Teachers Guide Pre K

Teachers Guide
An Oral Health and Early Literacy Program for

Head Start and Early Childhood Programs
Components at a Glance
Two-Sided Activity Poster: B is for Brushing and S is for Smile

B 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.
Video: Dr. Rabbit Comes to School

Meet 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.
Teachers Guide
This new Teachers Guide
contains all you need to
teach the Bright Smiles,
Bright Futures program.
Includes developmentallyappropriate activities for both
oral health and early literacy.
Parent Take-Home:
Help Your Child Have a
Bright Smile Today
This 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.
Read-Together Storybook:
Dr. Rabbit Wants to Say
Dr. 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.
Visit the new Pre-K Head Start section at www.colgatebsbf.com.

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
2003-2007 Colgate-Palmolive Co. All rights reserved. A Global Oral Health Initiative.
24 Samples of Colgate Toothpaste

24 Colgate Toothbrushes
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!
P.S.
Now you can find Colgate Bright Smiles,
Sincerely,
Bright Futures for Head Start online! Visit
www.colgatebsbf.com and see page 27
Dr.
Marsha Butler
of
this Teachers Guide for more information.
Colgate-Palmolive Company
Advisors
Carmela Cohen
Early Childhood Education Consultant
Carmela 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 Solowey
Children'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.
3
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
Teaching Oral Health and Early Literacy

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 2223) acknowledging their commitment to helping their children build literacy skills and good oral
health habits at home.
Family Pledge
Use 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 Framework

Throughout 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.
Key to Symbols Used
Domain:
Literacy
Domain:
Language
Development
Domain:
Physical Health
& Development
Domain:
Science
Domain:
Social & Emotional
Development
Activities at a Glance
Activity Name
1. Read Aloud:
Dr. Rabbit Wants to Say . . .
Component
Storybook
Page
Domain
Literacy
Language
Development
2. Shared Reading:
What is Dr. Rabbit Saying?
Storybook
B is for Brushing
Poster
7-8
Storybook
4. Drawing & Early Writing:

Storybook
We Take Care of Our Smiles
3. Shared Re-Reading:
Finish the Rhyme
Domain Element
Book Knowledge &
Appreciation
Speaking & Communicating
Literacy
Print Awareness & Concepts
Science
Scientific Knowledge
Literacy
Phonological Awareness
Literacy
Book Knowledge &

Appreciation
Early Writing
5. Listening & Observing:

I Spy
Poster
10
Literacy

Print Awareness & Concepts
6. Categorizing:
Words That Make Us Smile
Poster
11
Science
Language
Development
Scientific Knowledge
7. Oral Health Rhyme:

Yucky, Yucky Plaque
Poster
12
Literacy
Approaches to
Learning
Language
Development
Reasoning & Problem Solving
8. Brushing Technique:
We Can Brush!
Poster
13
Physical Health
& Development
Health Status & Practices
9. Group Talk:
T is for
Video
S is for Smile
Poster
16
Literacy
Alphabet Knowledge
10. Group Retelling:

Dr.Rabbit and Friends
Story Box
Video
11. Dramatic Play:

Our Dental Office
Video
Language
Development
17-18 Language
Development
Literacy
19-20 Literacy
Social & Emotional
Development

Book Knowledge &
Appreciation
Book Knowledge &
Appreciation
Cooperation
Using the Storybook

Dr. Rabbit Wants to Say . . .
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.
Activity 1
Read Aloud: Dr. Rabbit Wants to Say . . .
Domain Element: Book Knowledge & Appreciation
Indicator: Predicts what will happen next in a story.
Indicator: Progresses in understanding that a book has a
title, author and illustrator.
Objective:
Students will participate by asking related
questions or making pertinent comments or
predictions about the story.
Domain Element: Speaking & Communicating

Indicator: Develops increasing abilities to understand and
use language to communicate information, experiences,
ideas and questions for varied purposes.
Teaching Tip:
After the activity, collect and keep the
storybooks for Activity 4.
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?
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.
Differentiated Instruction for Different Learners

