Language, Literacy, and Communication
Communication through gestures, spoken word, and written language is crucial for human development. Children are born communicators, starting as infants and developing verbal, reading, and writing skills as toddlers and preschoolers. Research shows that frequent conversations with adults and a variety of vocabulary words improve reading and writing skills. Adults should provide a rich environment and engaging experiences.
5 additional materials to further children's learning and exploration: magnetic letters, alphabet sounds tubs, alphabet playdough mats, alphabet learning locks, and story telling kits.
KDI's List:
21. Comprehension: Children understand language.
22. Speaking: Children express themselves using language.
23. Vocabulary: Children understand and use a variety of words and phrases.
24. Phonological awareness: Children identify distinct sounds in spoken language.
25. Alphabetic knowledge: Children identify letter names and their sounds.
26. Reading: Children read for pleasure and information.
27. Concepts about print: Children demonstrate knowledge about environmental print.
28. Book knowledge: Children domonstrate knowledge about books.
29. Writing: Children write for many different purposes.
30. English Language Learning: (If applicable) Children use English and their home language(s) (including sign language).
1
Planning Form
Name of Activity
Rhyming Fun
Originating Idea
During work time yesterday, Amira was pretending to be a mommy and was pretending to read “Sheep in a Jeep” to her babies. She decided that she needed to hear the book read the right way, so she handed it to me and asked me why the words sounded the same.
Curriculum Area
Highlight 1:
Approaches to learning
Social and emotional development
Physical development and health
Language, literacy, and communication
Mathematics
Creative arts
Science and technology
Social studies
KDIs
24. Phonological awareness: Children identify distinct sounds in spoken language.
Materials
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Book “Sheep in a Jeep” by Nancy Shaw
Appropriate Age group
GSRP – ages 3 to 5
Beginning of Activity
Start by discussing what a rhyme is. Ask students if they know what rhyming words are. For example, "Can you think of words that sound the same at the end? Like 'cat' and 'hat'?"
Middle of Activity
Read the book aloud to the class, emphasizing the rhyming words. As you read, encourage students to say rhyming words aloud with you.
Early:
Children may say nonrhyming words when asked to rhyme.
Middle:
Children may recognize or say real or nonsense rhyming words that are close together (red and bed).
Later:
Children may identify rhyming words that are farther apart (using “Hey Diddle” rhyme they say “moon and spoon rhyme”).
End of Activity
After reading, talk about some of the rhyming pairs in the story. Write the words on the board and have the children repeat them. For example: "Bun and Fun," "Go and Snow."
Follow-up Ideas (2)
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"Rhyming Dust Bunnies" by Jan Thomas
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Read “Good Night Moon” Margaret Wise Brown
2
Planning Form
Name of Activity
Who is Who?
Originating Idea
A way to introduce letter links at the beginning of the year when children are learning to identify their letter links and those of their classmates.
Curriculum Area
Highlight 1:
Approaches to learning
Social and emotional development
Physical development and health
Language, literacy, and communication
Mathematics
Creative arts
Science and technology
Social studies
KDIs
25. Alphabetic knowledge: Children identify letter names and their sounds.
Materials
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2 copies of everyone’s Letter Links:
Both teachers and all children, optionally ancillary staff. 1 set of letter links should be cut out individually and 1 full master copy for both teachers primary small group tables.
Appropriate Age group
GSRP – ages 3 to 5
Beginning of Activity
We are just getting to know all of our new friends in our classroom so I thought it would be helpful if we could look over our letter links and figure out who is who.
Middle of Activity
Place all of the individually cut out letter links on the table and see if the students can identify the different letters or letter link objects to match the letters to who they think it belongs too.
Early:
Children may say something is a letter even though they can not name the letter; rote sing “The ABC Song.”
Middle:
Children may recognize or name several letters that are familiar to them like the first letter or other letters in their name.
Later:
Children may recognize and name many or most letters, including both upper and lower case.
End of Activity
Review what they learned about each other, who has the same first letter or if everyone has different letters, fostering a sense of community.
Follow-up Ideas (2)
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Rhyming Fun
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Understanding Books
3
Planning Form
Name of Activity Understanding Books
Originating Idea
Show students a book and ask if they know what it is. Explain that books are special because they tell stories, share information, and can take us on adventures.
Curriculum Area
Highlight 1:
Approaches to learning
Social and emotional development
Physical development and health
Language, literacy, and communication
Mathematics
Creative arts
Science and technology
Social studies
KDIs
28. Book knowledge: Children demonstrate knowledge about books.
Materials
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Book Exploration: using the variety of books found around the classroom, each child chooses a book to bring back to the table.
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Promethean Board or any other computer set up with access to YouTube
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Introducing vocabulary of a book with the song Parts of a Book by Jack Hartmann
Appropriate Age group
GSRP – ages 3 to 5
Beginning of Activity
Have each child choose a book to bring back to the table. Let the children have about 5 min to read their book.
Middle of Activity
Ask children some follow-up questions. “What did you find interesting in your book?” “Can you point out the front cover and back cover?” “What is the title of your book?”
Early:
Children may carry books, holding books in any orientation and turn pages in bunches.
Middle:
Children may orient books upright and face-forward (front to back); turning pages from right to left and start reading at the beginning of the book.
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Later:
Children may follow other conventions when looking at books like flipping pages in order, going back if they miss a page.
End of Activity
Recap the main points of the lesson (parts of a book, what a book does). And make sure the children know they can visit the book area to look at books or read with friends.
Follow-up Ideas (2)
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Rhyming Fun
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Who is Who?