Language & Literacy: Teaching Resources and Activities for K12

This assignment provides a comprehensive overview of oral and written language teaching resources suitable for early childhood education, spanning from babies to preschoolers. It includes practical activities like using Old MacDonald puppets for oral language development, employing play-dough for pre-writing skills, utilizing picture cards for emergent writing, incorporating digital technology with e-books, and leveraging storytelling with props to enhance language comprehension. Each resource is accompanied by a rationale, learning outcomes, teaching strategies, and methods to develop literacy skills. The assignment also details how to guide children through various components of writing and comprehension levels, and explores the aspects of teaching multiliteracies, making it a valuable guide for educators.

COMMUNICATION,
LANGUAGE
AND
LITERACY

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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?

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 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?

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Literacy developmental skills
To create knowledge regarding pre-writing skills, signs and components of writing by the
play-dough recipe and manipulating play-dough.
How you will guide children through the four components of writing to move from the
text to writing their own text
1. The writing context: Explaining the title and purpose. The way recipe begins. Such
as we must begin writing a recipe by writing a title, like “Play-dough”.
2. The text form: Format explanation. For example, asking questions to children like
show me with your hands where the top of your page is.
3. The process and strategies: Writers technique-organising, generating, playing,
visualising with language and analysing.
4. The conventions: Teaching them the techniques and structure of writing the recipe.
Through step by step.

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Written language teaching resource 2(Preschoolers3-5years)
Picture cards with painting
Rationale
For developing the knowledge and practical utilisation of written language by highly visible
print environment. Children adopt literacy in their games when they played in the
environment rich with print like photo cards with labels, things with symbols and labels
(National Association for the Education of Young Children, 1998).
Activity
Indoor area’s activity set. Giving children paint, photo cards, brushers, stamps, white A4
paper (Letters, numbers and animals). Tutors will promote Learners to paint the photos from
cards.
Learning outcomes
For children to create the knowledge regarding alphabetic principle and letters as well as
emergent writing with the help of photo cards.
For children to generate letter foundation and formations writing skills by making their own
photo cards.
Teaching strategies
 Encouraging and acknowledge children, in the way like the method in which you
painted the line, I love the way you stamp/write the word from picture cards. (Planned
teaching)
 Asking open-ended questions.
 Role model the work to them.
Tutors shall bring the attention of the children towards particular letters and words written on
the photo cards. Hence, promoting children to select the alike letter stamps and put that
similar word from the cards. educator will show written texts that are reasonable and
contextually appropriate (Photos with labels and letters)
Promote children to write the words by copying from photo cards and create their own photo
cards.

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Literacy developmental skills
In order to create the knowledge about print, pre-writing skills, letters and alphabetic
principle by picture cards and stamping and painting letter, words and pictures from cards.
How you will guide children through the four components of writing to move from the
text to writing their own text
This activity and resource assists children to explain the concept of word and print.
1. The writing context: Clarifying to children about how we can label the things with
the use of words.
2. The text form: Clarifying the labelling style. For instance, clarifying children that we
can write the object’s name above the picture, right or left or on the bottom.
3. The process and strategies: Differentiating words from each other by the letters
shape and word length.
4. The conventions: Teaching children techniques and labelling structure. Asking
children to leave one space just after photo and then write the name of the thing in the
picture.

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Digital technology teaching resource(Preschoolers3-5years)
Going to Bed Book (E-Book)
Rationale
For developing reading, writing skills and oral language concentrating on signs, story,
vocabulary, words.
Today children are developing in the changing digital age and effective utilisation of
technology in early childhood program helps development of children and learning (National
Association for the Education of Young Children, 2012).
Activity
In a group time educator share E-book-Going to Bed Book with children in an ipad and read
them that book in a loud voice. educator will promote children to operate the ipad, flipping
pages of the book in the ipad.
Learning outcomes and Literacy developmental skills
For children to generate vocabulary using sighted words in the story and sequencing of night
routine by reading and hearing story.
For children to generate the knowledge of word sound relationship by touching the words that
makes a sound.
Teaching strategies
 Responding to children, asking open-ended questions, developing a relationship that
is positive, giving hands-on experience, encourage and acknowledge children by
reinforcement that is positive.
 Scaffolding their Cognitive learning around concepts and words
 Promoting children to call out the letters while touching it, retell the story when
possible.
 Asks children regarding what we do before going to bed?
 Promote children to write the name/ words in the steam.
Describe how you will use the resource to explore the aspects of teaching Multiliteracies,
code breaker, functional user, meaning maker, critical analyser,and transformer

