teachers guide pre k

Teachers GuideAn Oral Health and Early Literacy Program for

Head Start and Early Childhood Programs

Components at a Glance

2003-2007 Colgate-Palmolive Co. All rights reserved. A Global Oral Health Initiative.

Two-Sided Activity Poster: B is for Brushing and S is for SmileB is for Brushing shows children how to brush properly with directional words and matching pictures. S is for Smile features oral health words and other fun visuals to support early literacy activities in your classroom. How-to-use section begins on page 10.

Teachers Guide This new Teachers Guide contains all you need to teach the Bright Smiles, Bright Futures program. Includes developmentally-appropriate activities for both oral health and early literacy.

Video: Dr. Rabbit Comes to SchoolMeet Dr. Rabbit, Alpha Betty and friends! Theyll teach your class how to take care of their teeth and introduce them to early literacy concepts. Running time: 12 minutes. How-to-use section begins on page 14.

Read-Together Storybook: Dr. Rabbit Wants to SayDr. Rabbit delivers important oral care information in this read-together storybook for children to use in class and then take home and read together with their families. How-to-use section begins on page 6. In quantity of 24.

Parent Take-Home: Help Your Child Have a Bright Smile TodayThis four-page family-involvement brochure gives parents tips for encouraging early literacy and oral health at home. Includes a coupon for a childrens oral care product. In quantity of 24.

24 Samples of Colgate Toothpaste

24 Colgate Toothbrushes

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Colgates Its an Emergency! Dental Emergency Chart is a handy reference to keep in your classroom. Download it directly at:http://www.colgate.com/BrightSmilesBrightFutures/US/EN/OHE/HomePage/PDFs/tch_emergency.pdf

Visit the new Pre-K Head Start section at www.colgatebsbf.com.

Dear Educator:

Welcome to the Colgate Bright Smiles, Bright Futures oral health education program for preschool classrooms. As an educator, you can help young children build good oral health habits that will last a lifetime!

This years program places a special focus on literacy. Through the colorful classroom components, children can develop their literacy and language skills while enjoying the character Dr. Rabbit, who serves as their mascot and guide throughout the program. Capture childrens imaginations with the lively puppet-show video and follow up with the two-sided poster, featuring an oral health alphabet theme on one side and brushing illustrations on the other. Children will also love to receive their very own colorful read-together storybook, which is theirs to use in class and then to take home!

We wish you much success with the program. Thank you for helping your students smiles last a lifetime!

Sincerely,

Dr. Marsha Butler Colgate-Palmolive Company

Table of Contents Components at a Glance. . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Teaching Oral Health and Early Literacy . . . . . . . . . . . . 4

Head Start Child Outcomes Framework . . . . . . . . . . . . 4

Key to Symbols Used . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Activities at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Using the Storybook. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Using the Posters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Using the Video . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Summing It Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

REPRO: Dr. Rabbit and Doogan Puppets . . . . . . . . . . . 21

Family Certificate (in English and Spanish). . . . . . 22-23

Family Pledge (in English and Spanish) . . . . . . . . . . 24-25

Working With Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Colgate Bright Smiles, Bright Futures Online . . . . . . . 27

Dental Office Cutouts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Super Duper Brushing Champion Badge . . . . . . . . . . 28

Carmela CohenEarly Childhood Education ConsultantCarmela Cohen is presently the Early Learning Coordinator at the NYU Head Start Quality Improvement Center managing Project STEP, an early-literacy project. She has recently retired from the New York City Board of Education where she served as the citywide director of the Office of Professional Development and coordinator of early childhood programs both at a district and central level. She has written portions of curriculum guides that have been published through the NYC Board of Education and has served as an adjunct professor of early childhood education for more than 10 years.

Terry SoloweyChildren's Media Specialist/Educational Consultant Terry Solowey spent the first part of her career in the classroom as a preschool teacher and working with the children and families of Head Start. She has a Masters Degree in Early Childhood Education from the City College of New York. She has worked in the field of Childrens Media with Sesame Street, The Ready to Learn Service at Thirteen/WNET and with Kids First! The Coalition for Quality Childrens Media. She is a childrens media specialist and consultant in educational material development, research, outreach and program development.

Advisors

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P.S. Now you can find Colgate Bright Smiles, Bright Futures for Head Start online! Visit www.colgatebsbf.com and see page 27 of this Teachers Guide for more information.

As an educator, you know that strong literacy skills set the foundation for learning. Similarly, good brushing habits set the foundation for a healthy smile. And promoting these early in life helps children develop healthy habits.

The Bright Smiles, Bright Futures program now uses literacy as the central focus for teaching oral health. Developed in consultation with Head Start educators and administrators and dental health experts, this program empowers students to take good care of their teeth and builds literacy skills along the way. At the close of the unit, each family will receive a Family Certificate (pages 22-23) acknowledging their commitment to helping their children build literacy skills and good oral health habits at home.

Family PledgeUse the Family Pledge on page 24 (English) or 25 (Spanish) to encourage parents to practice good oral health care and early literacy skills at home with their children. Reproduce the pledge and send it home with the read-together storybook. Or, hand it out during Family Health Night.

Head Start Child Outcomes FrameworkThroughout this Teachers Guide, youll find ideas for using the kit components in class. The components and activity plans have been developed in accordance with the skill areas (domains) and child outcomes (performance indicators) contained within the Head Start Child Outcomes Framework.

The Activities at a Glance chart on page 5 is designed to make it easy for you to integrate this program into your curriculum. It organizes key information at a glance: the activity, program component, and skill area (domain). In addition, as you work through the Teachers Guide, youll find the domains and performance indicators at the beginning of each activity, along with strategies for teaching different learners.

Teaching Oral Health and Early Literacy

Domain: Literacy

Domain: Language

Development

Domain: Physical Health & Development

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Key to Symbols Used

Domain: Science

Domain: Social & Emotional

Development

Activities at a Glance

Activity Name Component Page Domain Domain Element

5

Literacy

Language Development

Book Knowledge & Appreciation

Speaking & Communicating

Storybook 61. Read Aloud: Dr. Rabbit Wants to Say . . .

Literacy

Science

Print Awareness & Concepts

Scientific Knowledge

Storybook B is for Brushing Poster

7-82. Shared Reading: What is Dr. Rabbit Saying?

