Title of Activity: Song Sticks 

Specific Language Arts Focus: Reading/communication skills 

NC FELD Goal and Related Objectives (this would indicate age appropriateness): 

Goal LDC-7: Children respond to and use a growing vocabulary. 

Related Objective: Imitate parts of familiar songs, chants, or rhymes. LDC-7e 

Description of the Activity: In class, we chose a nursery rhyme and the characters that go with it (frogs). The tools would be popsicle sticks (5-6), glue sticks (or glue gun), and to be creative (use markers and a laminator). We would then cut out the nursery rhyme/characters and glue them to the popsicle sticks. 

What did you learn from this activity?: What I learned from this activity is that this is a great way to help children with their reading while making it into a fun song. It can be beneficial for children to learn more songs. 

Photo of Activity/Artifact Included: The photo is shown to the left.

NAEYC Standard/Substandard with a paragraph connection between the standard and activity: 

Standard: Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum 

Substandard: 5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge. 

The reason for choosing this standard and connecting it to the activity is because of its relation to art, language, and literacy. Language arts at a young age is a critical part of a child's development. This activity can help a child when having to read and learn new words. This activity includes art where children can make the story come to life. When it comes to educators and teachers, they have to understand how to incorporate the right aspects of an activity into the right disciplines. This activity achieves the arts and literacy all in one. This activity also connects to music as well as seeing how the activity includes a nursery rhyme to be associated with the characters. 

Title of Activity: Toddler Book 

Specific Language Arts Focus: Reading skills  

NC FELD Goal and Related Objectives (this would indicate age appropriateness): 

Goal LDC-8: Children develop interest in books and motivation to read. 

Related Objective: Show interest in books (e.g., tactile and picture books). LDC-8e 

Description of the Activity: In class, we made toddler books of our own choice. The tools would be paper bags (2-3 to make for pages), construction paper (use for pages), markers, yarn/pipe cleaners, stickers, hole punchers, etc. We would fold the paper in half to make pages and would hole punch 3-4 holes. Use the yarn/pipe cleaners to tie it together and then write the story on the pages. Afterward, we would use the stickers and markers to decorate. 

What did you learn from this activity?: What I learned from this activity is that this is a great way for teachers to help children get more engaged in reading books. This is a perfect opportunity to give children a chance to create their own story for them to read to themselves. It can be beneficial for children to serve as motivation. 

Photo of Activity/Artifact Included: The photo is shown to the left.

NAEYC Standard/Substandard with a paragraph connection between the standard and activity.: 

Standard: Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum 

Substandard: 5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge. 

The reason for choosing this standard and connecting it to the activity is its relation to art, language, and literacy. Language arts at a young age is a critical part of a child's development. This activity can help a child when having to read and learn new words. This activity includes art where children can make the story come to life. When it comes to educators and teachers, they have to understand how to incorporate the right aspects of an activity into the right disciplines. This activity achieves the arts and literacy all in one. 

Title of Activity: Story Mapping 

Specific Language Arts Focus: Reading skills  

NC FELD Goal and Related Objectives (this would indicate age appropriateness): 

Goal LDC-9: Children comprehend and use information presented in books and other print media. 

Related Objective: Chime in on a repeated line in a book while being read to by an adult. LDC-9d 

Description of the Activity: In class, we did story mapping for a specific book we chose. The tools would be a children's book. markers, construction paper, pencils, poster board, etc. The components to include in mapping would be characters, setting, beginning/middle/end, problem, and solution. We would then read the story, and pull out important information to sit aside for our poster board. After recording our information, we would then start writing out our information and start drawing. 

What did you learn from this activity?: What I learned from this activity is that this is a great way for teachers to help children get more interested and understand the story on a deeper level. The children will be able to look over the map and see which characters were main, the settings, what caused the problem and how they fixed it, and more.  

Photo of Activity/Artifact Included: The photo is shown to the left.

NAEYC Standard/Substandard with a paragraph connection between the standard and activity.: 

Standard: Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum 

Substandard: 5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge. 

The reason for choosing this standard and connecting it to the activity is its relation to art, language, and literacy. Language arts at a young age is a critical part of a child's development. This activity can help a child when having to read and learn new words. This activity includes art where children can make the story come to life. 