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Code breaker: Promoting children to tell what the story is about through the method of
asking questions. For instance, what do you understand this story is all about?
Functional user: Promote the children to choose and operate the story in I pad.
Meaning maker: Getting knowledge about how various text types and technologies may
work. What is the motive of this story and the way in which it relates to children?
Critical analyser: Encouraging children to critically evaluate the story. Like what are the
things that the animals do before going to bed in the story? Are these well or not? How this
assists them in their daily life?
Transformer: Promoting children to utilise present skills and knowledge in another manner.
Like by formulating rules for classroom and by creating their routine.

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Storytelling teaching resource(Toddlers2-3years)
Hunger caterpillar book and story bag prop
Rationale
To formulate children’s receptive, expressive language and oral language by reading loudly
in front of the children is understood as crucial activity to create the skill and knowledge that
is required for reading. children actively take part in reading when they sense emotionally
secure and feel safe. Adding to this, educator creates children’s vocabulary and story’s
comprehensions through the help of analytic and open-ended questions. (Fellow & Oakley,
2014).
Activity
In the time of group educator must read story to students with props.
Learning outcomes and Literacy developmental skills
For children to develop receptive language, vocabulary by hearing to the story and to create
the knowledge regarding the recount and sequencing through retelling the story.
Teaching strategies
 Introducing the book. Has anyone read such books before? Can you recall anything
from it?
 Promoting children to predict, participate what will happen afterwards.
 Asking questions. Like as why caterpillar looks hungry? What makes you hungry?
 Promoting children to utilise a prop from the bag and narrate and act out the story
roles.
 Promote children to retell the story by putting the questions. What caterpillar ate on
Monday? What you eat on Monday?
How you will guide children through the phases of code breaker, text participant, text
analyst and text user.
Code breaker: Promote children to show fingers on the symbols and sound and create the
knowledge of relationship among written signs and spoken words.

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Text participant: educator creates meaning from the book. Put questions to relate the story
with children’s knowledge and prior experience. For example, what caterpillar ate on
Monday? What you ate on Monday?
Text analyst: Reconstruct the story with the help of questions. For example, is it well to eat a
high amount of food, what might happen when you might eat junk food? Caterpillars ate a
huge amount of food now how is he is feeling? Concentrating on healthy food and nutrition
Text user: children elaborate their experience in the story to junk and healthy food products.
Describe how you will guide children through the levels of comprehension using the
resource
Generating forecast by putting the questions like Caterpillar ate a huge amount of food now
tell me how is his feeling?
Making questions and asking them before and during the reading.
 Visualising: Put the book in front of them, laid down on pictures and arranging in a
manner at the time of reading the story.
 Generating Inferences: Ask a question that is inferential for making out the
conclusion. Like what story says regarding the caterpillar that is hungry? Promote
children to find the clues from the text.
 Summarising: Promote children to put together the original idea in the story.

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Reference
Fellows, J. & Oakley, G. (2014). Language, literacy and early childhood education (2nd ed.).
Melbourne: Oxford University Press
National Association for the Education of Young Children. (1998). Learning to Read and
Write: Developmentally Appropriate Practices for Young Children. Retrieve from
https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/
resources/position-statements/PSREAD98.PDF
National Association for the Education of Young Children. (2012). Technology and
interactive media as tools in early childhood programs serving children from birth
through age 8. Retrieved from
http://www.naeyc.org/files/naeyc/file/positions/PS_technology_WEB2.pdf