Lesson Plan for Preschoolers: Communication and Language Development

This lesson plan, developed for a preschooler named Amanda Johnson at Wichita State University, focuses on communication and language development. It addresses three IFSP goals: expressing choices, recognizing everyday objects, and expanding vocabulary. The plan incorporates an instructional sequence with modeling, guided practice, and independent practice, using a storybook and body part illustrations. The lesson plan includes assessment, rationale, and reflection on the activity, highlighting the integration of everyday routines to build language skills. The author reflects on the effectiveness of the lesson, the importance of flexibility and parental involvement, and the use of naturalistic instructional methods. The materials needed are storybooks, stationery items, charts and flashcards. The author also identifies areas for improvement, such as incorporating more breaks and planning activities for home, underscoring the challenges of teaching young children. The assignment also includes a reflection on the lesson plan's implementation, highlighting its strengths in integrating the curriculum and how it enhances communication skills in preschoolers.

Running Head: ENGLISH 1
Lesson Plan - the application task
Name of student
Name of University

ENGLISH 2
Wichita State University
Lesson Plan
Children are naturally social and should be able to communicate their feelings freely.
However, in order to develop sound language skills, they need an adequate learning environment
and lesson plan. One of the developmental domains discussed in the module is Communication
and Language Development, and the lesson plan has been developed for Amanda Johnson, who
is a preschooler.
The 3 IFSP goals for Amanda:
1. Communicate to assert her choice - Amanda will say juice or water to ask for
something to drink at mealtime
2. Get aware of common everyday objects and how to pronounce them -
Amanda will correctly point to at least three pictures when named during storytelling.
3. Expand her vocabulary- Teach her body parts.
One of the major challenges in teaching kindergarten is to design and implement
activities that are suitable for each child but individual development takes place in its own time
frame. Thus, the teachers need to follow a flexible approach towards teaching and learning
(National Association for the Education of Young Children, 2019).
Student Name: Amanda Johnson
Date_________
Field Experience/Internship course: _________________
TAP Success Coach: __________________
Age Level of children: 2 years and 4 months
Date Topic/Content:
Title of Lesson Developmental Domain(s) Linked to Lesson

ENGLISH 3
Communication/Language development
Content Objective:
The objective is to help
Amanda expand her
communication/language
skills. She is expected to
learn certain words,
understand them, and
remember them. She has to
apply her new-found
knowledge to express
herself and make decisions.
Targeted Student Standards (KSDE):
With prompting and support, Amanda responds and is able to
express herself both at home and in class. However, she needs to
respond more freely and confidently.
Assessment: Rationale: (So what? Why teach this lesson?)
Communication and language development is essential for the
child as is it through language children learn to express, listen, and
explore their ideas and thinking processes. They grow up learning
how they can use language to say what they think and express new
ideas and control the situation. The capacity to communicate
allows the child to connect with others, both verbally and non-
verbally, and ensure that his or her needs are met.
The lesson plan is a part of a curriculum and a great way to build
language and communication skills in two years old and motivate
them to think independently and develop confidence when using
certain words for making choices.
1)Anticipatory Set (the
attention getter)
2) Advanced Organizer/
ELF):
Good morning friends and
Good morning Amanda.
How are you and who is
ready to learn some new
words with me?
Small group/Large group/ Center?
Small group

ENGLISH 4
Instructional Sequence (Step-By-Step
Procedures):
Include an Explicit teaching approach
Modeling (I do):
Guided Practice (We do):
Independent Practice (You do):
Closure (this is what we learned):
IFSP goals 1: Communicate to assert
her choice
Instructional Sequence (Step-By-Step
Procedures):
Amanda would be taken to the juice
counter and encouraged to say what she
wants.
Include an Explicit teaching approach
Modeling (I do):
Ask Amanda to say what she wants at
mealtimes. If she doesn’t say “juice,”
ask her,” Want juice?” and emphasize
on the word “juice.”
Guided Practice (We do):
If she says “juice,” I can repeat and
expand on what was said and ask her if
she wants” Apple juice” or “Orange
juice.” Thus, she can be encouraged to
express which juice she likes better.
Independent Practice (You do):
Once she tells her choice, she should be
applauded and given the juice that she
wants.
Closure (this is what we learned): That
would allow her to focus on what she
wants and make a choice.
IFSP goals 2: Make her aware of
everyday common objects and how to
pronounce them
Instructional Sequence (Step-By-Step
Embedded IEP objectives:
IEP goals must identify the child's needs, how the
school will meet these needs, and how the school will
measure the child's progress. Embedded IEP objectives
are meant for students of differing ability levels and
learning styles and must address the academic and
functional progress in a child.
Embedded Accommodations included as part of
universally designed lesson.
Multiple means of representation:
Multiple means of expression allowed:
Multiple means of engagement:
Materials needed:
The materials needed for the lesson plans include a
storybook and some stationery items like papers,
colors. Other materials needed would include a chart
with a human body and flashcards with body parts. The
lesson plan would also need apple and orange juice
packs.