Title of Activity: Picture Files 

Specific Language Arts Focus: Reading/communication skills  

NC FELD Goal and Related Objectives (this would indicate age appropriateness): 

Goal LDC-2: Children participate in conversations with peers and adults in one-on-one, small, and larger group interactions. 

Related Objective: Participate in a group discussion, making comments and asking questions related to the topic. LDC-2o 

Description of the Activity: In class, we did picture files for 8 different pictures. The tools would be 8 pieces of construction paper, white paper, magazines, scissors, markers, glue, etc. We were given different styles of questions for our pictures (we had to include 3 different questions for all 8 pictures). We then cut out pictures that included families, objects, mountains, and more. After finding our pictures, we glued them to the construction paper, used the white paper to write our questions, and glued them to the back of the paper. 

What did you learn from this activity?: What I learned from this activity is that this is a great way for teachers to help children learn more through pictures and develop good answers from what they see. Children can interact with each other about their thoughts and learn new vocabulary. It teaches children good reading skills when looking at the questions described as well. 

Photo of Activity/Artifact Included: The photo is shown to the left.

NAEYC Standard/Substandard with a paragraph connection between the standard and activity.: 

Standard: Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum 

Substandard: 5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge. 

The reason for choosing this standard and connecting it to the activity is its relation to art, language, and literacy. Language arts at a young age is a critical part of a child's development. This activity can help a child when having to read and learn new words. These activity also engages children into reading and answering questions. 

Title of Activity: Flannel Board Story 

Specific Language Arts Focus: Reading/communication skills  

NC FELD Goal and Related Objectives (this would indicate age appropriateness): 

Goal LDC-8: Children develop interest in books and motivation to read. 

Related Objective:  Listen for short periods of time to storybooks, informational books stories, poetry, songs and finger plays. LDC-8i 

Description of the Activity: In class, we did flannel boards for different story poems. The tools would be a poem, a board, pieces of flannel (different assorted colors), scissors, duct tape, markers, and glue. We would then cut out a large piece of flannel wrap it around the board and duct tape the sides to hold it together tight. After taping it, we would then grab different colors of flannel and create objects from the poem. For example for Five Red Strawberries, I would make 5 strawberries using red/green flannel and brown flannel for a bear and cave. 

What did you learn from this activity?: What I learned from this activity is that this is a great way for teachers to help children learn more from a story by seeing the story come to life. Children can also make their own stories by creating their own characters and making them come to life. It helps with communication and reading skills when following along with the story and performance. 

Photo of Activity/Artifact Included: The photo is shown to the left.

NAEYC Standard/Substandard with a paragraph connection between the standard and activity.: 

Standard: Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum 

Substandard: 5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge. 

The reason for choosing this standard and connecting it to the activity is its relation to art, language, and literacy. Language arts at a young age is a critical part of a child's development. This activity can help a child when having to read and make stories come to life. These activity also engages children into reading and engaging while telling the story.

Title of Activity: Green Eggs and Ham Egg Hunt 

Specific Language Arts Focus: Reading/communication skills  

NC FELD Goal and Related Objectives (this would indicate age appropriateness): 

Goal LDC-7: Children respond to and use a growing vocabulary. 

Related Objective:  Participate in or repeat familiar songs, chants, or rhymes. LDC-7i  

Description of the Activity: I created a Rhyming Egg Hunt activity Green Eggs and Ham by Dr.Seuss. The tools would be construction paper, markers (black), Green Eggs and Ham book, and scissors. We would then use the book to find 6-8 words that rhyme with each other. After finding the words, we would trace an egg on each piece of construction paper. After tracing, we would then cut out the eggs and write one word on each egg. The eggs will be spread out for children to find each matching pair with the help of the teacher and classmates.

What did you learn from this activity?: What I learned from this activity is that this is a great way for teachers to help children learn more about vocabulary and rhyming in the process. Children can also make their own activities by themselves and discover words from stories that rhyme with each other. 

Photo of Activity/Artifact Included: The photo is shown to the left.

NAEYC Standard/Substandard with a paragraph connection between the standard and activity.: 

Standard: Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum 

Substandard: 5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge. 

