D. Language, Literacy,
and Communication
Language, Literacy, and Communication examines children's abilities to understand and utilize spoken and written language for communication, learning, and self-expression. The development of listening comprehension, together with speaking skills, vocabulary building, phonological awareness, and letter and sound recognition, forms part of this domain. The assessment includes evaluating early reading and writing behaviors as well as print and book understanding, and expanding bilingual skills when applicable.
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 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).
Lesson 1
Name of Activity
Story Stones – Creating and Telling Our Own Stories
Originating Idea
Children love telling stories and using their imaginations. Story stones give them a fun, visual way to create and communicate ideas.
Curriculum Content
21. Comprehension, 22. Speaking, 23. Vocabulary
Materials
Story stones (smooth stones with simple pictures: animals, people, weather, food, places, etc.), Small baskets or containers to hold the rocks, A small felt mat or storytelling tray, Paper, and crayons (optional, for follow-up drawing)
Appropriate Age Group
4-year-olds
Beginning of Activity
Gather children in a small group. Introduce the story stones and explain: “Today, we’ll be storytellers! These stones have pictures, and we can use them to help us make up our own stories. You’ll take turns picking a stone and adding something to the story.”Demonstrate by simply picking a stone and saying, "I picked the cat. Once, a cat loved to play in the rain...”
Middle of Activity
Early
The teacher models how to tell a simple story using one or two stones. Children take turns choosing a stone and saying a sentence with support. “What’s happening in your part of the story?” “Can you tell me more?”
Middle
Children begin adding more detail to their parts of the story. The teacher encourages using descriptive words and sequencing terms (first, next, then). Offer sentence starters like: “And then the…” or “Suddenly…”
Later:
Children may begin creating complete story arcs with a beginning, middle, and end. They may choose multiple stones at once and weave them into a creative story. The teacher encourages storytelling with emotional expression and imaginative ideas.
End of Activity
At the end, ask children to retell the story as a group or draw a picture about their favorite part. Close with a group reflection: “What was your favorite part of the story?” “How did your character feel?” Then, have children return the stones and help tidy the area.
Follow-Up Ideas
Add story stones to the library or dramatic play center for independent storytelling.
Let children paint their story stones over time and use them for future stories.
Introduce themed story stones (seasonal, animals, community helpers) to inspire new stories.
Lesson 2
Name of Activity
Rhyme Time – Listening for and Matching Rhyming Words
Originating Idea
Children enjoy silly sounds and wordplay. Playing rhyming games helps them become aware of how words sound, which is an important part of learning to read.
Curriculum Content
21. Comprehension, 22. Speaking, 24. Phonological awareness, 25. Alphabet knowledge
Materials
Rhyming picture cards (e.g., cat/hat, frog/log, sun/bun), Basket or small box to hold the cards, Felt board or pocket chart (optional) Rhyme-themed storybook (e.g., "There’s a Wocket in My Pocket" by Dr. Seuss)
Appropriate Age Group
4-year-olds
Beginning of Activity
Gather the children in a small group and say: “Today we’re going to play with words that sound the same—those are called rhyming words! Words that rhyme sound alike at the end, like ‘cat’ and ‘hat.’ Let’s see how many rhymes we can find!” Start by showing a few rhyming cards and modeling the pairs.
Middle of Activity
Early
The teacher models a rhyming pair and has the children repeat it. “Say ‘dog’ and ‘log.’ Do they sound the same?”Use visuals to help children connect the words.
Middle
Children take turns picking a card from the basket and finding the matching rhyme. Offer hints if needed: “What rhymes with ‘sun’? Can you find a picture that sounds the same at the end?”Practice sorting words into “rhyming” and “not rhyming” groups.
Later
Children begin developing their own rhyming words beyond the cards. “Can you think of something that rhymes with ‘box’?”Encourage creative or silly rhymes and celebrate imaginative responses.
End of Activity
Read a short rhyming story together (like "There’s a Wocket in My Pocket") and ask children to listen for rhyming words. Reflect: “What rhyming words did you hear?” “Can you make up your rhyme for ‘hat’?” Let them share their favorites before transitioning.
Follow-Up Ideas
Add rhyming cards to the language/literacy center for independent or partner play. Play a rhyming movement game: “If it rhymes, jump! If not, sit!”Send home simple rhyme-matching worksheets for family engagement.
Lesson 3
Name of Activity
Alphabet Animal Sound Hunt – Matching Letters to Animal Sounds
Originating Idea
Children are naturally fascinated by animals and love making animal sounds. Using animals to teach letter sounds builds on their interests and helps connect letters to meaningful words.
Curriculum Area
21. Comprehension 22. Speaking 24. Phonological awareness 25. Alphabet knowledge
Materials
Alphabet letter cards (A–Z), Toy animals or animal picture cards (e.g., Alligator, Bear, Cat, Dog, Elephant, etc.)Animal sound effects (optional, for added fun), Letter trays, baskets, or a pocket chart story book about animals and sounds (e.g., "ABC Animals" or "Chicka Chicka Boom Boom" with animal add-ons)
Appropriate Age Group
4-year-olds
Beginning of Activity
Gather the children in a circle and say: “Today, we’re going to play a game with letters and animals! Every animal has a name that starts with a letter and a sound, too! Let’s see if we can match animals to the letters they start with.” Show a sample like: “This is a bear. What sound does ‘bear’ start with? /b/! That’s the letter B.”
Middle of Activity
Early
Begin with a few familiar animals (dog, cat, pig). Children take turns choosing an animal and helping match it to the correct beginning letter. Prompt them with questions: “What’s this animal? What sound does it start with? Which letter makes that sound?”
Middle
Add more animals and encourage children to match them independently. Children start sorting animals into bins or trays labeled with letters. Use games like: “If I say ‘elephant,’ can you bring me the letter E?”
Later
Invite children to generate animal names for each letter: “What’s an animal that starts with M? Monkey! Can you think of another?” They may begin describing animals using more words and even making up silly or made-up animal names with matching letters.
End of Activity
Gather to review the matches. Invite children to share their favorite animal-letter pair. Add a song or chant: “A is for Alligator, chomping in the air! B is for Bear with fuzzy brown hair!” Read a short animal ABC story and encourage the children to say the beginning sounds as each page is read.
Follow-Up Ideas
Make an “Animal Alphabet Wall” using drawings or magazine cutouts. Let children create an “ABC Animal Book” with one page for each letter and animal. Add animal puppets or figures to the literacy center to retell stories using beginning sounds.