Literacy Phonological Awareness Storybook 83. Shared Re-Reading: Finish the Rhyme

Literacy Book Knowledge & Appreciation

Early Writing

Storybook 94. Drawing & Early Writing: We Take Care of Our Smiles

Literacy

Phonological Awareness Print Awareness & Concepts

Poster 105. Listening & Observing: I Spy

Literacy Approaches to

Learning Language

Development

Phonological Awareness Reasoning & Problem Solving


Poster 127. Oral Health Rhyme: Yucky, Yucky Plaque

Science Language

Development

Scientific Knowledge Speaking & Communicating

Poster 116. Categorizing: Words That Make Us Smile

13 Physical Health & Development

Health Status & Practices Poster8. Brushing Technique: We Can Brush!

16 Literacy

Language Development

Phonological Awareness Alphabet Knowledge Speaking & Communicating

Video S is for Smile

Poster

9. Group Talk: T is for

Literacy

Social & Emotional Development


Cooperation

Video 19-2011. Dramatic Play: Our Dental Office

Video Language Development

Literacy



17-1810. Group Retelling: Dr.Rabbit and Friends

Story Box

Dr. Rabbit wants your students to learn how to keep their smiles bright. Through this simple and engaging storybook, children will develop early literacy skills while establishing good oral health habits to last a lifetime!

The following classroom activities are designed to work in sequence, each activity building on the last. After you have completed Activity 4, send the storybooks home with the children to share with their families.

Procedure: 1. Introduce the book to the class. Point out the title,

noting its location and size. Then, point out and briefly describe the roles of the author and illustrator.

2. Next, point out the picture on the books cover, and ask:

What do you see? (a rabbit) Why is the rabbit wearing a mask, gloves and

goggles? (because hes a doctor, dentist) Thats right! This is Dr. Rabbit, and he is a

dentist. What is the role of a dentist? Can you tell us about your dentist?

Activity 1Read Aloud: Dr. Rabbit Wants to Say . . .

Objective: Students will participate by asking related questions or making pertinent comments or predictions about the story.

3. Next, read the title again and ask: What do you think a dentist would want to say to you? Record childrens responses on a prediction chart. Next to each response, write the childs name.

4. Read the story aloud. Pause and refer to student predictions as they come up in the reading.

5. Finally, invite children to share personal responses to the story or personal experiences visiting the dentist.

Assessment: During the activity, observe the students level of participation, attention and ability to communicate ideas. Afterwards, have each student work individually with you to identify and describe the title, author and illustrator. Record your observations for each indicator.

Teaching Tip:After the activity, collect and keep the storybooks for Activity 4.

Using the Storybook Dr. Rabbit Wants to Say . . .

Domain Element: Book Knowledge & AppreciationIndicator: Predicts what will happen next in a story.

Indicator: Progresses in understanding that a book has a title, author and illustrator.

Domain Element: Speaking & CommunicatingIndicator: Develops increasing abilities to understand and use language to communicate information, experiences, ideas and questions for varied purposes.

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Differentiated Instruction for Different Learners

First Steps: Child listens briefly and doesnt interact with the book.

Allow the child to choose his/her level of participation in the group activity. If disruptive, have the child choose a different book or independent activity. Then, read the storybook with the child individually in a quiet area where there are fewer distractions.

Differentiated InstructionDifferent Learners

Ask the child to point out title, author and illustrator and illustrations related to his/her predictions. Invite the student to turn the pages for you during the read-aloud. Acknowledge and encourage participation.

Ask the child to identify and describe the title, author and illustrator. Then, invite the student to retell the story in his/her own words. Acknowledge and encourage participation.

Making Progress: Child listens for a longer period of time and responds by pointing at pictures, turning pages or asking simple questions.

Accomplishing: Child observes, listens and responds by asking related questions or making pertinent comments or predictions.

Preparation: Post the B is for Brushing

poster at childrens eye level. Throughout the shared reading, use a pointer to point out letters and words in the book and on the poster.

Activity 2 Shared Reading: What is Dr. Rabbit Saying?

Objective: Students will participate in a shared reading activity by following along and responding to teacher questions.

Domain Element: Print Awareness & ConceptsIndicator: Shows progress in recognizing the association between spoken and written words by following print as it is read aloud.

Domain Element: Scientific KnowledgeIndicator: Expands knowledge of and respect for his/her body.

Procedure: 1. Distribute one storybook to each student. 2. Read the storybook aloud and invite children to join in. As you read, use a pointer

to model one-to-one correspondence. 3. During the shared reading, talk about the highlighted words as they relate to what

is happening in the picture.Assessment:During the activity, observe students level of attentiveness and abilities to follow along in the storybook. Afterwards, record your observations for each indicator. Assess students on an individual basis as needed.

Dr. Rabbit wants to say Share your bright smile every day!

Does anyone know what letter makes the /s/ sound in smile? (Pause, and then point to the correct letter.)

How does it make you feel when your teeth are fresh and clean? (good, happy, makes me feel like smiling)

Dr. Rabbit Wants to Say

Review the title, author and illustrator. Ask: Does anyone remember the title of the story? Invite a student to point to the title. Then invite a student to tell about the role of an author/illustrator.

Dr. Rabbit wants to say Your smile looks very bright today!

Can you point to the letter s in smile? (Pause, then model by pointing to the correct letter.)

Ask the children to smile at a classmate. What do you see when you smile? (teeth)

How do we make sure our smiles are bright? (brush)

You can make it stay that way. Brush after breakfast every day.

Brush and breakfast start with the same sound! Does anyone know what letter makes the /b/ sound? (Point to the words and the letter b as you talk about them.)

Why do you think we need to brush after we eat breakfast? (to clean our teeth)

When bedtime comes, its hush, hush, hush. Before you sleep, be sure to brush!

The words bedtime and brush start with the same sound! Do you remember what letter makes the /b/ sound? (Model by pointing to the correct letter and words.)

Why do you brush before bedtime? (so that your teeth are clean before going to sleep)

Brush on top, and bottom too.Its easy and so fun to do!

Can you point to the letter t in top? The letter b in bottom? (Model by pointing to the correct letters.)

Inside, outside, everywhere.Your smile will shine from here to there.

