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Teacher Workbook Talk builds babies’ brains! Grow Grow
Teacher Workbook
Talk builds babies’ brains!
GrowGrow
v. 20191204
LENA is a registered trademark, and LENA Grow and associated logos are trademarks of LENA Foundation.
No part or component of this LENA Grow program may be reproduced or transmitted in any form by any means, electronic or mechanical, including photocopying and recording, or by any information or storage retrieval system, without the prior written permission of the publisher. Address inquiries to LENA Foundation, 5525 Central Avenue, Suite 100, Boulder, CO 80301-2820 or [email protected].
Printed in the United States of America.
Cover Photo: left: Adobe Stock/© Rio Patuca Images
Video Credit: Honest Films, Inc. Denver, Colo.
CreditsLENA Grow Teacher Workbook, 1st edition
Copyright © 2019 by LENA. All rights reserved.
Teacher Workbook
Talk builds babies’ brains!
This workbook belongs to:
GrowGrow
2 LENA Grow
Welcome to LENA Grow! LENA Grow focuses specifically on increasing interactive talk with children, because this has been proven to be a key factor in early brain development. We believe interactive talk is a practical, inexpensive tool that every family, teacher, and caregiver can learn how to harness. This is where you come in.
As an early childhood teacher you have one of the most important jobs in the world with the unique power to have a positive influence on the children in your care for years to come. That’s why we created this program — designed for and tested by teachers. LENA Grow’s goal is to help you do more of what you do best already — helping children become emotionally, socially, and academically prepared for school.
At LENA, our vision is a society where all children enter kindergarten prepared for success. We know that you share in that vision, and that’s why we’re excited to partner with you in making it a reality. Thank you for all that you do. We know your job isn’t easy and we salute your amazing commitment to children!
Sincerely,
The LENA Team
Boulder, Colo.
P.S. We want to hear from you! Please feel free to contact us any time to share your experience or feedback about the program. You can reach us at [email protected]
Teacher Workbook 3
Table of Contents
The Teacher Workbook is your resource for essential teacher-related material. Everything you need to know about LENA Grow can be found here, from certification guidance and schedules to how to answer parent questions. Most importantly, you’ll use this workbook to track your goals, so please bring it with you to each coaching session and keep it handy at all times.
Why Do We Care About Early Talk? 4
Earning LENA Teacher Certification 5
Talk Timeline: LENA Grow Coaching Schedule 6
Sample Parent Consent Form 7
Answering Parent Questions 8
LENA Log 9
Using LENA to Measure Talk in Your Classroom — Video Review 10
Recording with LENA 11
Tips for Getting Children to Wear LENA Clothing 12
The 14 Talking Tips 13
Room Summary Report — Video Review 14
Room Detail Report — Video Review 15
Answering Questions About Parent Reports 16-17
Describing Room Stars 18
Conversation Starters 19-26
LENA Day Goals 27-28
4 LENA Grow
Why Do We Care About Early Talk?The science is clear: the first three years of life are a key period of development for children. School readiness and the path to opportunity begin at birth. Both of these outcomes are heavily influenced by the amount of interactive talk children experience in their earliest years.
The challenge is that simply saying “talk more” or “interact more” isn’t enough. Research tells us that most of us tend to overestimate how much we talk. In fact, those of us that talk the least tend to think we talk the most. That’s why we need a way to measure exactly how much we’re talking. This is where LENA comes in.
Benefits for TeachersBy participating in LENA Grow you will:
• Become an expert in early language development and the science behind brain development.
• Get real, objective scientific data about the children in your classroom.
• Receive feedback and simple tips that will unlock the world of interactive talk with children.
• Connect with a coach each week to find and build on the strengths in your talk patterns.
• Watch children come alive with language and struggle less with challenging behavior – especially toddlers and older children as they learn to voice their needs and frustrations.
This is a truly innovative program — you are on the cutting edge of leading early child care centers in the world!
I was really excited to have the LENA Grow coach come
in. I wanted to see that report and how many stars we got, and to see how we grew and
in what part of the day.
— Brittany, Floater Teacher at Aspen Center for Child
Development in Longmont, Colo.
Teacher Workbook 5
Earning LENA Teacher Certification As a LENA Grow teacher, you will have the opportunity to become LENA certified after you complete the program! LENA certification confirms you have met program requirements and endorses your expertise in early language development and promoting a strong interactive talk environment in the classroom.
Certification is optional, and the process is simple. To apply, you must submit a short application to LENA within one month of program completion.