ENGLISH 5
Procedures):
A short story with lots of pictures would
be read out to Amanda.
Include an Explicit teaching approach
Modeling (I do):
I read the story “I Spy (Sesame Street)”
by Caitlin Haynes is perfect as it is full
of color and introduces the youngest
readers to familiar characters and
objects they come across in their daily
life.
Guided Practice (We do):
Amanda would be given the storybook
so that she can feel the pages and learn
how to turn them. She would be
encouraged to go through the illustrated
book with pictures of different objects
and with large labels on those attractive
images.
Independent Practice (You do):
I will introduce Amanda to some
common words like “table,” “fan,”
“oven,” “tree,” and more. The book will
also encourage her to build on the
concept of shapes, colors, and sizes.
Closure (this is what we learned):
Amanda will correctly point to at least
three pictures when named during her
Storytime. She will be given drawing
sheets of those pictures and asked to
name and color them.
IFSP goals 3: Expand vocabulary and
become aware of various parts of the
body

ENGLISH 6
Instructional Sequence (Step-By-Step
Procedures):
Amanda will be taught the names of
body parts- nose, ears, eyes, mouth, legs
and hands.
Include an Explicit teaching approach
Modeling (I do):
A simple but big illustration of the
human body would be displayed in the
class for the visual perception of the
children. The child would be shown in
different parts and how they are used.
Guided Practice (We do):
Some activities can be planned, such as
pointing to their nose or ears and so on.
Amanda would be given a large paper
with an outline of a human body. She
would be asked to draw different parts
of the body in the right place and so on
Independent Practice (You do):
Questions such as "Where is your
hand?" or "Where is your nose?" or
"Where are your eyes?" can be asked,
and the child has to point correctly to
answer the questions.
Closure (this is what we learned):
Amanda would learn about body parts,
and their functions.

ENGLISH 7
Reflections on how lesson plan went
A reflection on the above lesson plan shows how daily routines can be sued as a platform
for young children to learn new skills—intervention strategies that can be integrated into play
and other routine based activities to enhance skill-building. The strengths of the above activities
are that they are easy to plan and integrate into everyday routines. Children of different ability
levels and learning styles can easily follow and participate in these activities meant to
enhance communication and language development in preschoolers.
Naturalistic instructional (NI) methods are meant to support children learning and
participation in the general preschool curriculum and environment. Naturally occurring activities
that are motivating are embedded in typical classroom activities but based on the individualized
learning needs of the children. The aim behind embedded learning opportunities is to encourage
certain skill acquisition for a learning target with the use of certain settings and materials and
overtime (Snyder, Hemmeter, Rakap, Hemmeter, McLaughlin, Sandall, & McLean, 2015).
By the end of the two weeks, Amanda was able to ask for juice confidently and thereby
assert her choice not only during meal times but during playtime too. For example, she
demonstrated her choice of toy or storybook in the classroom and, thus, used communication to

ENGLISH 8
assert her choice. Her vocabulary had expanded, and she learned several new words and their
meanings. She responded fast when asked about the various parts of the body.
If I had to do the same activity differently next time, I would involve parents and plan
some activities for the child at home. Parents can support language development in their children
with engaging interactions and reading sessions at home. They can spend more time with
Amanda and talk to her so that she can develop her vocabulary and sentence structures. They can
point out different objects around her, in the magazines, catalogs, newspapers, and signboards.
Teaching two years old is not easy, and it is important to remember that things can go
wrong even if well planned. Each day is different, and it is indeed difficult to keep the toddler
interested in the lesson for more than 15 minutes. If there are any changes to make, I would
suggest taking frequent breaks after every activity. Improvement only takes place when one
reviews and reflects upon the lesson plan and activity after every lesson. Based on my
observation, I feel that I rely heavily on lesson plans and worksheets to assess the progress made
in the classroom.
Planning ahead and staying organized can help the lesson run smoothly. Still, the teacher
needs to be flexible with her plans and adjust according to the temperament and skill levels of
the child. It is essential to create a motivating environment in the classroom with a consistently
encouraging approach with positive and nonverbal cues.

ENGLISH 9
References
National Association for the Education of Young Children. (2019). Observing, Planning,
Guiding: How an Intentional Teacher Meets Standards through Play. NAEYC, retrieved
from https://www.naeyc.org/resources/pubs/yc/mar2018/observing-planning-guiding
Snyder, P.A., Hemmeter, M.L., Rakap, S., Hemmeter, M.L., McLaughlin, T.W., Sandall, S., &
McLean, M.E. (2015). Naturalistic Instructional Approaches in Early Learning: A
Systematic Review. Journal of Early Intervention, 37(1), 69–97