Can you point to the i in inside? The letter o in outside? (Model by pointing to the letters.)

Brush your tongue before youre done. Tickle, tickle. Have some fun.

Can you point to the letter t in tongue? Do you see another t on the same page? (Model by pointing to the letter t in tongue and tickle in the book or on the poster.)

How does it feel when you brush your tongue? (it tickles; it feels funny)

Can you stick out your tongue and pretend to brush it? (Stick out your tongue and model with an invisible toothbrush.)

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Objective: Students will listen and identify missing rhyming words in an oral-health-themed chant.

Activity 3 Shared Re-Reading: Finish the Rhyme

Domain Element: Phonological AwarenessIndicator: Shows growing awareness of beginning and ending sounds of words.

Indicator: Progresses in recognizing matching sounds and rhymes in familiar words, games, songs, stories and poems.

Procedure: 1. Re-read the story as a chant. Along the way, encourage

children to say the word they think comes next in the story, based on the rhyme.

2. Challenge the children to come up with other words to match sounds and rhymes: bay, gay, hay, jay, lay, may, pay, ray; gush, mush, rush. Write the words children say on a Rhyming Words Chart.

Assessment: Observe students level of attentiveness and participation in the group activity. Record your observations for each indicator. Assess children individually, as needed.

Examples:Dr. Rabbit wants to say:

Your smile looks very bright ________. (today)

You can make it stay that way

Brush after breakfast every _____. (day)

When bedtime comes, it's hush, hush, ____. (hush)

Before you sleep, be sure to ____ . (brush)

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First Steps: Child responds with pleasure to chants, imitating adults and peers as language skills develop.

Sing and chant with the child often. Use familiar words in silly rhymes, changing the initial consonant. Encourage participation.


Use familiar words and names in silly rhymes. Point out characteristics of the sounds of words and letters. Encourage participation.

Respond to childs responses with encouragement. Point out characteristics of the sounds of words and letters. Do word play with names, sound substitutions, comparisons of initial consonants.

Making Progress: Child responds to and joins in the silly rhymes with pleasure; demonstrates growing awareness of sounds of words and letters.

Accomplishing: Child joins in the chant and initiates word play involving rhyming substitutions. Recognizes similarities and differences in sounds of words or letters and rhythm of language.


First Steps: Child demonstrates beginning awareness of similarities and differences in configuration of letters and familiar words; participation is brief.

Point out highlighted words in the book and ask the child to point to and talk about related illustrations. Acknowledge student's effort.


Respond to student questioning/commenting with encouragement. Talk about letters and their sounds as you read.

Respond to student questioning/reading with encouragement. Provide multiple opportunities to re-read the story as well as other predictable and easy-to-read books.

Making Progress: Child demonstrates beginning awareness of similarities and differences in configuration of letters; recognizes at least the first letter of words and asks questions or makes comments about letters and sounds in familiar words; participates for longer period of time.

Accomplishing: Child demonstrates developing awareness of similarities and differences in configuration of letters and familiar words; begins to make sense of some unfamiliar words in the story and asks questions or attempts decoding; participates for longer period of time.

Activity 2 (contd)

Procedure:1. Ask the children: What are some ways we can take

care of our smiles? Encourage them to share what they learned from the storybook.

2. Invite students to draw a picture and write about how they take care of their teeth. Provide storybooks for the children to use as inspiration while drawing and writing.

Activity 4Drawing & Early Writing: We Take Care of Our Smiles

Domain Element: Book Knowledge & Appreciation Indicator: Demonstrates progress in abilities to retell and dictate stories from books and experiences.

Domain Element: Early Writing Indicator: Begins to represent stories and experiences through pictures, dictation and in play.

3. Ask each child to tell you the story about his/her picture. Offer to write some words he/she dictates.

4. Compile the drawings into a class book entitled We Take Care of Our Smiles. Or, display the drawings on a Bright Smiles, Bright Futures bulletin board.

Assessment:While students work, walk around to observe and offer writing assistance. Record your observations for each indicator.

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Objective: Students will draw a picture and write a story about taking care of their teeth.

Teaching Tip:Send storybooks home with the children after Activity 4. Encourage the children to read the story with the whole family.


First Steps: Child uses short one- to three-word phrases to tell a story and speech is not always understandable. Makes random marks or scribbles for writing.

Listen and look at the child as he/she communicates. Expand on childs language if child uses one word, respond with a short phrase using that word. Dont worry about correcting mispronunciations. Instead, model correct pronunciation in your response. Make specialist referral when necessary. Provide a variety of writing tools to experiment with writing. Accept the scribbles and shapes as the writing thats just right for his/her age.


Listen and look at the child as he/she communicates. Ask the child to expand on phrases as you model, and ask open-ended questions that encourage him/her to explain. Dont worry about correcting mispronunciations. Instead, model correct pronunciation in your response. Make specialist referral when necessary. Add writing tools and materials in the dramatic play area to give the child opportunities to imitate writing grocery lists, recipes, letters, etc. Accept scribbles and shapes as the writing thats just right for his/her age.

Listen and look at the child when he/she communicates. Ask open-ended questions that encourage longer, more complex responses. Dont worry about mispronunciations. Instead, model the correct pronunciation in your response. Make specialist referral when necessary. Create a center with writing tools, name cards, word lists, and picture dictionaries for the child to experiment with writing. Encourage the child to make recognizable letters but also accept his/her scribbles and shapes.

Making Progress: Child uses longer phrases to tell a story and speech is more understandable. Identifies marks or scribbles as writing and shows more control of the writing tool.

Accomplishing: Child uses longer phrases and sentences to tell a story and speech is mostly understandable. Makes marks and scribbles for writing purposes with increasing control of the writing tool evident in the formation of letter-like shapes, or even some letters.

The two-sided poster supports the oral health and literacy learning objectives of the Bright Smiles, Bright Futures program.

S is for Smile helps emerging readers connect letters and words, and also features some important oral health words.

B is for Brushing illustrates how to brush.

Using the Posters S is for Smile and B is for Brushing

the corresponding picture on the poster. (Students may find dentist or hygienist or even rabbit, for Dr. Rabbit!)

3. Then ask, What letter does dentist begin with?

4. As children name the letter, point to it on the poster. Point out childrens names that begin with the same letter and ask them to hold up their name cards and show the class.