The reason for choosing this standard and connecting it to the activity is its relation to art, language, and literacy. Language arts at a young age is a critical part of a child's development. This activity can help a child when reading a specific story and discovering vocabulary that sounds the same and pair them together. 

Title of Activity: Cat in The Hat Rhyme Hopping Game 

Specific Language Arts Focus: Reading/communication skills  

NC FELD Goal and Related Objectives (this would indicate age appropriateness): 

Goal LDC-7: Children respond to and use a growing vocabulary. 

Related Objective:  Participate in or repeat familiar songs, chants, or rhymes. LDC-7i  

Description of the Activity: I created a Rhyming Hopping Game for The Cat in the Hat. The tools would be paper plates, construction paper, markers, scissors, the Cat in the Hat book, and sandwich bags. We would start by finding words that rhyme together in the story. After finding the words, we would grab a variety of paper plates and pieces of construction paper. We would then write one word on each paper plate. Then, fold the construction paper write one word on each square, and cut them out. The concept of the game is the child would pick a card with a word on it and would have to find the other word that rhymes and then jump to that plate.

What did you learn from this activity?: What I learned from this activity is that this is a great way for teachers to help children learn more about vocabulary and rhyming in the process. Children can also make their own activities by themselves and discover words from stories that rhyme with each other. It also helps with good motor skills when moving your body.

Photo of Activity/Artifact Included: The photo is shown to the left.

NAEYC Standard/Substandard with a paragraph connection between the standard and activity.: 

Standard: Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum 

Substandard: 5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge. 

The reason for choosing this standard and connecting it to the activity is its relation to art, language, and literacy. Language arts at a young age is a critical part of a child's development. This activity can help a child when reading a specific story and discovering vocabulary that sounds the same and pair them together. 

Title of Activity: Puppetry 

Specific Language Arts Focus: Artistic/communication skills  

NC FELD Goal and Related Objectives (this would indicate age appropriateness): 

Goal LDC-8: Children develop interest in books and motivation to read . 

Related Objective:  Listen for short periods of time to storybooks, informational books stories, poetry, songs and finger plays. LDC-8i 

Description of the Activity: In class, we created puppets that look just like us. The tools would be brown and white paper bags, glue, scissors, construction paper, colored yarn, markers, lined paper, and pencils. We would start by grabbing two paper bags and two sheets of lined paper. After grabbing the bags, we would then grab tools that match our facial features. We would then use the construction paper, yarn, and other materials to create our face. After creating our puppet, we would use the lined paper to create a story to include ourselves and other characters. 

What did you learn from this activity?: What I learned from this activity is that this is a great way for teachers to help children dive into their artistic abilities and being able to make their own story. Children will be able to bring a story to life with their own puppets and make it real.

Photo of Activity/Artifact Included: The photo is shown to the left.

NAEYC Standard/Substandard with a paragraph connection between the standard and activity.: 

Standard: Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum 

Substandard: 5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge. 

The reason for choosing this standard and connecting it to the activity is its relation to art, language, and literacy. Language arts at a young age is a critical part of a child's development. This activity can help a child when using their skills and applying it to their work. When using art and reading skills, this activity does tremendous. 

Title of Activity: Poetry Poster Boards 

Specific Language Arts Focus: Reading/communication skills  

NC FELD Goal and Related Objectives (this would indicate age appropriateness): 

Goal LDC-7: Children respond to and use a growing vocabulary. 

Related Objective:  Participate in or repeat familiar songs, chants, or rhymes. LDC-7i  

Description of the Activity: In class, we created Poetry Poster Boards for rhyming stories.  The tools would be different assorted rhyming poetry, markers, poster boards, glue, scissors, and lined cards for writing. We would first pick a poem from the list and then get two pieces of poster board. We would then grab 8-10 lined cards for writing and a black marker. We would then write each line on the lined paper until the story was completely written out. After, we would then glue them on the poster board and then draw objects shown in the poem. 

What did you learn from this activity?: What I learned from this activity is that this is a great way for teachers to help children learn more about vocabulary and rhyming in the process. Children can be able to sound out and read each word in each line. They will learn about the figurative language that is included in each. 

Photo of Activity/Artifact Included: The photo is shown to the left.

NAEYC Standard/Substandard with a paragraph connection between the standard and activity.: 

Standard: Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum 

Substandard: 5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge. 

