vocabulary and skills.

4. Snapshot

5. Visit Note

SE1a Social Emotional- Relationships with others LD1a Language Development Receptive Language LD2a Expressive Language S1- Science Scientific Inquiry and Application CD1: Cognitive Development- Logic and Reasoning

1. N/A 2. Play games with toys in the

home and show the family how to make teachable moments while playing. Point out colors, shapes, turn taking opportunities. Ask questions like I wonder what would happen if..

3. Using the same words over

and over will help build new vocabulary. This can be done through games, reading books, singing songs. Use the song book previously given to demonstrate how this would work.


1. LENA recording report 2. N/A 3. Song book or book you have brought

with you for the week. 4. Snapshot 5. Visit Note Bring book: 0-1 Moo, Baa,La,La,La 1-2 Happy Birthday Mouse 2-3 Love You Forever Spanish book: Moo, Baa,La,La,La

Month 6: Making Learning Fun

Providence Talks!

LESSON PLAN


Understand how to use a teachable moment to work on language development

Learn how to build repetition into games and activities



from last visit.

Making teachable moments throughout the day.

Familiarize yourself with the Recording Report and identify areas that you want to highlight with the family. Once at the home review the reports with the family. See if they have any questions or concerns about report. Any moment of the day could be a teachable moment. Look for times throughout the day to make learning fun. If your child wants to help you with cooking or folding laundry or grocery shopping, these are all times to make a teachable moment. You can have your child make their own shopping list or ingredients with pictures instead of words so they can help you. When giving them a bath at night, talk about the temperature

SE1a Social Emotional Relationships With Others S1 Science Scientific Inquiry and Application CD1 - Cognitive Development

Prior to visit

10 minutes

15 minutes

Bring books: 0-1 Moo, Baa,La,La,La 1-2 Happy Birthday Mouse 2-3 Love You Forever Spanish book: Moo, Baa, La,La,La

Month 6: Making Learning Fun

Providence Talks!

Repetition is the key. Administer Snapshot. Visit Note

of the water, how the bubble feel. When getting dressed give the child the opportunity to choose between two different outfits. Let them pick the game you are going to play.

We have talked about reading the same books over and over again but any repetition with language works. You can sing the same songs, play the same games, and do the same skills over and over. Children learn best through doing the same things over and over again. Use the song book given in week 6 and sing some songs with the child. Add some hand movements or gestures to the song if they are interested. Administer the LENA snapshot and record the results. Stop the snapshot when you get 5 Not Yet responses in a row. Write the note from the visit.

Logic and Reasoning LD1a Language Development Receptive Language LD2a Language development Expressive Language

10 minutes

15 minutes

5 minutes

Providence Talks!

CURRICULUM MAP



2. Discuss why pretend play is important to language development.

3. Use props to engage in pretend play.

4. Snapshot

5. Visit Note

LD1a Language Development Receptive Language LD2a Language Development Expressive Language SE1a Social Emotional Relationships With Others SE2a Social Emotional Sense of Self CA1a Creative Arts Experimentation and Participation in Creative Arts

1. N/A 2. Talk about how children

learn from pretend play discuss article with the family.

3. Give parent the list of

everyday articles in the home they can use for pretend play engage in some pretend play with these items and model how to build language skills.


1. LENA Sample Reports 2. Article Why pretend play is important

parent handout

3. List of everyday items used for pretend play parent handout

4. Snapshot 5. Visit Note Bring book: 0-1 The Very Busy Spider 1-2 Polar Bear, Polar Bear, What Do You Hear? 2-3 Snowmen at Work Spanish book: Polar Bear, Polar Bear, What Do You Hear?

Month 7: Using Pretend Play to Build Language

Providence Talks!

LESSON PLAN


Understand the importance of pretend play

Learn how to use items around the home to engage in pretend play


Review Recording Report from last visit. Discuss why pretend play

is important.