Different Learners
First Steps: Child listens briefly and
doesnt interact with the book.
Differentiated Instruction
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.
Making Progress: Child listens for a

longer period of time and responds by
pointing at pictures, turning pages or
asking simple questions.
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.
Accomplishing: Child observes, listens and

responds by asking related questions or
making pertinent comments or predictions.
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.
6
Activity 2
Shared Reading: What is Dr. Rabbit Saying?
Domain Element: Print Awareness & Concepts
Indicator: Shows progress in recognizing the association between
spoken and written words by following print as it is read aloud.
Domain Element: Scientific Knowledge
Indicator: Expands knowledge of and respect for his/her body.
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.
Objective:
Students will participate in a
shared reading activity by
following along and responding
to teacher questions.
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

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.
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.)
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)
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.)
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)
7
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)

Activity 2 (contd)
Different Learners
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.
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.
Respond to student questioning/commenting

with encouragement. Talk about letters and their
sounds as you read.
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.
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.
Activity 3
Shared Re-Reading: Finish the Rhyme
Domain Element: Phonological Awareness
Indicator: 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.
Objective:
Students will listen and identify
missing rhyming words in an
oral-health-themed chant.
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)

Different Learners
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.
Making Progress: Child responds to and joins in the silly

rhymes with pleasure; demonstrates growing awareness
of sounds of words and letters.
Use familiar words and names in silly rhymes. Point

out characteristics of the sounds of words and letters.
Encourage participation.
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.
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.
8
Activity 4
Drawing & Early Writing: We Take Care of Our Smiles
Indicator: Demonstrates progress in abilities to retell
and dictate stories from books and experiences.
Objective:
Students will draw a picture and write a story
about taking care of their teeth.
Domain Element: Early Writing

Indicator: Begins to represent stories and experiences
through pictures, dictation and in play.
Teaching Tip:
Send storybooks home with the children after
Activity 4. Encourage the children to read the
story with the whole family.
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.
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.

Different Learners
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.
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.
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.
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.
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.
Using the Posters
S is for Smile and B is for Brushing

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.
Activity 5
Listening & Observing: I Spy
Indicator: Associates sounds with written words,
such as awareness that different words begin with
the same sound.
Indicator: Recognizes a word as a unit of print, or
awareness that letters are grouped to form words.
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
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.
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.

Different Learners
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.
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.
Use familiar words and names in silly rhymes. Point

out characteristics of the sounds of words and
letters. Encourage participation.
Accomplishing: Child joins in letter and word play, and

is beginning to recognize similarities and differences in
sounds of words or letters.
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.
10
Activity 6
Categorizing: Words That Make Us Smile
Indicator: Recognizes a word as a unit of print, or awareness that letters
are grouped to form words.
Domain Element: Reasoning & Problem Solving
Indicator: Develops increasing abilities to classify, compare and contrast
objects, events and experiences.
Objective:
Students will respond to
teacher questions and
practice placing like terms
into categories.

Indicator: 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.

Different Learners
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.
Making Progress: Child listens and

participates in the group activity with
pleasure, and responds to teacher questions.
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.
Accomplishing: Child begins to make sense

of unfamiliar words in familiar context or by
applying some decoding skills and responds
to teacher questions.
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.
11
Activity 7
Oral Health Rhyme: Yucky, Yucky Plaque
Domain Element: Scientific Knowledge
Indicator: Expands knowledge of and respect for
his/her body.
Indicator: Develops increasing abilities to understand
and use language to communicate an idea.
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.
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.
Yucky, Yucky Plaque

Rhyme
Actions
Were off to brush our teeth,

The front, the sides and back.
Well clean away and move
away,
(pretend to brush)
That yucky, yucky plaque.
(monster hands and faces)
After brushing, after rinsing
(pretend to brush)
Swishing water like the rain,
(use fingers for rain)
That yucky, yucky plaque

(monster hands
Will go quickly down the drain. and faces)
Goodbye, yucky, yucky plaque! (wave goodbye with both
hands)

Different Learners
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!
Making Progress: Child participates in the activity with

pleasure, and demonstrates a developing awareness of oral
hygiene by responding to teacher questions.
Respond to the child with encouragement.

Provide opportunities to become familiar with the
song by incorporating it into the daily routine.
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.
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.
12
Activity 8
Brushing Technique: We Can Brush!
Objective:
Students will practice proper brushing
technique while brushing their teeth.
Domain Element: Health Status & Practices

Indicator: Shows growing independence in hygiene and
personal care when brushing 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.
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.