To become a LENA certified teacher, you must satisfy the following requirements:
• Attend LENA Grow Orientation session• Be present in the classroom for at least 10 LENA Days• Attend a minimum of nine coaching sessions and document these session dates• Document goals for implementing LENA Talking Tips in the classroom• View all Talking Tips videos and/or discuss all Conversation Starters with your coach• Complete the Understanding LENA Reports quiz with 100 percent accuracy• Complete the LENA Grow Program Survey after the program ends
Please visit LENA.org/teacher-certification to access the online quiz, survey, and application.
Step 1: Understanding LENA Reports QuizAfter Coaching Session 2, you will be able to complete the Understanding LENA Reports quiz. The questions are based on the two video reviews you will complete during Coaching Sessions 1 and 2. This quiz must be completed before LENA Day 5.
Step 2: LENA Grow Program SurveyWithin one week of the end of the program, please complete the LENA Grow Program Survey, which is designed to help LENA understand your experience so we can improve the program. This survey must be completed before you apply for certification.
Step 3: LENA Certification Application FormFinally, you must complete an online application that asks questions about your experiences and verifies that you’ve met certification requirements. To become LENA certified, you must attend at least nine coaching sessions to review LENA reports and learn techniques for increasing interactive talk in the classroom. During the program you will keep track of your coaching session dates on the LENA Day Goals page at the end of this workbook. As part of the application, you will be asked to indicate coaching session dates. These dates will be forwarded to your coach to verify.
LENA Certified
has met rigorous requirements in completing LENA Grow and is therefore
LENA Chair & Co-Founder LENA President
A LENA Certified Teacher
Certificate of Achievement
at
Elizabeth Williams
Evergreen Acres Child Care Center
6 LENA Grow
1 2 3 4 5 6 7 8 9 10 11
PracticeLENA Day
Beat your Best day!
Coaching Session
Orientation 1 2 3 4 5 6 7 8 9 10Reports and Talking Tips
Celebration
Progress Reports & Midpoint Reflection
This timeline outlines 10 LENA Grow sessions (blue),
Talk Timeline: LENA Grow Coaching Schedule
including when each corresponding LENA Day occurs (red).
Clothing Changes
Outdoor Play
Shared Reading
Mealtim
es
Transitions
Songs & Rhymes
Indoor Play
Hand-W
ashing
Teacher Workbook 7
Sample Parent Consent FormBelow is sample text for letting parents know about the program and having them either opt in or opt out, depending on the protocols at your center.
This child care center will be participating in the LENA Grow program, sponsored by <<organization name>>. LENA Grow supports professional development for early childhood teachers to enhance classroom language environments. This letter is to inform you about the LENA Grow program. If there is anything that you do not understand, we encourage you to ask questions. What does LENA Grow involve?
• While at <<child care center>>, children will wear lightweight, child-safe LENA devices, using cotton vests, <<# day(s) each week>>. On recording days, your child’s voice and their conversations with other people will be recorded. Each recording generates information to improve the classroom environment. Recordings cannot be played back and cannot be listened to — all audio will be deleted.
• All information that can be identified with your child will be kept confidential from anyone other than
<<organization name>>, LENA, and any affiliated professionals, all of whom will comply with all laws regarding confidentiality.
• Information gathered by using LENA includes: the number of adult words your child hears on a daily basis, the
number of back and forth interactions with adults on a daily basis, and information regarding other noise in the classroom environment.
• Any information used will not reveal your child’s identity or violate any federal, state, or local laws or
regulations. For more information, please refer to the LENA Privacy Policy (LENA.org/privacy-policy), and <<organization’s>> Privacy Policy.
Why is this center participating in LENA Grow? The purpose of LENA Grow is to improve a child's opportunity for language development by providing feedback to teachers to increase their language interactions with children. Specific improvements in language development are not guaranteed. If you have questions about your child’s health or development, we encourage you to consult a professional. Who can answer my questions about LENA Grow? If you have more questions about LENA Grow at any time you can contact <<name of contact>> at <<###-###-####>>. If you want your child to participate in the LENA Grow program, designed to increase your child’s interaction with their teachers, please complete this form. ____ Yes, my child can participate in the LENA Grow program. Child’s Name ____________________________________________ Teacher________________________________ Parent’s Signature ________________________________________ Date __________________________________
8 LENA Grow
Since conversations (turn-taking) are key to nourishing early brain growth, we’re measuring them in the classroom to learn how talk can enhance the quality of the language and literacy environment.
We want to capture all the turn-taking experienced by your child, so the LENA clothing goes everywhere your child goes all day. To accurately measure a child’s speech, the LENA device has to be worn in a fixed position near the child’s mouth. The clothing is carefully designed for this purpose.
Yes – completely. LENA devices are safe for young children, have been in use around the world for more than a decade, and have even been used in Neonatal Intensive Care Units for several years. Unlike cellphones, the LENA devices do not transmit (e.g., no Bluetooth). They use the same kind of very-low-power processors as hearing aids.
