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,
Mom is not worried about Leo
because she believes he is just a “late
bloomer.”
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.
Criteria
Diverse characters
Repetition
Kindergarten high frequency words
Very bright colorful illustrations
Easy for students to make a text to
self connection
Positive
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 20month-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).
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
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 nonverbal communication, social interactions,
and leisure or play activities.
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.
Vocabulary
Bloom/bloomer
Signs
Still
Patience
Tease
Bullying
Diversity
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.
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.
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.
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
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.
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
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.
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:
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)
References
https://www.mheonline.com/assets/sra_download/Language
ThroughLiterature/SampleLessons/languagethroughlitlevelkl
esson2.pdf
http://www.howkidsdevelop.com/developDevDelay.html#dev
Delay
http://www.definitionofautism.com/
http://www.beaconlearningcenter.com/Lessons/2135.htm
http://www.dcmp.org/guides/10070.pdf
http://www.scholastic.com/browse/lessonplan.jsp?id=122
Leo the Late Bloomer by Arthur Kraus