5. Continue playing the game. Then, let students take turns coming up with their own I Spy clues for pictures on the poster. Ask volunteers to name the letter and word. Point out childrens names that begin with the same letter.

Assessment:Observe students progress in identifying beginning letters, letter sounds and words, as well as level of participation in the group activity. Record your observations for each indicator.

Activity 5Listening & Observing: I Spy

Domain Element: Phonological AwarenessIndicator: Associates sounds with written words, such as awareness that different words begin with the same sound.

Domain Element: Print Awareness & ConceptsIndicator: Recognizes a word as a unit of print, or awareness that letters are grouped to form words.

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Objective: Students will listen and identify beginning letters, letter sounds and words.

Teaching Tip:Some words on the poster, like hygienist and plaque, may be difficult for children. Pronounce the words for students while pointing to the word on the poster and have them repeat after you. Ask students if they can tell you about the words. Definitions are provided on page 13.

Preparation: Post the S is for Smile poster in a central location. Make name cards for each of the children and

distribute before beginning the activity.

Procedure:1. Introduce the poster. Ask the children to tell you

about a letter and its corresponding picture. For each letter, reinforce the connection between the letter and the word. Example: Apple begins with A. Point out childrens names that begin with A.

2. Start the game by saying in a melodic voice: I spy with my eye, a person who helps us keep our teeth healthy. Invite a volunteer to find


First Steps: Child listens briefly and responds with pleasure to letter and word play, imitating adults and peers as language skills develop.

Play rhyming word games with the child often. Use familiar words in silly rhymes, changing the initial consonant. Encourage participation.


Use familiar words and names in silly rhymes. Point out characteristics of the sounds of words and letters. Encourage participation.

Respond to student responses with encouragement. Point out characteristics of the sounds of words and letters. Do word play with names, sound substitutions, comparisons of initial consonants.

Making Progress: Child listens for a longer period of time and responds to letter and word play with pleasure; and demonstrates growing awareness of the sounds of language.

Accomplishing: Child joins in letter and word play, and is beginning to recognize similarities and differences in sounds of words or letters.

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Activity 6Categorizing: Words That Make Us Smile

Objective: Students will respond to teacher questions and practice placing like terms into categories.

Domain Element: Print Awareness & ConceptsIndicator: Recognizes a word as a unit of print, or awareness that letters are grouped to form words.

Domain Element: Reasoning & Problem SolvingIndicator: Develops increasing abilities to classify, compare and contrast objects, events and experiences.

Domain Element: Speaking & CommunicatingIndicator: Develops increasing abilities to understand and use language to communicate an idea.

Preparation: Photocopy the S is for Smile poster

in sections to make word cards. Cut out each of the letter/picture squares. If possible, laminate them for future use in a play center.

Display the S is for Smile poster in your circle area.

Write the three category titles on a large sheet of butcher or chart paper: Healthy Teeth, Animals, and Other. Post these near the circle area.

Have a roll of masking tape ready.

Procedure: 1. Distribute one word card to each student. Explain, Some of you have

cards with words about keeping your teeth healthy, some of you have cards with words about animals, and some of you have cards about other things.

2. Point to one square on the poster and ask the student with the matching word to stand up and show the other children.

3. Ask the student to tell the class about his/her word. (See Oral Health Definitions on page 13.) Then ask the class, Does this word belong in the Healthy Teeth, Animal, or Other category? Note: Dr. Rabbit can go in two different categories Healthy Teeth and Animals!

4. Place a piece of tape on the back of each childs card before he/she posts it under the correct category.

Assessment:During the activity, observe and take notes regarding students abilities to communicate, progress in recognizing familiar words, and abilities to classify words by common trait. Afterwards, record your observations for each indicator. Assess students individually, as needed.


First Steps: Child demonstrates beginning awareness of similarities and differences in configuration of letters and familiar words; participates briefly in group activity.

Allow student to choose his/her level of participation in the group activity. Help the child recognize his/her name and the names of friends. Point out repetitious words in books.


Ask the child to talk about the word on the card and determine what category to place it under. Point out letters and their sounds as you read aloud. Provide picture and word dictionaries for exploration.

Ask the child to talk about the word on the card and determine what category to place it under. Provide the child with opportunities to see words that are important to him/her written and displayed. Help the child learn to recognize and read key words and phrases.

Making Progress: Child listens and participates in the group activity with pleasure, and responds to teacher questions.

Accomplishing: Child begins to make sense of unfamiliar words in familiar context or by applying some decoding skills and responds to teacher questions.

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Procedure:1. Schedule this activity after snack or lunchtime,

before children have brushed their teeth. Ask: How do your teeth feel right now? Do they feel clean? Did any of todays food get caught between your teeth? Then ask: How do your teeth feel after you brush? Encourage children to use their tongues to feel their teeth. Explain that if their teeth feel yucky, or like theres food still on them, it may be plaque. Point to the Plaque picture on the poster.

2. Explain: After we eat, its important to brush our teeth right away. Plaque can grow on our teeth, even though we cant see it. If we dont brush the plaque away, it can hurt our teeth and give us cavities. So how do you get rid of that yucky, yucky plaque? (brush at least twice a day)

3. Sing/chant the Yucky, Yucky Plaque rhyme and finger play in a daily routine with students before they set off to brush their teeth.

Assessment:During the activity, observe students level of participation in the word play activity. Afterwards, have each child work individually with you and ask him/her to explain the importance of brushing your teeth twice a day. Record your observations for each indicator.

Activity 7Oral Health Rhyme: Yucky, Yucky Plaque

Objective: Students will respond to teacher questions; and will understand that plaque can cause cavities, and that brushing every day after eating can keep the plaque away.

Domain Element: Scientific KnowledgeIndicator: Expands knowledge of and respect for his/her body.

Rhyme

Were off to brush our teeth, The front, the sides and back. Well clean away and move away,

That yucky, yucky plaque.

After brushing, after rinsing

Swishing water like the rain,

That yucky, yucky plaque Will go quickly down the drain.

Goodbye, yucky, yucky plaque! (wave goodbye with both hands)

Actions

Yucky, Yucky Plaque

(pretend to brush)

(monster hands and faces)

(pretend to brush)

(use fingers for rain)

(monster hands and faces)


First Steps: Child responds with pleasure to the activity, imitating adults and peers as language skills develop; and demonstrates beginning awareness of oral hygiene by responding to some teacher questions.