No, the recordings are deleted immediately after processing. There is no way for anyone to ever listen to the recording.
LENA meets very strict confidentiality and data security requirements. Learn more at LENA.org/privacy-policy.
Why is the school or center doing this?
Why do we need the clothing?
Is it safe for the child?
Can I listen to what is happening in the classroom?
What about privacy and security?
1
2
3
4
1
2
3
4
5
Answering Parent Questions
Teacher Workbook 9
Morning:
LENA Log
Morning:
Afternoon:
Special circumstances/events
Teachers present and staff changes
Children who were late or went home early
Date of LENA Day: ______________________
Notes:
©2018 LENA Grow
Room: ___________________________________
LENA Log
10 LENA Grow
Check your understanding of how to record with LENA.Circle the best answer to each question.
Which picture shows the right way to put the LENA device into the LENA clothing?1
2
3
4
a b c
Put the LENA device in the LENA clothing. Then put the clothing on the child
When the child arrives.
After the child has breakfast.
When the child goes outside.
Whenever you remember.
a
bc
d
When should you turn off the LENA device?Turn it on or off when you want.
Turn it off only at nap time.
Turn it off only if the child is hungry.
Never turn the LENA device off! It shuts off on its own at the end of the day.
a
bc
d
Leave the LENA clothing on the child.
Remove the LENA clothing if the child is uncomfortable. Leave it next to the child and put it back on after the nap.
Take off the LENA clothing. Leave it off for the rest of the day.
Never let children nap on a LENA Day.
Both A and B are correct.
What should you do during nap time?a
b
c
de
Using LENA to Measure Talk in Your Classroom — Video Review
Answers: 1. C; 2. A; 3. D; 4. E
Teacher Workbook 11
1
2
3
4
Turn it on.
Press RECORD.
Put it on.
Leave it on.
Press the POWER button and wait until the LENA device powers on. The screen will say Paused when it’s ready.
Hold RECORD for about four seconds, until the screen says Recording.
Place the device into the pocket of the LENA clothing, label facing out. Snap the pocket to close, then put the clothing on the child.
That’s it! The device will turn off on its own at the end of the day.
Follow these steps as each child arrives:
Follow these steps before each child goes home:
• Find the LENA device with the child’s name on it.
• Follow the steps to the left.
• Remove the LENA clothing from the child at the end of the day.
• Place the LENA clothing (with the device still in the pocket) into the clothing collection bin and close the bin lid securely.
Limit extra layers.The LENA clothing is made so the microphone in the device can easily “hear,” so don’t cover the clothing. During LENA Days, have children wear coats only for short periods.
Keep LENA dry. While the LENA device can handle small spills, it is not waterproof. Avoid water playtime on recording days.
Keep the clothing on during naps.Let the child sleep in the LENA clothing. If the clothing is uncomfortable during sleep, remove the clothing and place it next to the child. Be sure to put the clothing back on as soon as the child wakes up.
Leave it on.Keep the LENA device inside the LENA clothing and on the child. This keeps LENA close to the action!
Tips for LENA Days
How to Record
Recording with LENA
12 LENA Grow
Tips for Getting Children to Wear LENA ClothingAlthough LENA vests are comfortable and similar to smocks and other clothing children are used to wearing in the classroom, some children may be hesitant to wear them. This happens more often with older children.
Here are a few suggestions from other LENA Grow teachers:• Wait until most parents have dropped off their children and the room has settled down a bit• Pretend LENA Days are “superhero” days• Sing a song about putting on the vest• Use incentives – stickers or rewards• Try again later – tell the child you’ll try again in five minutes• Make it fun!
Try not to be frustrated or surprised if a child resists the vest. If the tips above don’t help, it’s okay to wait and try another day. Sometimes after a child sees their friends wearing the LENA vests, they will decide they want to wear it, too. Some children may not be convinced, and that’s okay. These children will still benefit from the enhanced talk and interaction even if they’re not wearing a LENA vest!
If you find other approaches that work, we’d love to hear about them! Please email us at [email protected] to share your suggestions.
Teacher Workbook 13
1. Talk about what you’re doing and thinking.
2. Comment on what they’re doing or looking at.
3. Name things that they’re interested in.
4. Get down to their level: face to face.
5. Touch, hug, hold.
6. Tune in and respond to what they look at, do, and say.
7. Wait for their response.
8. Imitate them, and add words.
9. Make faces, use gestures.
10. Take turns – don’t do all the talking.
11. Repeat and add to what they say and do.
12. Follow their lead, do what interests them.
13. Encourage them, be positive.
14. Be silly! Relax and have fun!
The 14 Talking TipsUse these tips to increase words and turns when talking, reading, or singing with a child.
