Teaching Resources for Communication, Language, and Literacy

COMMUNICATION,
LANGUAGE
AND
LITERACY

1
Oral language teaching resource (Babies 0-2years)
Old MacDonald puppets and farm
Rationale
Develop oral language of children through targeting on language, vocabulary and repetition.
Adding to these babies generates consciousness regarding sound of language and they may
develop the ability to differentiate among various sounds (Fellows, & Oakley, 2014).
Activity
Old McDonald puppet and farm set up on the ground, children will be promoted to pick up a
puppet and keep it on the farm and the same time they can sing a song with educators.
Educators will put an open-ended question like what else is on the farm? Which would
promote children to emphasize on repetition and also encourage them to learn new
vocabularies.
Learning outcomes
For children to enhance their language, vocabulary and other sounds of animals by singing
the song.
Teaching strategies
To generate vocabulary educator will make repetition of words with children or repeat
sounds. For instance, moo is said by cow, can you also say moo? Every time when children
say the name of that animal, they will point out the finger towards that animal.
Promote children to iterate the song’s words to create an understanding of iterative patterns in
the song. (Old MACDONALD had a farm E-I-E-I-O)
Literacy developmental skills
To generate awareness regarding sounds by listening the song’s word and iterating it with the
educator.
Exploring Blank’s level of talk with Old MacDonald puppet and farm
As per Fellows& Oakley (2014), there are four distinct Blank’s levels of questions and talk
which might be adopted by the educator in the activity. This is illustrated below:
 Matching (look at it) educator talk rearding the farm animals with children. What they
might see?

2
 Selective analysis (talk about it)- the educator will promote babies to see for special
puppets and for availing information ask questions. For example, show them the
puppets and tell them, what does the dog says?
 Reordering perception (beyond concrete prediction and categorisation)- educator will
put complex questions to promote children thinking. For example, show them two
different animals with similar sounds. And encourage them to differiate.
 Reasoning (reason beyond the concrete)- show them a video of farm animals and ask
them can a fish lives in the farm?

3
Written language teaching resource 1(Toddlers2-3years)
Play-dough (recipe with photos)
Recipe name, name of ingredients with pictures, the amount of ingredients with pictures,
steps/procedures. Furthermore, recipe resource kit also has rolling pin, cutters. children will
use the play dough to create lines, draw marks, break alphabets as well as utilise their writing
in a distinct manner.
Rationale
For creating the understanding regarding print in students, National association for the
Education of Young children (1998) believes that the younger children always mimic the
adult in terms of making sounds. They influence things like books and Alphabets blocks at
the time of interacting and playing with symbol systems, adults and objects. Children create
the meaning of sighted words, line, marks and print.
Activity
Play dough recipe, cutters and rollers has been put on the art and craft table.
Learning outcomes
In order to create an understanding inside of pre-writing skills and symbols by manipulating
play dough.
In order to create the knowledge regarding pictures, print and symbols by the play dough
recipe and influence the play-dough.
Teaching strategies
Responding to children by asking open-ended questions, also generate a relationship that is
positive and give hand-on experiences
Including face to face or one to one interactions with toddlers, help in the understanding and
development of signs, promote them for influencing the dough and the utilisation of cutter to
cut distinct objects.
Create play dough with children. Ask open-ended questions like as how does play-dough feel
like, when you touch it?