Encourage participation. Laugh and enjoy a childs attempts to repeat the song after you. Make it musical!


Respond to the child with encouragement. Provide opportunities to become familiar with the song by incorporating it into the daily routine.

Respond to the child with encouragement. Continue to make songs, finger plays and rhythmic chants part of large group times. Leave out a rhyming word and challenge the student to fill in the missing word.

Making Progress: Child participates in the activity with pleasure, and demonstrates a developing awareness of oral hygiene by responding to teacher questions.

Accomplishing: Child participates in the activity with pleasure; and demonstrates basic knowledge of oral hygiene by responding to teacher questions and initiating further discussion about oral hygiene.

Domain Element: Speaking & Communicating Indicator: Develops increasing abilities to understand and use language to communicate an idea.

Activity 8Brushing Technique: We Can Brush!

Objective: Students will practice proper brushing technique while brushing their teeth.

Preparation: Bring a self-standing mirror for the activity. Display the B is for Brushing poster in a visible area.

Later, hang it in a spot where children can see it while they brush their teeth.

Domain Element: Health Status & Practices Indicator: Shows growing independence in hygiene and personal care when brushing teeth.

Procedure:1. Review the directional captions with the children:

outside, inside, top, bottom, tongue. Have children pantomime brushing these areas while you read the words aloud. Remind them that they have to brush not only in the front of their mouths, but way in the back, too.

Assessment:Observe each student as he/she brushes. Take observational notes of progress made over time.

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First Steps: Child brushes his/her teeth briefly and doesnt reach all directions.

Display a mirror while he/she brushes and offer encouragement. Place a pencil grip over the handle of the toothbrush to make it easier to maneuver.


Offer the display mirror as an aid and give encouragement.

Offer encouragement and praise.

Making Progress: Child brushes his/her teeth and attempts to reach all directions.

Accomplishing: Child brushes using proper technique and experiences minimal difficulty reaching all directions.

BBrush

FFloss

DDentist

HHygienist

LLight

GGoggles

PPlaque

XX-ray

SSmile

MaskM

Oral Health Definitionsbrush: For healthy teeth, brush at least twice a day: in the morning after breakfast, and at

bedtime.

dentist: A dentist is a doctor who helps us keep our teeth healthy and strong.

floss: Floss helps get rid of plaque and food from between our teeth that brushing

may have missed.

goggles: A dentist wears goggles to examine our teeth.

hygienist: A hygienist cleans our teeth and teaches us how to take care of our teeth.

light: A bright light helps the dentist and hygienist examine our teeth.

mask: A mask helps keep the you and the dentist from sharing germs, so you

can both stay healthy.

plaque: Plaque is the yucky, gooey stuff that can grow on our teeth if we dont

take care of them.

smile: A smile shows our healthy teeth and shows that we feel good.

tooth: Teeth (more than one tooth) help us chew, talk and smile. Taking care of

every tooth makes us feel good and gives

us a bright and healthy smile.

X-ray: The X-ray is a special picture that shows the inside of our teeth and gums.

Tooth

T

Alpha Betty Introduces Dr. Rabbit

In the Video: Alpha Betty tells the children that she loves the alphabet. She asks the children to name their favorite letter. She is excited because her friend Dr. Rabbit, the purple rabbit dentist who also loves letters, is coming to visit them today.

In Your Classroom: Ask children to name their favorite letter. Invite them to name a word that begins with their favorite letter.

Dr. Rabbit Welcome Song

In the Video: As children await Dr. Rabbits arrival, Alpha Betty sings a song describing him: He has purple rabbit fur from his head to his toes; two long purple ears and a pink bunny nose!

In Your Classroom: To help children develop language skills, invite them to describe Dr. Rabbit in their own words. Then, ask them to draw a picture of Dr. Rabbit and write a story

about him visiting their school.

Dr. Rabbit and the Letter T

In the Video: Dr. Rabbit arrives and talks about his favorite letter, T. It stands for toothbrush, toothpaste, and teeth. He shows children three of the most important things our teeth help us do: smile, talk and eat.

In Your Classroom: Ask children to name the many things our teeth help us do. What would happen if we didnt have teeth? (we couldnt chew, talk easily and clearly, or have a bright smile)

Dr. Rabbit Comes to School is the springboard for bringing oral health education into your Head Start classroom. By tying oral health into literacy and language development, the video provides lots of opportunities for class discussion and child-driven activities.

Using the VideoDr. Rabbit Comes to School

It all begins with Alpha Betty, the video host, introducing Dr. Rabbit the puppet dentist who loves teaching children about how to take care of their teeth. Hes brought along his friend Doogan Dog, who has recently become a Super Duper Brushing Champion!

Using language and early literacy concepts, the children in the video and the children in your classroom learn how they too can become Super Duper Brushing Champions.

Viewing the Video in Class Start by showing the video all the way through. As an educator,

youll see lots of opportunities for in-class interaction.

Once children have watched the complete video, try going back through the video scene by scene using the ideas below as a guide. You might review different scenes on different days, for an ongoing circle time activity. As you watch, invite the children in your class to take an active part in the scenes with Dr. Rabbit and his friends!

Children in your classroom will enjoy their interaction with Alpha Betty as they share their favorite alphabet letters, learn about the important function of teeth, how and when to brush their teeth, and more.

Doogan Dog courtesy of Zoo Animal Teaching Aids. www.teachingaid.com

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3

2

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Super Duper Brushing Champions,

In the Video: Doogan Dog shows how he has learned to brush his teeth. Dr. Rabbit describes the various places children should brush

their teeth. Alpha Betty joins in by showing top, bottom, inside, outside, and tongue illustration cards.

Dr. Rabbit also reminds us when to brush, and explains that dentists help us take care of our teeth.

In Your Classroom: Challenge children to become Super Duper Brushing Champions! Plan to reward children with their own Brushing Champion badges. Make a copy of the reproducible badge on the back cover of this guide for each child. Award the badges at a special time.

Sing-along Recap,

In the Video: As Dr. Rabbit bids farewell, Alpha Betty invites the children to remember what Dr. Rabbit taught us by singing Every Day We Brush Brush Brush to the tune of The Wheels on the Bus.