Conversation Starters are colorful posters with suggestions on how to use the Talking Tips in situations like hand-washing, morning arrival, and diaper changes. You can post these helpful reminders where the activity usually takes place, like next to a changing table and by a classroom door. Copies of all eight Conversation Starters are on pages 19-26 of this workbook.
What are Conversation StartersTM?
14 LENA Grow
Check your understanding of the Room Summary Report.Circle the best answer to each question.
How is a Conversational Turns star earned?1
2
3
4
What does the Trophy Hour tell you?The number of Interactive Hours
The hour that had the most turns
The hour with the highest Adult Words
The hour with the highest number of stars
a
bc
d
What does it mean if the Interactive Talk Clock is green?The Trophy Hour was above 50 turns
All the hours were above five turns
Five or more hours had five or more turns
It was St. Patrick’s Day
a
bc
d
The total number of stars earned for Conversational Turns and Interactive Days for all LENA Days combined
The total number of stars earned on the most recent LENA Day
The total number of Conversational Turns stars
The total number of LENA Days completed
What does “total stars earned” show you?a
Room Summary Report — Video Review
When both bars reach the top
When This LENA Day is above 10 turns
When This LENA Day is at or above 25 turns
When This LENA Day is higher than the Previous
Either c or d
a
b
c
de
b
cd
5In alphabetical order
According to child age
From the child with the fewest turns per hour to the child with the most turns per hour
By child height
How are the Child-Level Interactive Talk Clocks arranged?a
bc
d
Answers: 1. E; 2. B; 3. C; 4. A; 5. C
Teacher Workbook 15
Check your understanding of the Room Detail Report.Circle the best answer to each question.
How were the stars on the LENA Day Conversational Turns graph earned?1
2
3
4
What do the three graphs on the right side of the report show?Hour-by-hour counts for the most recent LENA Day
The hours that earned stars
The number of hours above 25 turns
The times of day the center opened and closed
a
bc
d
What is the typical range for Clear Speech in the preschool/child care environment?
Above 80 percent
Below 10 percent
Around 20 percent
Around 50 percent
a
bc
d
Identify the child who is talking the most
Help promote conversation about teacher experiences in the classroom
Count the stars on the LENA Day Conversational Turns graph
Identify Interactive Days
The main purpose of the Room Detail Report is to:a
Room Detail Report — Video Review
The teachers brought in homemade treats on those days
Turns for those days were higher than the average of the previous three
There were 25 or more turns per hour on those days
There were less than five turns per hour on those days
Either b or c
a
bcde
bc
d
Answers: 1. E; 2. A; 3. C; 4. B
16 LENA Grow
Answering Questions About Parent Reports LENA generates a simple Parent Report that can be sent home with families. Providing this information can be a great way to create a bridge from what you are doing in the classroom to what parents are working on with their child at home.
You and your coach can decide together when to start sharing the Parent Reports. We recommend waiting until the fifth LENA Day, after you’ve had a chance to learn about each child’s talk patterns and feel comfortable answering parent questions. The Parent Report includes a short letter, however, parents will likely have questions and ask you to help them understand what they are seeing. On the next page, you’ll find some commonly asked questions to help you prepare for sharing reports with parents.
11/2/2018 LENAOnline™
LENA
GROW™
Dear Parents, We've started using LENA Grow in our classroom. LENA Grow is a program that is focused on increasing the quality of interactions with your child.
Each week, you'II get a report about your child's latest LENA Day. The report lets you know what hours of the day were most interactive for your child.
Here's a key to help you understand the report.
Turns are back and forth conversations. They help build brains!
The trophy shows which hour your child had the most turns
(the actual number is shown below) 12
lf a wedge is colored in, then your child had at least 5 turns in that hour
Your child typically experienced this many turns in an hour this day
ca, 10am was his/her best hour X for this day with 58 turns.
https://o.lena.org/class/9909/report/parentReport 4/4
10am was your child’s most interactive hour for this day with 58 turns.
Ask your child’s teacher about this week’s Conversation Starter and take a look at the poster. How might you apply these ideas at home?
Teacher Workbook 17
Commonly Asked Questions and Recommended Responses1. Why is the clock green?
This means the child had an Interactive Day! Wedges are filled in if the child had at least five turns that hour. When five wedges are filled in, the clock turns green.
2. Why isn’t the clock green this time?Each gold wedge means your child had at least five turns that hour, which is an Interactive Hour! Next time we will work with him to try to get at least five wedges, then the clock will be green.
3. Last time she had 23 turns, and now it says 18, why did her turns go down?
There is always daily variation. You will see numbers jump around based on the routines and activities that happened that day.