Different Learners
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.
Making Progress: Child brushes his/her teeth and attempts

to reach all directions.
Offer the display mirror as an aid and give

encouragement.
Accomplishing: Child brushes using proper technique and

experiences minimal difficulty reaching all directions.
Offer encouragement and praise.
Oral Health Definitions
Brus
dentist: A dentist is a doctor who helps us

keep our teeth healthy and strong.
D
Dentist
brush: For healthy teeth, brush at least twice

a day: in the morning after breakfast, and at
bedtime.
M
Mask
floss: Floss helps get rid of plaque and food

from between our teeth that brushing
H
may have missed.
Hygienist
goggles: A dentist wears goggles to
examine our teeth.
Floss
G
Goggle
hygienist: A hygienist cleans our teeth and

teaches us how to take care of our teeth.
s
light: A bright light helps the dentist and

hygienist examine our teeth.
L
Light
13
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.
Plaq
ue
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.
Smile
Tooth
X
X-ray
Using the Video
Dr. Rabbit Comes to School

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.
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
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)
14
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.
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,
We rinse with water swish swish swish,
Swish swish swish, Swish swish swish.
We rinse with water swish swish swish,
15
Activity 9
Group Talk: T is for
Indicator: Awareness that different words begin with the same sounds.
Domain Element: Alphabet Knowledge
Indicator: Knows that letters of the alphabet are a special category of
visual graphics that can be individually named.
Objective:
Students will recall oral
health words that begin
with the letter T and share
their own favorite letter
and words.

Indicator: Develops increasing abilities to understand and use language
to communicate an idea.
Preparation:
Display the S is for Smile poster in a visible area.
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.
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.

Different Learners
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!
Making Progress: Child participates in the group activity

with pleasure, asking questions or making comments
about letters, and responds to teacher questions.
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!
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.
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.
16
Activity 10
Group Retelling: Dr. Rabbit and Friends Story Box
Indicator: Develops increasing abilities to understand and use
language to communicate information, experiences, ideas, feelings,
opinions, needs, questions and for varied other purposes.
Objective:
Students will retell Dr. Rabbit
Goes to School in their own
words through structured, then
unstructured, dramatic play.

Indicator: Demonstrates progress in abilities to retell stories from
experiences and to act out stories in 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?
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.
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.
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.
17

Different Learners
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.
Making Progress: Child participates in the activity with

pleasure and responds to teacher prompts and questions
in longer phrases.
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.
Accomplishing: Child participates in the group

activity with interest and pleasure and initiates deeper
interaction in the dramatic retelling of parts of the story.
Offer encouragement and comment on his/her

interaction with the story and characters. Continue
to re-read favorites and encourage retelling through
dramatic play.
Props for your classroom dental office may include:

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
18
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.
Summing It Up
This 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 11
Dramatic Play: Our Dental Office
Indicator: Demonstrates progress in abilities to retell stories
from experiences and to act out stories in dramatic play.
Domain Element: Cooperation
Indicator: 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.
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
Objective:
Students will participate positively in the
activity and demonstrate developing ability
to retell a story through dramatic play.
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.
19

Different Learners
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.
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.
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.
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.
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.
Follow-up Activity
Invite 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
20
Dentist
Dr. Rabbit
Doogan Dog
To Make Two-Sided Puppet:

1. Photocopy this puppet page
2. Fold in half along dotted line so that characters show on the outside
3. Glue or tape a tongue depressor inside the folded puppet, with bottom
sticking out to form "handle"
Doogan Dog courtesy of Zoo Animal Teaching Aids. www.teachingaid.com
Signature
bright shiny smiles and progress in reading skills.
in recognition of their outstanding oral health habits,
This Bright Smiles, Bright Futures certificate

is awarded to the Family of
Date
Este diploma
Sonrisas Brillantes, Futuros Brillantes

se otorga a la familia de
en reconocimiento por sus excelentes hbitos de salud bucal,
Firma
sus sonrisas radiantes y su progreso aprendiendo a leer.
Fecha
P
y
l
l
ed g e
i
m
a
F
Parent/Caregiver:
Read this pledge aloud with your child
before signing your names together.
We Agree
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!
We Agree
Every day well sit and read
Half 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 see
Reading is great fun for you and me!
Signed:
Child
Date
Grown-Up
Date
romiso famili
p
m
o
ar
C
Padres/ personas a cargo:
Lean este compromiso en voz alta
con su nio/a. Luego frmenlo juntos.
ro
Nos comp metemos
A mantener nuestra sonrisa brillante y sana
Cepillando 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 cepillo
Cuanto ms podamos despus de los bocadillos.
Mi familia firma esta promesa aqu,
Y tendremos dientes sanos as!
ro
Nos comp metemos
Cada da nos sentaremos a leer
por 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 descubrirs
que leer es divertido, ya lo vers!
Firmado por:
Nio/a
Fecha
Adulto
Fecha
Working With Families

