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
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
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
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
List of Common Words (parent handout)
Week 6: Using Songs, Rhymes & Finger plays
Curriculum
Lesson Plan
Song Book (parent handout)
Finger play book (parent handout)
Materials to Make Instruments (parent handout)
Week 7: Asking Open-ended Questions
Curriculum
Lesson Plan
How to Use Open Ended Questions (parent handout)
Week 8: Daily Play
Curriculum
Lesson Plan
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



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

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.


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

family.


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?

responses in a row.


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

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.

family.


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

Prior to visit

10 minutes

10 minutes

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.


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.

responses in a row.


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.

Receptive Language

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


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.


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.

family.

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

Prior to visit

10 minutes

10 minutes

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.

responses in a row.


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

2. Respond to their questions
and comments.

3. Use positive talk.

4. Snapshot

5. Visit Note
SE1a Social Emotional

LD1a Language Development-
Receptive Language

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.

family.


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.


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.

responses in a row.


LD1a Language
Development
Receptive
Language

LD2a Language
Development
Expressive
Language

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 <kidspot.com>;
Kwinter, Carrie. Talk to your children using positive language 2/10/2010.web.3/18/2014. <Examiner.com>

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

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.


5. N/A


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.

family.


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.


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.

responses in a row.

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

Receptive Language

Expressive Language

SE1a Social Emotional

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.


5. N/A

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

from last visit.

Discuss why pretend play
is important.

family.


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.

LD1a
Language
Development
Receptive
Language

LD2a
Language
Development
Expressive
Language

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.


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.

responses in a row.


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
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.


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

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.


family.


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.

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
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.


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

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