Anything above 15 is really good! So going from 23 to 18 still means that she’s interacting at above average levels. Her turns have gone from great to great!
4. Why wasn’t anyone talking to him during this hour?Blank hours often mean the children are sleeping. It could also mean that he was playing and interacting with other children. LENA doesn’t measure child-to-child interactions.
5. Last time the Trophy Hour was 53 turns. Now it’s only 11. Is that bad?Children are more chatty on some days than others. It’s normal for counts to jump around.
You only need five turns for an Interactive Hour, and 11 is more than double that. Plus, your child had six Interactive Hours (green wedges), which is really great!
6. My child’s clock is never green, why aren’t you interacting with her?We are working with her to interact more. Sometimes it takes time for interacting to become a natural part of a child’s routines. (Point to a non-nap-time hour that is not filled in and talk about what usually happens in the room during that time. Discuss how you will try to increase interaction with their child during that routine.)
7. My child is only five months old. Should he have as many turns as a two-year-old?Turns do go up with age, but it is definitely possible for babies to have at least five turns per hour. LENA counts coos and babbles, as well as words. Sometimes babies can have a lot of turns if they are being held. It can be easier to have longer back-and-forth conversations with held babies than with toddlers who are running around the room. In fact, infant rooms often have higher turns than toddler rooms.
If a parent has a question that you feel uncertain about, it’s always okay to say, “I’m not sure, but let me find out.” Check in with your coach, center director, or reach out to LENA for more details at [email protected].
Parent Questions
18 LENA Grow
Describing Room StarsAfter completing at least three LENA Days, we recommend that you post the number of “stars earned” in the room or outside the door. This can help remind you to focus on increasing talk with children, while also showing parents what is being accomplished.
Since room stars will be the first LENA Grow feedback that parents will see, here are some suggestions for responding to their questions.
1. What do these stars mean?Stars mean we’re doing an awesome job interacting with children in the room! We earn stars when we meet LENA Day Conversational Turns goals.
2. What’s a conversational turn?LENA Grow is all about conversational turns! The LENA devices count back-and-forth interactions between children wearing the vests and teachers. If a child says something and I respond within five seconds, that’s one conversational turn. This program is focused on increasing quality interactions because science has shown that these interactions are very important for early brain development.
3. How do you increase turns?We’re all working together to use LENA’s 14 Talking Tips (consider showing parents a copy). Talking Tips are simple ways to get conversations going with infants and toddlers. Our Conversation Starter this week is ___________. (Describe the Talking Tips on the Conversation Starters poster to the parent and share how you plan to use them, or how the parent might use them at home.)
4. What’s an Interactive Day?An Interactive Day is a day when the average number of turns per hour was at least five for five or more hours of the day.
5. Did my child earn a star?Stars are earned for the room, not for individual children. The stars mean that the children in the room were experiencing a high level of interaction on average. This is good for language development, social skills, and for building emotional connections.
Teacher Workbook 19
Putt
ing
the
“Shared”
-in-
Shar
ed R
eadi
ng
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Youn
g ch
ildre
n of
ten
wan
t
to re
ad th
e sa
me
book
man
y tim
es. L
et th
em!
With
pre
scho
oler
s, ch
ange
par
t
of a
fam
iliar
stor
y an
d w
ait f
or
them
to c
atch
you
r mis
take
.
Whe
n th
e ch
ild p
oint
s,
nam
e th
e pi
ctur
e.
Chal
leng
e: d
escr
ibe
it, to
o!
You
don’
t hav
e to
read
ever
y w
ord,
or r
ead
the
book
cov
er-t
o-co
ver.
#
14: B
e si
lly! R
elax
and
hav
e fu
n!If
the
child
doe
sn’t
wan
t to
shar
e a
book
rig
ht n
ow, t
ry a
gain
la
ter i
n th
e da
y.
#12:
Fol
low
thei
r lea
d,
Poin
t out
obj
ects
, ani
mal
s, an
d ac
tions
that
are
mea
ning
ful t
o th
e ch
ild. “
That
boy
is �
shin
g. W
hen
we
go o
utsid
e, le
t’s p
lay
a ga
me
and
pret
end
we’
re �
shin
g.”
#3: N
ame
thin
gs th
at
they
’re in
tere
sted
in.
Cop
yrig
ht ©
20
18 b
y LE
NA
. All
righ
ts r
eser
ved.
ww
w.L
ENA
.org
Use
sill
y vo
ices
for
som
e ch
arac
ters
. Ad
d so
und
e�ec
ts.
Try
LEN
A’s
Co
nver
satio
n St
arte
rs™
for
Sha
red
Rea
din
g
do w
hat i
nter
ests
them
.