Oral Health Background Information
As 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-Homes
Encourage 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.
Snacking Its How

Often that Matters!
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!)
Brush Together. It Works!

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.)
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.
After
Before
Mid
Before
Before
Breakfast
Lunch
Afternoon
Dinner
Bedtime
20 minutes + 20 minutes + 20 minutes + 20 minutes + 20 minutes
= 100 minutes of plaque attack
All
at
once
= 20 minutes of plaque attack
26
www.colgatebsbf.com
Visit 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!
One Website Four Great Sections!

The site is divided into four sections and includes materials for all members of
the Bright Smiles, Bright Futures education community.
Teachers
Kids
Parents
Oral Health
Educators
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)
Students will enjoy:
Online games
Printable activities
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
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
Log on today!
Welcome to Colgate Bright Smiles,

Bright Futures online!
All Materials are FREE
Engage Families
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!
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!
Stay Tuned via Online

Updates
Sign up for our FREE e-newsletter
youll be the first to hear about
site updates, Bright Smiles news
and other oral health education
information!
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!
27
Dental Office Cutouts
Super Duper Brushing Champion

Super Duper
Brushing Champion
if you . . .
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!
Doogan Dog courtesy of Zoo Animal
Teaching
Aids. www.teachingaid.com; 800-919-0077
Super
Duper
Brushing Champion
JMH Education, New York, NY
Youre a

Teachers Guide Pre K

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Teachers Guide Pre K

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Teachers Guide

An Oral Health and Early Literacy Program for

Two-Sided Activity Poster: B is for Brushing and S is for Smile

Video: Dr. Rabbit Comes to School

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

24 Samples of Colgate Toothpaste

Teaching Oral Health and Early Literacy

Head Start Child Outcomes Framework

Key to Symbols Used

4. Drawing & Early Writing:

Print Awareness & Concepts

Book Knowledge &

5. Listening & Observing:

7. Oral Health Rhyme:

Health Status & Practices

10. Group Retelling:

11. Dramatic Play:

Speaking & Communicating

Using the Storybook

Domain Element: Speaking & Communicating

Differentiated Instruction for Different Learners

Making Progress: Child listens for a

Accomplishing: Child observes, listens and

Dr. Rabbit Wants to Say

Brush on top, and bottom too.

Dr. Rabbit wants to say

Brush your tongue before youre done.

You can make it stay that way.

Dr. Rabbit wants to say

Making Progress: Child demonstrates beginning awareness

Respond to student questioning/commenting

Accomplishing: Child demonstrates developing awareness of

Respond to student questioning/reading with

Differentiated Instruction for Different Learners

Making Progress: Child responds to and joins in the silly

Use familiar words and names in silly rhymes. Point

Accomplishing: Child joins in the chant and initiates

Respond to childs responses with encouragement. Point

Domain Element: Early Writing

3. Ask each child to tell you the story about his/her

Differentiated Instruction for Different Learners

First Steps: Child uses short one- to

Listen and look at the child as he/she communicates. Expand on childs

Making Progress: Child uses longer

Accomplishing: Child uses longer

Using the Posters

S is for Smile and B is for Brushing

the corresponding picture on the poster. (Students may find

Differentiated Instruction for Different Learners

Making Progress: Child listens for a longer period of time

Use familiar words and names in silly rhymes. Point

Accomplishing: Child joins in letter and word play, and

Respond to student responses with encouragement.

Domain Element: Speaking & Communicating

Differentiated Instruction for Different Learners

Making Progress: Child listens and

Accomplishing: Child begins to make sense

Yucky, Yucky Plaque

Were off to brush our teeth,

That yucky, yucky plaque.

(monster hands and faces)

After brushing, after rinsing

Swishing water like the rain,

(use fingers for rain)