Familiarize yourself with the Recording Report and identify areas that you want to highlight with the family. Once at the home review the reports with the family. See if they have any questions or concerns about report.

Discuss with the family what pretend play is. It is important for a child because they learn from imagining and doing. Give the parent the article, What does my child learn from pretend play? Explain the different areas of learning that children access when they do pretend play.


Prior to visit

10 minutes

10 minutes

Bring books: 0-1 The Very Busy Spider 1-2 Polar Bear, Polar Bear What do You Hear? 2-3 Snowmen at Work Spanish book: Polar Bear Polar Bear What do You Hear?

Month 7: Using Pretend Play to Build Language

Providence Talks!

Use of props to engage in pretend play. Administer Snapshot. Visit Note

Give the parent the handout, Items you can use for pretend play. Look around the house with them and see if they have any of these items. Engage with the family and model some pretend play activity with the child. Administer the LENA snapshot and record the results. Stop the snapshot when you get 5 Not Yet responses in a row. Write the note from the visit.

CA1a Creative Arts Experimentation and Participation in Creative Arts SE1a Social Emotional Relationships With Others SE2a Social Emotional Sense of Self

15 minutes

15 minutes

5 minutes

Providence Talks!

The Importance of Pretend Play? Young children learn by imagining and doing. They like to pretend to be animals, or make you food with empty bowls and wooden spoons. Have you ever wondered

what they are learning when they are pretending? Lets look at the different areas:

Social and Emotional:

When your child engages in pretend (or dramatic) play, he is actively experimenting with the social and emotional roles of life. Through cooperative play, he learns how

to take turns, share responsibility, and creatively problem-solve. When your child pretends to be someone else, he has the experience of "walking in someone else's

shoes," which helps teach children what it feels like to be someone else. They can learn how to empathize with others by doing this. . It is normal for young children to

see the world from their own point of view, but through cooperative play, your child will begin to understand the feelings of others. Your child also builds self-esteem

when he discovers he can be anything just by pretending!

Language

If you have ever listened to your child when they are pretend playing then you have probably heard them use words and phrases you didnt even know they had. You

will often hear our own words reflected in the play of children. Kids can do a perfect imitation of mom, dad, and their teachers. Pretend play helps your child understand

the power of language. They understand that words create stories and they can be acted out. This helps with reading skills later on.

Thinking Pretend play provides your child with a variety of problems to solve. Whether it's two children wanting to play the same role or searching for the just right material to

make a roof for the playhouse, your child calls upon important cognitive thinking skills that he needs.

Some researchers in early brain development believe that pretend play helps develop the part of the brain that regulates behavior.

How to encourage pretend play

Not enough pretend play at your house? Consider creating a prop box or corner filled with objects to spark your preschooler's fantasy world. You might include:

Large plastic crates, cardboard blocks, or a large, empty box for creating a "home"

Old clothes, shoes, backpacks, hats

Old telephones, phone books, magazines

Cooking utensils, dishes, plastic food containers, table napkins, silk flowers

Stuffed animals and dolls of all sizes

Pending Permission

Providence Talks!

Items Used for Pretend Play?

Take-out menus

Boxes and cans from food in the house be sure there are no sharp edges

Notebooks and pens

Hair brush

Pretend animals

Scarves

Dresses

Hats

Ties

Dress shirts

Pocketbooks

Wallets

Socks for sock puppets

Cars

Stuffed animals

Dolls

Pots and pans, bowls, spoons, cups

Boxes

Providence Talks!

CURRICULUM MAP

Topic RIELDS Activities Materials/Resources 1. Review last recording

report.

2. ASQ3 and ASQSE

3. Snapshot

4. Plan for future activities.

5. Certificate of completion

6. Program Evaluation

7. Visit Note

N/A 1. N/A 2. Administer ASQ3 and

ASQSE review results with family.

3. Administer snapshot.

4. Use goal setting page and

set goals the family would like to reach and decide on strategies to achieve those goals.

