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Leo the Late Bloomer

Leo the Late Bloomer. By Robert Kraus. Summary. Leo is a tiger cub who is experiencing some delays in development. He is not able to read, write, draw, eat neatly or talk like his peers. His father is watching him closely for signs of “blooming” or growth,

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Leo the Late Bloomer

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  1. Leo the Late Bloomer By Robert Kraus

  2. Summary • Leo is a tiger cub who is experiencing some delays in development. • He is not able to read, write, draw, eat neatly or talk like his peers. • His father is watching him closely for signs of “blooming” or growth, • Mom is not worried about Leo because she believes he is just a “late bloomer.”

  3. Characters • Leo-a tiger cub who is experiencing some delays in development. • Leo’s Father- Concerned about Leo’s delays in development. • Leo’s Mom- Is not concerned about Leo’s development and is confidant that he will progress and • Elephant, Snake, Plover, Owl and Crocodile are Leo’s peers who are able to read, write, draw, eat neatly and talk.

  4. Criteria • Diverse characters Repetition Kindergarten high frequency words Very bright colorful illustrations Easy for students to make a text to self connection Positive

  5. Identify Disability • Developmental Delay- Child development refers to the process in which children go through changes in skill development during predictable time periods, called developmental milestones. Developmental delay occurs when children have not reached these milestones by the expected time period. For example, if the normal range for learning to walk is between 9 and 15 months, and a 20-month-old child has still not begun walking, this would be considered a developmental delay. Developmental delays can occur in all five areas of development or may just happen in one or more of those areas. Additionally, growth in each area of development is related to growth in the other areas. So if there is a difficulty in one area (e.g., speech and language), it is likely to influence development in other areas (e.g., social and emotional).

  6. Warning Signs of Developmental Delays • Behavioral Warning Signs • Does not pay attention or stay focused on an activity for as long a time as other children of the same age • Focuses on unusual objects for long periods of time; enjoys this more than interacting with others • Avoids or rarely makes eye contact with others • Gets unusually frustrated when trying to do simple tasks that most children of the same age can do • Shows aggressive behaviors and acting out and appears to be very stubborn compared with other children • Displays violent behaviors on a daily basis • Stares into space, rocks body, or talks to self more often than other children of the same age • Does not seek love and approval from a caregiver or parent

  7. Autism • Autism-"Autism is a complex developmental disability that typically appears during the first three years of life and is the result of a neurological disorder that affects the normal functioning of the brain, impacting development in the areas of social interaction and communication skills. Both children and adults with autism typically show difficulties in verbal and non-verbal communication, social interactions, and leisure or play activities.

  8. Down Syndrome and Fragile X • Down Syndrome-is an example of a chromosomal disorder. Chromosomal disorders happen sporadically and are caused by too many or too few chromosomes or by a change in structure of a chromosome. In the case of Down syndrome, the children have recognizable physical characteristics and limited intellectual endowment because of the presence of an extra chromosome 21. • Fragile X-arises from a single gene located on the X (female) chromosome. It is the leading inherited cause of mental retardation.

  9. Vocabulary • Bloom/bloomer • Signs • Still • Patience • Tease • Bullying • Diversity

  10. Learners Pre K-5 Can Learn • Appreciation of ones self and others gifts, talents, abilities. • Empathy and Compassion for people who may be physically or cognitively developmentally delayed. • Why teasing and bullying is never an acceptable way to treat people • The importance of using positive communication skills when expressing needs, wants and feelings.

  11. Leaners Pre-K Can Learn • Understanding of how everyone develops and grows at different rates. • Being different is cool! • The importance of helping each other. • Everyone can bloom! • Everyone is unique and special.

  12. Lesson Plan Blooming Me • Authors:Michelle Wilson • Grade Level:Kindergarten • Integrated disciplines:Language Arts Literature Social Sciences • Nebraska Standards:K- 12 Comprehensive WRITING Standard: Students will learn and apply writing skills and strategies to communicate. Writing Process Writing Genres LA 0.1.5 Vocabulary: Students will build literary, general academic, and content specific grade level vocabulary. • LA 0.1.4.b Imitate repeating language patterns during reading (e.g., modeled reading, choral reading) •  LA 0.1.1.e Identify parts of a book (e.g., cover, pages, title, author, illustrator)   • LA 0.2.1 Writing Process: Students will use writing to communicate.