In Your Classroom: Have kids learn the easy, catchy song. Just as brushing is a daily habit, make the song a daily habit at school! For example, try singing it at the beginning of the day, when brushing after lunch, at circle time, etc. Use finger play or create free-form motions to act out the action words: brush, wiggle and swish.

4

5

Every day we brush brush brush,Brush brush brush, Brush brush brush.Every day we brush brush brush,After eating and at bedtime.

The brush on our teeth goes wiggle wiggle wiggle,Wiggle wiggle wiggle, Wiggle wiggle wiggle.The brush on our teeth goes wiggle wiggle wiggle,After eating and at bedtime.

We rinse with water swish swish swish,Swish swish swish, Swish swish swish.We rinse with water swish swish swish,After eating and at bedtime.

15

Objective: Students will recall oral health words that begin with the letter T and share their own favorite letter and words.

Preparation: Display the S is for Smile poster in a visible area.

Procedure:1. Remind the children that Dr. Rabbit likes the letter

T. Ask the children to find the letter T on the S is for Smile poster.

2. Ask children if they remember why Dr. Rabbit likes the letter T. Can they name some words that start with this letter? Invite volunteers to recall the words: tooth, teeth, toothbrush and toothpaste. Ask them why Dr. Rabbit might like these words.

Activity 9Group Talk: T is for

Domain Element: Phonological AwarenessIndicator: Awareness that different words begin with the same sounds.

Domain Element: Alphabet KnowledgeIndicator: Knows that letters of the alphabet are a special category of visual graphics that can be individually named.

Domain Element: Speaking & CommunicatingIndicator: Develops increasing abilities to understand and use language to communicate an idea.

3. Invite children to share their favorite letter and words that start with that letter.

Assessment: During the activity, observe students level of participation in the group activity. Record your observations for each indicator.


First Steps: Child participates in group activity briefly but responds to teacher questions, and demonstrates beginning awareness of alphabet by pointing to letters on the poster when asked, but not necessarily with accuracy.

Encourage the child and talk about letters found on the poster, in names and in the classroom environment. Sing the alphabet song and all its variations!


Ask the child to talk about his/her favorite letter and point to words that begin with that letter in names and in the classroom environment. Use your alphabet rug to hop the alphabet!

Encourage the child to talk about letters and words. Point out others found in the classroom environment. Provide a vocabulary-rich environment by labeling common objects. Play games with name cards, comparing similarities and differences and number of letters.

Making Progress: Child participates in the group activity with pleasure, asking questions or making comments about letters, and responds to teacher questions.

Accomplishing: Child participates in the group activity with interest and pleasure, asking questions or making comments about letters and words that begin with that letter, and responds to teacher questions.

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Activity 10Group Retelling: Dr. Rabbit and Friends Story Box

Domain Element: Speaking & CommunicatingIndicator: Develops increasing abilities to understand and use language to communicate information, experiences, ideas, feelings, opinions, needs, questions and for varied other purposes.

Domain Element: Book Knowledge & AppreciationIndicator: Demonstrates progress in abilities to retell stories from experiences and to act out stories in dramatic play.

Objective: Students will retell Dr. Rabbit Goes to School in their own words through structured, then unstructured, dramatic play.

Procedure: 1. Building the Story Box

Before introducing the activity, prepare a story box. Use a large box with a lid, and write Dr. Rabbit and Friends Story Box on the front. (To give it a decorated look, cover the box with material or paper.)

Encourage children to help decorate the story box with illustrations and colors they think Dr. Rabbit might like.

What are Alpha Betty and Dr. Rabbits favorite letters? (T, B, and S.) Add these to the outside of the story box.

Ask the children: What other things would you like to put on the outside of the box?

2. Preparing the Props

Ask the children: What do you think Dr. Rabbit would like to have inside the story box? (Encourage them to talk about the things he wears, and the items Doogan used to brush his teeth.)

Inside the story box: Two-sided puppet: Dr. Rabbit and Doogan Dog

(see page 21 of this guide for reproducible puppets and instructions ). Have children help make the puppets for the story box.

Dental Office items to photocopy (see back cover): toothbrush, toothpaste, mask, goggles and gloves. Photocopy and cut out to add to the story box.

Blue dental smock or a white t-shirt decorated for the dental office.

Add the letter/ picture cards you laminated in Activity 6.

3. Using the Story Box

The day after watching the video, engage the children in a discussion about the new friends that they met while watching the video. Tell the children that its time to pretend that two of these new friends have come to visit but for this to happen, you will need their help!

One by one, pull out the goggles, mask and gloves from the story box. Show them to the children and ask, Which new friend do you think these might belong to? Then show the children the toothbrush and toothpaste and ask, Who might these belong to?

4. Puppet Play

Now, pull out the Dr. Rabbit puppet from the story box. Invite a volunteer to be Dr. Rabbit and ask, If you were Dr. Rabbit, what might you say? Next, have other children think about what they might like to ask Dr. Rabbit.

Next, pull the Doogan puppet out of the story box. Ask children to recall the name of this new friend. Invite a volunteer to be Doogan and ask, What might Doogan want to tell the class?

Invite students to take turns acting out scenes between Doogan and Dr. Rabbit, using the puppets.

5. Add Story Box to Dramatic Play Area

Keep the story box in an area where children can access it easily. From time to time, bring the story box to circle time and ask children to describe the various items and how they are used to keep our teeth healthy and our smiles bright.

Assessment: Observe students language, literacy and social and emotional development while participating in dramatic play. Record your observations for each indicator over an extended period of time.

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18

Reception Area/Waiting Room Appointment book Signs: posting office hours; Open/Closed; Dr. Rabbit Prescription pads Clipboards and paper to take patient information Patient file folders X-rays of teeth (paste white cut-outs of teeth onto

black construction paper)

Magazines and storybooks (including Dr. Rabbit Wants to Say) for waiting room

Charts on walls related to oral health: how to brush, when to brush, etc. (Use the B is for Brushing and/or S is for Smile posters.)

Telephone; message pad Paper, pencils Bill pad Old checkbook Wall calendar

Dental Office Dental chair for dolls/stuffed animals Dolls and stuffed animals as patients

(Stress that children should not be the patients for sanitary reasons.)