Ask
que
stio
ns a
bout
the
pict
ures
suc
h as
, “W
here
doe
s th
is ta
ke p
lace
?” o
r “W
ho is
in th
e pi
ctur
e?” A
nsw
er fo
r the
bab
y if
he/s
he c
anno
t do
it al
one.
Build
to o
pen-
ende
d
ques
tions
such
as:
“Wha
t do
you
thin
k w
ill h
appe
n ne
xt?”
#2: C
omm
ent o
n w
hat t
hey’
re
doin
g or
look
ing
at.
20 LENA Grow
#2: Comm
ent on what they’re d
oing or looking at.
#13: Encourage them
,
be positive.
#6: Tune in and respond to what
they look at, do, and say.#12: Follow
their lead,
do what interests them
.
Encourage predictions with
“I wonder” com
ments.
“I wonder w
hat you’ll �nd…”
“I wonder if you can reach…
”
Encourage action! Clim
bing, crawling,
hanging, sliding. Talk about new
accomplishm
ents.
Turn outdoor activities into
pretend play from books they had
enjoyed: �shing, acting like a
favorite animal, playing superhero,
setting up a restaurant.
Watch for non-verbal
comm
unication, and put words
to their needs and feelings. “You
want help clim
bing.” “You’re feeling frustrated.”
Give appropriate choices,
and let the child decide betw
een the options.
Add words to the child’s
actions - swinging high,
running fast, digging dow
n, crawling like a bear.
Try LEN
A’s
Conversation Starters™
for O
utdo
or P
lay
Copyright ©
2018 by LEN
A. A
ll rights reserved. ww
w.LEN
A.org
Use w
ords for feelings to
help children work
through disagreements.
Notice w
hat the child notices, nam
e and describe it.
Teacher Workbook 21
Try
LEN
A’s
Co
nver
satio
n St
arte
rs™
for
Ind
oo
r P
lay
Cop
yrig
ht ©
20
18 b
y LE
NA
. All
righ
ts r
eser
ved.
ww
w.L
ENA
.org
#3: N
ame
thin
gs th
at
th
ey’re
inte
rest
ed in
. #7
: Wai
t for
thei
r res
pons
e.
#13:
Enc
oura
ge th
em,
be p
osit
ive.
#4: G
et d
own
to th
eir l
evel
: fac
e to
face
.
Try
wai
ting
for a
full
five
seco
nds
afte
r you
spe
ak o
r do
som
ethi
ng
with
a c
hild
. See
how
they
resp
ond
in th
is e
xtra
tim
e. (P
.S. I
t’s m
uch
hard
er th
an it
sou
nds!
)
With
pre
scho
oler
s, oc
casio
nally
leav
e
out o
ne it
em th
ey n
eed
for t
he
activ
ity. W
ait f
or th
e ch
ildre
n to
not
ice
wha
t’s m
issin
g, a
nd h
elp
them
with
the
wor
ds to
�nd
it. “
Whe
re’s
the
doll’s
blan
ket?
” “W
e ne
ed th
e gr
een
mal
let.”
Enco
urag
e tu
rn-t
akin
g ga
mes
. Ba
bies
can
han
d ob
ject
s bac
k-an
d-
fort
h. To
ddle
rs c
an ta
ke tu
rns i
n si
mpl
e ga
mes
usi
ng b
alls
or p
rete
nd
mic
roph
ones
. Add
wor
ds!
Prai
se w
ith
spec
ific
wor
ds.
“Goo
d jo
b sh
arin
g w
ith y
our
frie
nd.” “
Wow
, you
wor
ked
hard
on
that
blo
ck to
wer
.”
Plac
ing
your
self
at th
e ch
ild’s
leve
l
help
s yo
u se
e th
e ro
om fr
om th
e ch
ild’s
pers
pect
ive,
to b
ette
r tun
e in
and
resp
ond.
Wha
t’s d
i�er
ent d
own
ther
e?
Get
dow
n an
d jo
in in
! Sm
ile a
nd m
ake
eye
cont
act w
hile
you
cha
t ab
out t
he a
ctiv
ity.
For f
ree
time
or sm
all
grou
p tim
e, p
ut o
ut
toys
rela
ted
to to
day’
s
book
. Thi
s is a
gre
at
way
to re
info
rce
the
wor
ds a
nd th
e st
ory!
Use
spe
cific
, des
crip
tive
w
ords
. Ins
tead
of “
Her
e yo
u go
,” try
“Her
e’s th
e re
d du
mp
truc
k yo
u w
ante
d.”
22 LENA Grow
Copyright ©
2018 by LEN
A. A
ll rights reserved. ww
w.LEN
A.org
Try LEN
A’s
Conversation Starters™fo
r Mealtim
es
#4: Get dow
n to their level: face to face.