The reason for choosing this standard and connecting it to the activity is its relation to art, language, and literacy. Language arts at a young age is a critical part of a child's development. This activity can help a child when reading a specific story and discovering vocabulary that sounds the same and pair them together. 

Title of Activity: Circle Time Binders 

Specific Language Arts Focus: Reading/communication skills  

NC FELD Goal and Related Objectives (this would indicate age appropriateness): 

Goal LDC-7: Children respond to and use a growing vocabulary. 

Related Objective:  Participate in or repeat familiar songs, chants, or rhymes. LDC-7i  

Description of the Activity: In class, we created Circle Time Binders for when we start teaching. The tools we used were white binders, markers, 29 pages of chants/songs, sheet protectors, note cards, binders for the side, white paper, and dividers. We would grab every single poetry page which equaled 29 and place them in sheet protecters. We then grabbed a sheet of white paper and a small white binder to create our cover and side. We then organized the 29 pages into different categories such as open/closing songs, movement songs, etc. 

What did you learn from this activity?: What I learned from this activity is that this is a great way for teachers to help children engage in activities and use vocabulary when participating and singing chants. They will be able to learn the words and maybe conduct the song themselves while the teacher joins. 

Photo of Activity/Artifact Included: The photo is shown to the left.

NAEYC Standard/Substandard with a paragraph connection between the standard and activity.: 

Standard: Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum 

Substandard: 5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge. 

The reason for choosing this standard and connecting it to the activity is its relation to art, language, and literacy. Language arts at a young age is a critical part of a child's development. This activity can help a child when singing chants and discovering vocabulary when doing it together as a class. 

This is my Service Learning presentation of my time with the Helps Education Fund. 

Title of Activity: "I Like To" Read Aloud Book

Specific Language Arts Focus: Reading/communication skills  

NC FELD Goal and Related Objectives (this would indicate age appropriateness): 

Goal LDC-8: Children develop interest in books and motivation to read. 

Related Objective:  Listen for short periods of time to storybooks, informational books stories, poetry, songs and finger plays. LDC-8i  

Description of the Activity: In class, we created Read Aloud books based on stories. The tools we used were white paper, markers, colored pencils, a story of our choice, velcro, a hole puncher, and rings. We would choose our story and read what the story is about. We then would grab a couple of white sheets of paper and pull out what we wanted to write our book about. We then wrote our story and drew pictures to go along with the lines we wrote. 

What did you learn from this activity?: What I learned from this activity is that this is a great way for teachers to help children engage in activities and use reading when engaging children. They are able to follow along with the story and further grasp when seeing the words. 

Photo of Activity/Artifact Included: The photo is shown to the left.

NAEYC Standard/Substandard with a paragraph connection between the standard and activity.: 

Standard: Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum 

Substandard: 5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge. 

The reason for choosing this standard and connecting it to the activity is its relation to art, language, and literacy. Language arts at a young age is a critical part of a child's development. This activity can help a child when reading a story and involving the children when learning the meaning of a story. 

Title of Activity: Alphabet Eater 

Specific Language Arts Focus: Reading/communication skills  

NC FELD Goal and Related Objectives (this would indicate age appropriateness): 

Goal LDC-12: Children begin to develop knowledge of the alphabet and the alphabetic principle. 

Related Objective:  Demonstrate an interest in learning the alphabet. LDC-12b 

Description of the Activity: In class, we created Alphabet Eaters. The tools we used were a box, tape, construction paper, glue, note cards, scissors, markers, and eyes. We would choose the type of animal or monster to display on our box after assembling it. We would then grab our construction paper and then draw our monster and its mouth out to further cut it out. We would then glue them on the box and then cut the mouth out. We then use the notecards to make uppercase letters and lowercase letters for the alphabet. 

What did you learn from this activity?: What I learned from this activity is that this is a great way for teachers to help children engage in learning the alphabet. It gives children the chance to demonstrate and see which letter to use in a sentence with grammar. 

Photo of Activity/Artifact Included: The photo is shown to the left.

NAEYC Standard/Substandard with a paragraph connection between the standard and activity.: 

Standard: Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum 

Substandard: 5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge. 