Toothbrushes* Goggles* Gloves* Mask* Dental mirror Dental smock Small paper cups for rinsing Pictures or drawings of healthy smiles B is for Brushing and/or S is for Smile

poster

* See reproducible dental props on the

back cover.

Props for your classroom dental office may include:


First Steps: Child participates in the activity briefly and responds to teacher in one- to two-word responses.

Allow the child to choose his/her level of participation. Read familiar and favorite books with the child often and encourage dramatic retelling.


Offer encouragement and ask open-ended questions. Offer encouragement and comment on his/her interaction with the story and characters. Re-read favorite books often.

Offer encouragement and comment on his/her interaction with the story and characters. Continue to re-read favorites and encourage retelling through dramatic play.

Making Progress: Child participates in the activity with pleasure and responds to teacher prompts and questions in longer phrases.

Accomplishing: Child participates in the group activity with interest and pleasure and initiates deeper interaction in the dramatic retelling of parts of the story.

Procedure:1. Announce to the class: Today, were going to turn

the dramatic play area into a dental office. But this is a special dental office because our only patients will be dolls and stuffed animals!

2. Invite the children to share their experiences visiting the dentist. What and who did you see? What did that person do? Who else might be in a dental office? Refer to the S is for Smile poster (dentist, hygienist). Do you remember what these people do to help keep your teeth healthy? Write their responses on a chart titled, A Visit to the Dentist to be used as idea-starters for role play once the dental office is ready.

3. Over the next few days, have the children brainstorm ideas for things needed to create a dental office in the classroom. Send home a letter to ask parents for prop items or old magazines. A letter can also go to school staff asking them to contribute props. (See suggested prop list on page 18 and reproducible Dental Office Cutouts on back cover.) Have dolls and stuffed animals available for the children to use as patients.

4. When the dental office opens, model for children the behavior expectations you have for them during dramatic play time. Ask for a volunteer and role

play with the child for a few moments. Demonstrate proper care of the items in the box and kindness toward the child while playing. Remind them that you want them to be kind to the props and to each other.

Note: Only the stuffed animals should be the patients. Remind the children that it is not sanitary for them to play the role of the patient.

5. Divide the class into groups of four or five students to act out different parts of the dental office visit, using dolls or stuffed animals as patients: arriving and waiting in the waiting room, learning how and when to brush, having an examination and X-ray, making an appointment to return for another check-up, etc. (Refer to A Visit to the Dentist chart created earlier.)

6. Encourage students to play in the classroom dental office during free-play time.

Assessment: During the role playing activity, observe the students social behaviors and abilities to recreate parts of the video and/or storybook. Record your observations for each indicator. Observe students social behaviors in free play time over an extended period of time and keep a record of their development and progress.

Summing It UpThis activity combines all the experiences children have had with the storybook, video and posters into dramatic play. By employing both structured and unstructured role-play time, the children will build good oral health habits, further develop skills in literacy and language and social and emotional development and enhance their self-esteem.

Activity 11Dramatic Play: Our Dental Office

Domain Element: Book Knowledge & AppreciationIndicator: Demonstrates progress in abilities to retell stories from experiences and to act out stories in dramatic play.

Domain Element: CooperationIndicator: Develops increasing abilities to give and take in interactions, to take turns in games or using materials, and to interact without being overly submissive or directive.

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Objective: Students will participate positively in the activity and demonstrate developing ability to retell a story through dramatic play.

Follow-up ActivityInvite a Dental Professional to School

Invite a dentist and/or dental hygienist to your classroom. Ask him/her to sit in the circle area and talk about what happens during a childs visit to the dentist.

Note: In advance, let the dentist or hygienist know that youd like the visit to be as comfortable and interactive as possible by having him/her encourage the children to participate in the discussion.

To welcome the dentist and break the ice, have the children sing the Every Day We Brush Brush Brush song.

Encourage the dental professional to ask the children why they think it is important to take care of their teeth. What would it be like if we didnt have teeth? What are some of the things they can do to take care of their teeth? (brush morning and night, not eat too many snacks, visit the dentist, and brush together with their families.)

Afterward, children can create thank you notes or posters for the visiting dental professional.

NOTE: Involve your Health Services Advisory Committee in organizing an oral health presentation for families. If there is a dentist on the committee, he or she can present a program for parents and review the Family Pledge with them. (See pages 24 and 25.)

Hygienist Dentist20


First Steps: Child participates in group activity briefly and may need adult help or support. When in conflict, uses behavior to express feelings but will express verbally after teacher intervenes.

If a child is unable to join in, provide a quiet activity away from the group but with supervision. Provide support when needed. Encourage participation and plan group activities often to build community in the classroom.


Provide frequent breaks from group activity as well as support, as needed. Allow the child to participate in a quiet activity away from the group if needed.

End the activity when childrens interest fades. Continue to build a sense of community by planning group activity time often. Establish a ritual for transitioning out of group activity into a new activity.

Making Progress: Child participates in group activity for longer periods of time without adult help or support. When in conflict, verbalizes feelings on his/her own but may need teacher intervention.

Accomplishing: Child participates in group activity actively for longer periods of time. When in conflict, verbalizes feelings more often with less need for teacher intervention.

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Parent/Caregiver: Read this pledge aloud with your child

before signing your names together.

Family Pledge

To keep our smiles healthy and bright,Well brush our teeth morning and night.

Two times a day, just like Dr. Rabbit said After breakfast and right before bed.

We will stop that yucky plaque in its tracks,And well try to brush after our snacks.

Our family signs this promise today.We know our teeth will be healthy this way!

Every day well sit and readHalf an hour thats what we need.

Well learn our letters, words and more.So pull up a chair, or read on the floor.

If we work very hard well soon seeReading is great fun for you and me!

Family Pledge

We Agree

We Agree

Signed:

Child Date

Grown-Up Date 2003-2007 Colgate-Palmolive Co. All rights reserved. A Global Oral Health Initiative.

Padres/ personas a cargo:Lean este compromiso en voz alta

con su nio/a. Luego frmenlo juntos.

Family Pledge

A mantener nuestra sonrisa brillante y sanaCepillando los dientes a la noche y en la maana.

Dos veces por da, el Dr. Rabbit suele decir,Despus del desayuno y antes de ir a dormir.