Sit down w
ith the children w
hen possible. Use your
presence to encourage calm,
courtesy, and conversation!
Getting dow
n to the children’s level helps you see the m
eal or snacktime
from their perspective, so you can tune
in and respond. What do you notice
that you don’t see when standing up?
#2: Comm
ent on wh
at they’re doing or looking at.
Eating is a sensory experience! N
otice how
children are experiencing the m
eal or snack, and add w
ords – tart, cold, m
essy, red, crispy, spicy.
Add words to the actions
children use at mealtim
es – pinching, scooping,
tearing, licking, wiping.
#11: Repeat and add to what th
ey say and do.
A new
talker may say one w
ord, “cracker.” A
n older child may com
bine w
ords, “Big berry.” Repeat and add just a little. “M
ore crackers, please,” “That is a big straw
berry.”
A baby m
ay smack her lips,
open and close her mouth, or
turn her head away. Im
itate, and say “M
mm
,” or “You are hungry,” or “You are all done.”
State your expectations.
“I have a plate for each
child who is ready. Ready
means sitting dow
n.”
Use specific w
ords and
descriptive language. Instead
of “This is yumm
y,” try “Yum, I
like these crunchy apples. This
one is so juicy, too.”
#1: Talk about what you’re do
ing and thinking.
Teacher Workbook 23
Cop
yrig
ht ©
20
18 b
y LE
NA
. All
righ
ts r
eser
ved.
ww
w.L
ENA
.org
#6: T
une
in a
nd re
spon
d to
wha
t
they
look
at,
do, a
nd s
ay.
Talk
abo
ut h
and-
was
hing
, or
cha
t abo
ut w
hat t
he
child
seem
s foc
used
on.
Wat
ch fo
r non
-ver
bal
com
mun
icat
ion,
and
add
w
ords
. “Th
at w
ater
is to
o ch
illy!
” “Th
is s
oap
smel
ls
like
�ow
ers.”
#4: G
et d
own
to th
eir
leve
l: fa
ce to
face
.
Face
to fa
ce h
elps
you
see
how
the
child
exp
erie
nces
hand
-was
hing
.
A n
ew ta
lker
may
say
one
wor
d –
“col
d.” A
n ol
der c
hild
may
say
mor
e
– “W
ashi
ng m
y ha
nds.”
Rep
eat a
nd
add
just
a li
ttle
. “Co
ld w
ater
.”
“Was
hing
my
hand
s fo
r lun
chtim
e.”
Copy
thei
r act
ions
, and
add
wor
ds –
“Scr
ubbi
ng m
y pa
lms.”
“Dry
ing
o� a
ll th
e dr
ops.”
Han
d-w
ashi
ng is
a b
ig
sens
ory
expe
rienc
e fo
r so
me
child
ren.
Your
gen
tle
supp
ort a
nd e
ncou
ragi
ng
wor
ds w
ill h
elp.
Cele
brat
e co
mpl
etio
n w
ith
a cl
ean
hand
hi
gh fi
ve.
#5: T
ouch
, hug
, hol
d.
#8: I
mit
ate
them
,
and
add
wor
ds.
Was
h yo
ur h
ands
, too
. Be
a m
odel
, and
des
crib
e th
e st
eps.
Try
LEN
A’s
Co
nver
satio
n St
arte
rs™
for
Han
d-W
ashi
ng
24 LENA Grow
Copyright ©
2018 by LEN
A. A
ll rights reserved. ww
w.LEN
A.org
Try LEN
A’s
Conversation Starters™fo
r Clo
thing C
hanges
#1: Talk about what you’re
doing and thinking.
#5: Touch, hug, hold.
#11: Repeat and add to w
hat they say and do.
#10: Take turns - don’t do all the talking.
Nam
e their actions, and add w
hat’s next. “You’re putting on your socks. Then
you’ll be ready for shoes.”
Expand on children’s gestures, sounds, and w
ords. “Mm
m,
that’s a warm
mitten.” “Your hat
is over your eyes. Peekaboo!”
O�er choices w
hen possible. “W
hich arm goes
in �rst?” “Do you w
ant the zipper up or dow
n?”
Comm
ent and then pause.
Does the child pick up the
conversation with an expression,
gesture, sound, or word?
Add touch cues to support
language learning. “Lift your arm.”
“Touch your toes.”
Use speci�c, descriptive w
ords. Instead of “Let’s put these on,” try “Pull hard on that rain boot,” or “You’ll feel com
fy in these clean pants.”
Relate the clothing to the w
eather. “It is cold out today, so let’s bundle up in a jacket.”
