Language, literacy, and communication

KDI:

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 books. 

28. Book knowledge: Children demonstrate 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)

ALL MATERIALS:

• Picture cards (people, places, objects)
• Storybooks
• Paper
• Markers/crayons
• Small props (optional)
• Rhyming picture cards
  
• Basket
  
• Books with rhyming words

• Name cards
  

• Magnetic or foam letters

LESSON PLANS CAN BE COMPLETED IN THE CLASSROOM - NO ROOM CHANGES 

Name of Activity: Storytelling With Picture Cards

Originating Idea: I noticed the children looking at books and describing the pictures to each other, creating their own stories based on what they saw.

Curriculum Area: 22. Speaking: Children express themselves using language.

Approaches to learning
Social and emotional development
Physical development and health
Language, literacy, and communication
Mathematics
Creative arts
Science and technology
Social studies

Materials

Picture cards (people, places, objects)
Storybooks
Paper
Markers/crayons
Small props (optional)

Appropriate Age Group: Pre-K

Beginning of Activity

Today we are going to use picture cards to tell our own stories. I will show you some picture cards and talk about what I see. Then I will ask you to choose cards and use them to tell a story using your words or drawings.

Middle of Activity

Your ideas for scaffolding children at different developmental levels

Now I am going to ask you to choose picture cards and use them to tell your own story. You can tell your story out loud or draw it.

Early:
A child is naming objects in the pictures. I will encourage the child to describe what they see by asking simple questions such as, “What is this?” or “Who is this?” I will model simple sentences to support language development.

Middle:
A child is able to create a simple story by using a few picture cards. I will ask guiding questions such as “What happens first?” and “What happens next?” to help the child organize their ideas.

Later:
A child is able to tell a more detailed story. I will encourage them to expand their ideas by asking, “Why did that happen?” or “What might happen next?” I will support them in creating a story with a beginning, middle, and end.

End of Activity

Today we used picture cards to tell stories. You used your words to share your ideas and describe what was happening. Tell a friend about your story.

Follow-up Ideas (2)

Add picture cards to the dramatic play area for continued storytelling
Create a class book using children’s stories and drawings

Assessment

Children were able to use words to describe pictures and share ideas at their developmental level.

Name of Activity: Rhyming Words

Originating Idea: The children were repeating rhyming words during songs and enjoying the sounds of words.

Curriculum Area: 24. Phonological awareness: Children identify distinct sounds in spoken language.

Approaches to learning
Social and emotional development
Physical development and health
Language, literacy, and communication
Mathematics
Creative arts
Science and technology
Social studies

Materials

Rhyming picture cards
Basket
Books with rhyming words

Appropriate Age group: Pre-K

Beginning of Activity

Today we are going to listen to words that sound the same. I am going to say two words like “cat” and “hat.” They rhyme because they sound the same at the end.

Middle of Activity

Your ideas for scaffolding children at different developmental levels

Now I am going to say words and ask you if they rhyme.

Early:
A child is repeating words. I will say the rhyming words slowly and have them repeat the words that I say. 

Middle:
A child is identifying rhymes. I will ask “Do these sound the same?” and have them match picture cards.

Later:
A child is creating rhymes. I will ask them to think of their own rhyming words. 

End of Activity

Today we listened to words and found ones that rhyme. You used your ears to hear sounds in words.

Follow-up Ideas (2)

Sing rhyming songs during circle time
Add rhyming books to the reading area

Assessment

Children were able to identify or repeat rhyming words.