Para parar la placa usaremos el cepilloCuanto ms podamos despus de los bocadillos.

Mi familia firma esta promesa aqu,Y tendremos dientes sanos as!

Cada da nos sentaremos a leerpor media hora es lo que hay que hacer!

Aprenderemos las letras, las palabras y ms.Sintate en el piso, en la silla, o en el sof.

Si trabajas con empeo descubrirsque leer es divertido, ya lo vers!

Compromiso familiar

Firmado por:

Nio/a Fecha

Adulto Fecha

Nos comprometemos

Nos comprometemos


Q: Whats the best way to get your kids to brush? A: Brush along with them! Brushtime can be a fun

family event. Ask your child to teach you the song Every Day We Brush Brush Brush and sing it together before brushing! You and your child will look forward to sharing this daily routine!

Kid-friendly Brush Tips Have your child use a child-size toothbrush with soft

bristles, and a pea-size amount of fluoride toothpaste.

Be sure that you and your child brush thoroughly with fluoride toothpaste at least twice a day especially after eating breakfast and before bedtime. Its the best way to remove food and plaque from teeth and gums.

Always remember to brush before bedtime to get rid of plaque. There isnt as much saliva present at night to neutralize plaque and plaque is what can lead to cavities.

Replace your childs toothbrush when the bristles on the brush become worn, or shaggy. (Generally, every three months.)

Q: If you have 5 candies . . . is it better to eat them all at once, or one at a time during the day?

A: All at once! Heres why: Every time you snack, plaque can attack your teeth. And when plaque attacks, it can weaken tooth enamel . . . which is how cavities can start. So what you eat isnt as important as how often you snack.

The Plaque Reaction Everyone has plaque bacteria in their mouths.

But when these plaque bacteria meet up with food, or any beverage other than water, the plaque reacts to create acid, and a plaque attack occurs.

Each plaque attack can last for up to 20 minutes after you have finished your snack. So, its better to eat those 5 pieces of a snack all at once (20 minutes of plaque attack) than to eat 1 piece at 5 different times (5 x 20 minutes = 100 minutes of plaque attack!)

= 20 minutes of plaque attack

= 100 minutes of plaque attack

After Before Mid Before Before Breakfast Lunch Afternoon Dinner Bedtime20 minutes + 20 minutes + 20 minutes + 20 minutes + 20 minutes

Working With Families

262003-2007 Colgate-Palmolive Co. All rights reserved. A Global Oral Health Initiative. 2003-2007 Colgate-Palmolive Co. All rights reserved. A Global Oral Health Initiative.

Snacking Its How Often that Matters!

Brush Together. It Works!

Toothbrush Safety Tips Never run with a toothbrush. Do not share toothbrushes. That would be

sharing germs.

Toothbrushes arent toys. Theyre tools. When brushing your tongue and back teeth,

dont stick the toothbrush too far in the back of the throat. You may gag or choke.

Oral Health Background InformationAs you work with families, its helpful to have current oral health information to share with them. Family Facts handouts below can be: reproduced as mini-flyers for Family

Night incorporated into your classroom/

school newsletter or family bulletin board

shared with the Parent Policy Council as a springboard for a child health discussion or parent/school program

Family Take-HomesEncourage family involvement and support by distributing the Dr. Rabbit Wants to Say read-together storybook, the Help Your Child Have a Bright Smile Today parent take-home pamphlet and the Colgate toothbrushes and toothpaste samples, all included in this kit.

Encourage families to display the Brushing Chart in their bathroom at home as

a guide for the whole family. model the proper brushing steps to help their child

establish good brushing technique. read Dr. Rabbit Wants to Say with their child to support

early literacy development. Visit www.colgatebsbf.com for family activities and oral health information.

All at

once

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www.colgatebsbf.comVisit Colgate Bright Smiles, Bright Futures Online

Colgate BSBF online is pleased to announce an all-new web section especially for Head Start/preschool teachers!

Colgate Bright Smiles, Bright Futures is all about giving you teaching tools that make it easy to incorporate oral health into your early-literacy teaching. Now, you can access program materials, print out classroom activities and family take-homes, and even download Dr. Rabbit Comes to School onto DVD for use at school or in your family lending library.

And all Colgate Bright Smiles, Bright Futures materials for Head Start are FREE!

Using www.colgatebsbf.com is easy and FREE:

Go to www.colgatebsbf.com

Click on the banner: Teachers Pre-K3

Register for access to FREE materials

Once inside the site, click on Pre-K/ Head Start

In accordance with child privacy laws, no personal information is gathered from your students. As a teacher, you can choose whether or not youd like to receive early-bird site updates!

One Website Four Great Sections!

Engage Families Dont forget to invite students and their families to go online too. Its the perfect family activity to enjoy together especially during Childrens Dental Health Month in February!

The site is divided into four sections and includes materials for all members of the Bright Smiles, Bright Futures education community.

Students will enjoy:

Online games Printable activities

Resources for families:

Oral Health Information and a 3-D Guide to Brushing Online activities to do with children Printable family projects

Resources for school nurses, dentists and others who work with children:

Online articles Printable take-homes and activities for children/

families

Resources for preschool educators:

Free downloads of Colgate Bright Smiles, Bright Futures materials

Family take-homes and mini-posters Dr. Rabbit Comes to School movie download

(high-speed Internet access is recommended)

Teachers

Kids

Parents

Oral Health Educators

Welcome to Colgate Bright Smiles, Bright Futures online!

All Materials are FREE Spread the word! www.colgatebsbf.com includes materials for educators working with students from Pre-K through 3rd Grade. Be sure to tell your colleagues about this free education website!

Stay Tuned via Online UpdatesSign up for our FREE e-newsletter youll be the first to hear about site updates, Bright Smiles news and other oral health education information!

Log on today!

Dental Office Cutouts

Brush your teeth after breakfast Brush your teeth before bedtime Try to brush your teeth after snacks Carefully brush each tooth: top, bottom,

inside, outside and way in the back

Dr. Rabbit and Doogan are proud of you for taking good care of your bright smile!

Youre a

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Super Duper Brushing Champion

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Doogan Dog courtesy of Zoo Animal Teaching Aids. www.teachingaid.com; 800-919-0077




teachers guide pre k

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