Changing clothes can be a
big sensory experience for
some children. Your physical
support and calm w
ords can
help them feel safe.
Teacher Workbook 25
Cop
yrig
ht ©
20
18 b
y LE
NA
. All
righ
ts r
eser
ved.
ww
w.L
ENA
.org
#1: T
alk
abou
t wha
t you
’re
do
ing
and
thin
king
.
#10:
Tak
e tu
rns -
don’
t do
all t
he ta
lkin
g.
At t
he e
nd o
f the
day
, ask
ope
n qu
esti
ons,
like
wha
t act
iviti
es
the
child
enj
oyed
mos
t tod
ay,
or w
hat t
hey’
re lo
okin
g fo
rwar
d to
doi
ng a
t hom
e.
Take
a m
omen
t to
hear
abo
ut th
e ch
ild’s
wee
kend
or m
orni
ng.
Rela
te, a
nd a
sk q
uest
ions
.
O�e
r a h
ands
hake
, hi
gh-fi
ve, fi
st-b
ump,
or
hug
at d
rop-
o� a
nd p
ick-
up.
Take
a m
omen
t to
conn
ect
with
eac
h ch
ild.
Whe
n a
child
inte
rrup
ts, t
ry
quie
tly h
oldi
ng h
er h
and
until
yo
u ar
e �n
ishe
d sp
eaki
ng to
the
clas
smat
e or
gro
up. K
now
ing
her
turn
is c
omin
g m
ay h
elp
her w
ait.
It’s
hard
for s
ome
child
ren
to s
top
one
thin
g an
d st
art a
noth
er. C
onsi
sten
t ro
utin
es a
nd tr
ansi
tion
cue
s, li
ke a
son
g,
rhym
e, o
r cha
nt, c
an h
elp
child
ren
mov
e fr
om o
ne th
ing
to th
e ne
xt.
Chat
abo
ut fi
nish
ing
up th
e cu
rren
t act
ivity
– “W
ho c
an �
nd a
m
arke
r to
put b
ack
in th
e gr
een
box?
” “W
ho h
as m
essy
han
ds?”
“W
e’re
goi
ng to
the
sink
to w
ash.
”
Talk
abo
ut w
hat j
ust h
appe
ned
and
wha
t’s n
ext,
wha
t the
activ
ity is
, whe
re it
is, w
hat’s
need
ed, a
nd w
ho w
ill b
e th
ere.
“We’
re g
oing
to re
ad a
boo
k on
the
mul
ticol
or ru
g. G
o �n
d a
spot
.”
Gre
et e
ach
child
by
nam
e, a
nd s
ay
som
ethi
ng p
ositi
ve –
“Sha
yla,
I’m
happ
y to
see
you
toda
y.” “K
ory,
I’ve
mis
sed
your
big
bro
wn
eyes
.”
Phys
ical
cue
s, li
ke a
gen
tle
hand
on
the
shou
lder
, can
hel
p
a ch
ild w
ho is
focu
sed
on h
is
play
tune
in to
you
r wor
ds.
Try
LEN
A’s
Co
nver
satio
n St
arte
rs™
for
Tran
siti
ons 15
#13:
Enc
oura
ge th
em, b
e po
sitiv
e.
#5: T
ouch
, hug
, hol
d.
26 LENA Grow
Copyright ©
2018 by LEN
A. A
ll rights reserved. ww
w.LEN
A.org
Try LEN
A’s
Conversation Starters™fo
r So
ngs and
Rhym
es
#14: Be silly! Relax and have fun!#7: W
ait for their response.
#12: Follow their lead,
do what interests them
.#9: M
ake faces, use gestures.
Choose a call and response song
where the leader sings and the
group sings back – just like a conversational turn!
With older children, pretend to “forget”
the words to a fam
iliar song. Leave out or hum
a word, or put in a rhym
ing or nonsense w
ord. Wait for the children to
notice and correct your “mistake.”
Sing songs that have
accompanying fingerplays,
gestures, or body movem
ents.
Exaggerate your facial
expressions to act out the
feelings in the song.
Try all varieties of m
usic – it’s ok to move
beyond nursery rhymes
and children’s songs.
Notice w
hat the children are doing during free
time. Find a song to go
along – or make one up!
Add m
ovement.
Let children take turns dancing and adding to the m
usic with shakers, hand
drums, or bells.
Ask fam
ilies what songs,
rhymes, or instrum
ents they
use at home. Add these into
the classroom day.
Use songs and rhym
es that let you add in
the children’s names.
Teacher Workbook 27
Session Date Goal(s)
LENA Day GoalsUse this page to note what you would like to focus on for your next LENA Day.
28 LENA Grow
Date Goals
