Communication, Language, and Literacy Materials

Communication, Language, and Literacy 

KDI:

16. Listening and responding: Children listen and respond.

17. Nonverbal communication: Children communicate nonverbally.

18. Two-way communication: Children participate in two-way communication.

19. Speaking: Children speak.

20. Exploring print: Children explore picture books and magazines.

21. Enjoying language: Children enjoy stories, rhymes, and songs.

ALL MATERIALS:

  • A basket of familiar classroom objects (stuffed animals, toy cars, dolls, balls, blocks, etc.)
  • Family photos or picture cards (optional)
  • Soft carpet or circle area
  • Board books
  • Cloth books
  • Baby-safe magazines with large pictures
  • Photo books with repetitive texts
  • Classroom family photo album
  • Soft pillows or bean bags
  • Low bookshelf or book basket
  • Nursery rhyme book
  • Puppets or stuffed animals
  • Music player (optional)
  • Scarves for movement
  • Carpet or cozy reading area

ALL LESSON PLANS CAN BE COMPLETED IN THE CLASSROOM: NO ROOM CHANGES

Name of Activity: My Special Item

Originating Idea: The children enjoy sharing familiar objects with teachers and peers and are beginning to use language to express themselves.

Curriculum Area: 19. Speaking: Children speak.

Communication, Language, and Literacy 

Materials:

  • A basket of familiar classroom objects (stuffed animals, toy cars, dolls, balls, blocks, etc.)
  • Family photos or picture cards (optional)
  • Soft carpet or circle area

Appropriate Age Group: Infants and Toddlers

Beginning of Activity:

Gather the children in a small group and place the basket of familiar objects in the center. Invite each child to choose one item and encourage them to explore it while the teacher models descriptive language by naming the object and talking about it.

Middle of Activity: Your ideas for scaffolding children at different developmental levels

Early:
Respond to infants' coos, babbles, smiles, gestures, and facial expressions as meaningful communication. Repeat and expand on their sounds while naming the object they are holding.

Middle:
Encourage older infants to imitate simple words, animal sounds, or familiar object names. Ask simple questions such as, "What do you have?" or "Can you say ball?" while giving children plenty of time to respond.

Later:
Invite toddlers to describe their object using words or short phrases, answer simple questions, or tell the group something about it. Expand on their responses by introducing new vocabulary and encouraging conversation with their peers.

End of Activity:

Thank each child for sharing and speaking with the group. Sing a short transition song while helping the children return the objects to the basket before moving on to the next activity.

Follow-up Ideas (2)

  1. Place familiar objects and picture cards in the language area to encourage children to continue naming and talking about them during free play.

  2. Create a classroom photo book featuring the children and their families to encourage conversation, vocabulary development, and opportunities for children to express themselves throughout the day.

Name of Activity: Book Discovery Station

Originating Idea: The children enjoy choosing books, turning pages, and looking at colorful pictures throughout the day.

Curriculum Area: 20: Exploring Print: Children explore picture books and magazines.

Communication, Language, and Literacy

Materials:

  • Board books
  • Cloth books
  • Baby-safe magazines with large pictures
  • Photo books
  • Classroom family photo album
  • Soft pillows or bean bags
  • Low bookshelf or book basket

Appropriate Age Group: Infants and Toddlers

Beginning of Activity:

Arrange the books in a cozy reading area where children can easily access them. Invite the children to choose a book that interests them and encourage them to look through the pages independently or with an educator.

Middle of Activity: Your ideas for scaffolding children at different developmental levels

Early:
Offer cloth or sturdy board books to young infants. Encourage them to touch, hold, mouth safely, and turn pages with assistance while talking about the pictures they notice.

Middle:
Encourage older infants to independently turn pages, point to familiar objects or animals, and respond to simple questions such as, "Where is the dog?" or "Can you find the ball?"

Later:
Invite toddlers to choose books, "read" the pictures by describing what they see, identify familiar objects, and retell simple parts of a story using their own words. Encourage conversations about the illustrations and allow children to explore the books at their own pace.

End of Activity:

Tell the children it is almost time to finish reading and invite them to return the books to the bookshelf or basket. Sing a quiet transition song before moving to the next activity.

Follow-up Ideas (2)

  1. Rotate books weekly to include different topics such as animals, families, transportation, and seasons to encourage continued interest in exploring print.

  2. Add books to different classroom areas, such as the dramatic play or block area, so children can naturally explore print throughout their daily play experiences.

Name of Activity: Rhyming Time

Originating Idea: The children have shown an interest in listening to songs, stories, and nursery rhymes throughout the day.

Curriculum Area: 21: Enjoying Language: Children enjoy stories, rhymes, and songs.

Communication, Language, and Literacy

Materials:

  • Nursery rhyme book

  • Picture book with repetitive text

  • Puppets or stuffed animals

  • Music player (optional)

  • Scarves for movement

  • Carpet or cozy reading area

Appropriate Age Group: Infants and Toddlers

Beginning of Activity:

Gather the children in a comfortable group area and introduce a favorite nursery rhyme or song. Use an enthusiastic voice, facial expressions, and simple movements to capture the children's attention and encourage participation.

Middle of Activity: Your ideas for scaffolding children at different developmental levels

Early:
Hold young infants or seat them comfortably while singing and performing simple fingerplays. Encourage them to watch, smile, babble, or move their arms and legs in response to the rhythm and sounds.

Middle:
Invite older infants to clap, wave, imitate simple hand motions, or make animal sounds during songs and rhymes. Repeat familiar phrases to encourage participation.

Later:
Encourage toddlers to sing familiar words, complete repetitive phrases, perform fingerplay actions independently, and choose a favorite rhyme or song for the group. Ask simple questions about the story or rhyme to extend the experience.

End of Activity:

Finish with a calming goodbye song and thank the children for participating. Transition to the next classroom routine by encouraging everyone to help put away the puppets or scarves.

Follow-up Ideas (2)

  1. Add nursery rhyme books, puppets, and musical props to the language center so children can continue enjoying stories and songs during free play.

  2. Introduce a new rhyme or fingerplay each week while continuing to repeat favorite songs to build familiarity, confidence, and enjoyment of language.

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