The reason for choosing this standard and connecting it to the activity is its relation to art, language, and literacy. Language arts at a young age is a critical part of a child's development. This activity can help a child when learning the alphabet and understanding how to write them and then later use them. 

Title of Activity: Alphabet Linking Chart 

Specific Language Arts Focus: Reading/communication skills  

NC FELD Goal and Related Objectives (this would indicate age appropriateness): 

Goal LDC-12: Children begin to develop knowledge of the alphabet and the alphabetic principle. 

Related Objective:  Demonstrate an interest in learning the alphabet. LDC-12b 

Description of the Activity: In class, we created Alphabet Linking Charts. The tools we used were construction poster boards, pictures, scissors, glue, markers, and a ruler. We would grab a poster board and grab a ruler to make lines. We would then grab our pictures and cut out the photos for each letter in the alphabet. We would write the uppercase and lowercase letters for each photo in each box. 

What did you learn from this activity?: What I learned from this activity is that this is a great way for teachers to help children engage in learning the alphabet. It gives children the chance to observe a word and match it to the right letter in the beginning. 

Photo of Activity/Artifact Included: The photo is shown to the left.

NAEYC Standard/Substandard with a paragraph connection between the standard and activity.: 

Standard: Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum 

Substandard: 5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge. 

The reason for choosing this standard and connecting it to the activity is its relation to art, language, and literacy. Language arts at a young age is a critical part of a child's development. This activity can help a child when learning the alphabet and understanding how to write them and then later use them. 

Title of Activity: Alphabet Match

Specific Language Arts Focus: Reading/communication skills  

NC FELD Goal and Related Objectives (this would indicate age appropriateness): 

Goal LDC-12: Children begin to develop knowledge of the alphabet and the alphabetic principle. 

Related Objective:  Demonstrate an interest in learning the alphabet. LDC-12b 

Description of the Activity: In class, we created an Alphabet Match. The tools we used were a box, tape, markers, popsicle sticks, letters, scissors, and glue. We would grab our box and grab each letter from the alphabet. We would then use the markers to write out the alphabet on the box and use the scissors to make a small hole under each letter. We would then stick the popsicle sticks into each hole corresponding with its matching letter. We would then use the hot glue to stick the letters to the popsicle sticks. 

What did you learn from this activity?: What I learned from this activity is that this is a great way for teachers to help children engage in learning the alphabet. It gives children the chance to read the alphabet hold each letter and say it on their own.

Photo of Activity/Artifact Included: The photo is shown to the left.

NAEYC Standard/Substandard with a paragraph connection between the standard and activity.: 

Standard: Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum 

Substandard: 5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge. 

The reason for choosing this standard and connecting it to the activity is its relation to art, language, and literacy. Language arts at a young age is a critical part of a child's development. This activity can help a child when learning the alphabet and understanding how to write them and then later use them. 

Here is a tutorial video demonstrating Cat in The Hat Rhyme Hop.

Title of Activity: Language Literacy Activity 

Specific Language Arts Focus: Reading/communication skills  

NC FELD Goal and Related Objectives (this would indicate age appropriateness): 

Goal LDC-12: Children begin to develop knowledge of the alphabet and the alphabetic principle. 

Related Objective:  Demonstrate an interest in learning the alphabet. LDC-12b 

Description of the Activity: In class, we did a group activity called. The tools we used were notecards with the alphabet on them, play do, and a tray. We already had our tray and we had to grab some play do. We then got different cards showing different letters of the alphabet (uppercase and lowercase). We would then use the play do to recreate the letters shown on the card.

What did you learn from this activity?: What I learned from this activity is that this is a great way for teachers to help children engage in learning the alphabet. It gives children the chance to make each letter of the alphabet on their own.

Photo of Activity/Artifact Included: The photo is shown to the left.

NAEYC Standard/Substandard with a paragraph connection between the standard and activity.: 

Standard: Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum 

Substandard: 5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge. 

The reason for choosing this standard and connecting it to the activity is its relation to art, language, and literacy. Language arts at a young age is a critical part of a child's development. This activity can help a child when learning the alphabet and understanding how to write them and then later use them. 

In class, we did Interactive Reading Literacy Websites as a group activity. We were given different links to choose from and explore.