  13. Blooming Me • Objectives:Students will be able to: • Make a book about themselves. • Track text and practice "reading." • Become familiar with the sight words I and can. • Assessment: Teacher will observe children's oral responses during class discussions and how children follow directions making their books. Look for tracking of text when the children share their books. Observe oral skills as they shared their books with the whole group. • Leo the Late Bloomer by Arthur Kraus, available the Teacher Store, I Am Special by Kimberly Jordano, and The One and Only Special Me by Rozanne Lanczak Williams • Pre-made I'm Special (pdf)printable books for each student with space for children to add their own pictures and writing • Crayons, colored pencils and chart paper

  14. Blooming Me • Anticipatory Set:Day 1: Will activate background knowledge by asking students what it means to “bloom”. • Day 2: The class will start my singing the song “I am special.” • Teacher will: • Step 1: Read Leo the Late Bloomer by Arthur Kraus. Ask the children if they sometimes feel like Leo and why. Explain to the children that just like Leo, there will be things that they will not know how to do yet, but that is why they are in school. Assure the children that by the end of kindergarten, they will bloom just as Leo did. • Step 2: Read I Am Special by Kimberly Jordano Williams, drawing children's attention to the concepts of print. Ask the children to recall the things each child said they can do that makes them special. Chart those ideas and brainstorm more. Post the chart paper. • Day 2 •  Step 3: With the students, review the "special" list that teacher charted the day before. Share with students how their ideas of how they are special have been used to start a book for each of them entitled "I'm Special." Point out the cover and read through the first four pages of the book with them. The first four pages, for example, could read: • I can draw me. • I can build with blocks. • I can play with my friends • I can sing songs. • Leave the last two pages blank.

  15. Blooming Me • Step 4: Divide children into small groups if you have other adults to assist. Distribute their I'm Special books. Tell the students that they will be drawing pictures for the first pages in their I'm Special book where the teacher has written/typed the text. Then, teacher will have students draw and write about two other things that they can do that make them special on the blank pages. Teacher will guide the students through the first four pages one at a time with teacher leading the choral reading and the students tracking the text. The teacher will wait for each child to do a drawing before going on. • Step 5: Have the students complete the last two pages on their own. Encourage children to attempt writing, using the posted chart, if they are ready. For others, take down their dictation Students will: • Step 1: Listen to the teacher read Leo the Late Bloomer by Arthur Kraus. Discuss if they have ever felt like Leo. Engage in discussion about Leo the Late Bloomer and how there will be things that they will not know how to do yet, but that is why they are in school. Be Assured that by the end of kindergarten, they will bloom just as Leo did. • Step 2: Listen to the teacher read I Am Special by Kimberly Jordano Williams, drawing children's attention to the concepts of print. Recall the things each child said they can do that make them special. Assist teacher in charting those ideas and brainstorm more

  16. Blooming Me • Day 2 • Step 3: Review the "special" list that teacher charted the day before. Listen to teacher explain how their ideas, of how they are special, have been taken and a book started for each of them entitled "I'm Special." Watch the teacher point out the cover and listen to teacher read through the first four pages of the book with them. • Step 4: Be divided into small groups. Given their I'm Special books to draw pictures for the first pages in their I'm Special book where the teacher has written/typed the text. Will draw and write about two other things that they can do that make them special on the blank pages. Guided through the first four pages one at a time with teacher leading the choral reading and the students tracking the text. Wait for all other students to do a drawing before going on. • Step 5: Complete the last two pages on their own. Differentiation:For Spanish speaking students, Leo the Late Bloomer is available in Spanish as Leo, El Retono Tardio. • Allow emerging writers to write their own sentences, while taking dictation for others.

  17. Blooming Me • Closure: • Day 1: The teacher will engage the students in discussion over their favorite parts of the story and ask them what were some things that Leos friends could have done to make him feel better about himself when he was not able engage in the same activities as them. • Day 2: Close the lesson with the whole group. Sit in a circle with the children. Ask the children to each share one thing she/he can do from their I'm Special books using the sentence form, "I can_______________." Guide the group to shout, "Amy, you are special!" after each child shares. During small group time, practice "reading" these books with the children. Later, they will be used for the culminating activity for the I'm Special Unit. • Suggested Time Frame: 1.5 hours • Reflection:

  18. Anticipitatory • (Sung to the tune of Frere Jacques) • I am special, I am special (point to self) • If you look, you will see • Someone very special, someone very special, • It is me, it is me!! (Point to self)

  19. References • https://www.mheonline.com/assets/sra_download/LanguageThroughLiterature/SampleLessons/languagethroughlitlevelklesson2.pdf • http://www.howkidsdevelop.com/developDevDelay.html#devDelay • http://www.definitionofautism.com/ • http://www.beaconlearningcenter.com/Lessons/2135.htm • http://www.dcmp.org/guides/10070.pdfhttp://www.scholastic.com/browse/lessonplan.jsp?id=122 Leo the Late Bloomer by Arthur Kraus

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