5. Give family certificate of

completion. 6. Give family program

evaluation we can fill out with them or they can fill out on their own and mail it back to us anonymously in a self-addressed stamped envelope.

7. N/A

1. LENA recording report 2. ASQ3 and ASQSE 3. Snapshot 4. Goal setting page parent handout 5. Certificate of completion parent

handout 6. Family survey and Self-addressed

stamped envelope parent handout 7. Note from visit Bring books: 0-1 Good Night Spot 1-2 What Makes a Rainbow 2-3 Maisy Goes to Preschool Spanish Book: Guess How Much I Love You

Month 8: Review of Program

Providence Talks!

LESSON PLAN


Provide Feedback on the program

Set goals for the future to continue language development for their child

Understand childs current developmental stage



from last visit.

Administer ASQ3 and ASQSE. Administer Snapshot.

Familiarize yourself with the Recording Report and identify areas that you want to highlight with the family. Once at the home review the reports with the family. See if they have any questions or concerns about report. Administer ASQ3 and ASQ SE Review the results with the family. Compare the results over the time the child has been in the program. Discuss with the family if they have any concerns. Ask them if the results are what they expected.

Administer the LENA snapshot and record the results. Stop the

Prior to visit

10 minutes

15 minutes (longer if you need the kit

to administer the tool)

Bring Books: 0-1 Good Night Spot 1-2 What Makes a Rainbow 2-3 Maisy Goes to Preschool Spanish Book: Guess How Much I Love You

Month 8: Review of the Program

Providence Talks!

Plan for future activities. Certificate of Completion Parent Survey Visit Note

snapshot when you get 5 Not Yet responses in a row. Use the goal setting page to set future goals for their child. Come up with some strategies together on how these goals can be achieved. What will progress look like? Give the family the certificate of completion for the program. Thank them for participating in Providence Talks. Give the parents the Family Survey for Providence Talks. Ask them if they would like help filling it out or if they would like us to leave it with a self-addressed stamped envelope to send back to us anonymously. Write the note from the visit.

15 minutes

10 minutes

5 minutes

5 minutes

Providence Talks!

Language Development Goals

Family Name: ___________________________________Child Name: ___________________________

Providence Talks Coach: ________________________________Date: ___________________________

A goal is a step or necessary part to enhance current strengths. Lets set a language development goal for you and your child so that when they enter school they are ready to learn!

What Language development goal do you have for your child in the coming months?

_____________________________________________________________________________________________

_________________________________________________________________________________

What steps will you take to meet this goal?

1. ____________________________________________________________________________

2. ____________________________________________________________________________

3. ____________________________________________________________________________

My child and I would like to meet this goal by:

______________________________________________________________________________

_____________________________________ ______________________

Parent/Guardian Signature Date

Providence Talks!

Providence Talks Parent Survey

Please answer the following 5 questions to help us improve our program. Your response will be kept confidential. When finished, please insert into the enclosed envelope, seal it and

either give back to your home visitor or mail to:

Meeting Street Providence Talks

1000 Eddy Street

Providence, RI 02905

1. Did you find Providence Talks beneficial for you and your family? 5. What would you change about the program

Yes No

2. How helpful was Providence Talks for you and your family?

Very Helpful Helpful Somewhat Helpful Not at all helpful

3. What did you find helpful about Providence Talks? (circle any that apply)

In-home coaching sessions

Handouts (informative handouts, recognition charts, etc.)

Reports

At Home Activities

Books

None of the above

All of the above

4. What did you find challenging? (Circle any that apply)

In-Home Coaching Sessions

Handouts (informative handouts, recognition charts, etc)

Reports

At Home Activities

Books

None of the above

providence talks curriculum part ii

Documents

lena recording day step

lesson plans month

pretend play month

tv time

review recording report

importance of pretend

age book liststories

review childs schedule