Receptive language, Expressive language, Awareness of differences in sounds
Toddlers participate in a shared book reading focused on sounds made by farm animals.
[Invite several toddlers to join you to read a book. Show the cover of the book. Point to the picture on the cover as you introduce the book.]
Our book is about a cow. Do you see the brown cow on the cover of our book?
[Pause for verbal or nonverbal responses.]
A cow says “moo.” Let’s all say “moo” like a cow!
Our book is about animals that live on a farm.
What animals do you think we will see in our book?
[Pause for toddlers to respond. Repeat and extend each response. Example: “Camila said ‘oink, oink!’ A pig says ‘oink.’ Camila thinks there will be a pig in our book! Let’s read our book and find out!”
Open the book and hold it for each toddler to see. Ask toddlers about the picture and respond positively to each reaction. Example: “Yes, you see a baby, Emily! This is a baby cow. It is called a calf.”
Read the first page aloud.]
I wonder what animal will be on the next page.
Let’s turn the page and see!
[Pause for toddlers to look at the new picture.]
This animal makes a “baa, baa” sound. Let’s all make a “baa, baa” sound!
[Encourage toddlers to make a “baa, baa” sound. Repeat the sound several times for toddlers to mimic.]
This animal is called a black sheep! Have you ever seen a sheep?
[Continue to read and talk about the pictures in the book using strategies, such as the following, to engage toddlers in the book:
We looked at pictures of animals that live on a farm. Animals make different sounds. We practiced making some of the sounds that animals make. The kitty in our book has lots of animal friends on the farm! What animal sound should we make again?
Toddlers will likely enjoy making some of the animal sounds with you. Provide sufficient time for toddlers to make animal sounds that seem to be of special interest. Repeat the sound and encourage toddlers to make the sound you make. The pictures of the animal mothers with their babies will be of interest to some toddlers. Toddlers are not expected to remember or recite the names of the baby animals, but using new words during a book reading increases toddlers’ awareness of different words attached to different animals.
Notice what animals are of interest to toddlers and spend more time talking about these animals. Use rich language to describe the animals, including color, characteristics, behavior, and sounds. Talking with toddlers about what they see in the book can further develop their language skills. Some toddlers will participate vocally. Others may prefer to watch and listen. Positively recognize each toddler’s participation. Example: “I see Lucas looking closely at the picture of the duck in our book. Lucas, do you like ducks?”
Extra support
Enrichment
Receptive language, Expressive language, Awareness of differences in sounds
Toddlers participate in a shared book reading that includes a song about farm animals of interest to the toddlers.
Invite several toddlers to read the book Moo Moo, Brown Cow. Talk with toddlers about the animals and their sounds on each page. Look at the pictures of the mothers with their babies and provide the names of the baby animals. After reading the book, invite toddlers to join you in singing a song about animals on a farm. Include in the song some animals featured in the book that seemed to be of particular interest to the toddlers. Hold the book open for toddlers to see the picture of the animal as you sing. Sing “Old MacDonald Had a Farm,” substituting a toddler’s name in place of “Old MacDonald.” Sing as many verses as there are toddlers in your gathering, so each toddler’s name is used once in the song. Encourage toddlers to join you in singing some of the words and animal sounds.
Many toddlers will be familiar with this song and will likely join in singing some of the words and making the animal sounds. Toddlers enjoy hearing their name in a song and will be delighted to hear this special version. Some toddlers will join in the familiar parts, whereas others may prefer to listen to you sing. Recognize the participation of each toddler, whether he/she sings some of the song or connects with the song by listening.
Extra support
Enrichment
Receptive language, Expressive language, Awareness of differences in sounds
Toddlers participate in book-focused play with farm animal figures, blocks, and a barn.
Be Prepared: Arrange the barn, blocks, and farm animals on a low table. Encourage play and exploration by placing some of the animals in the barn, some on top of blocks, some in groups, and some alone.
Invite two toddlers to join you in looking at the two books about farm animals. Talk with the toddlers about some of the animals and their sounds in the Moo Moo, Brown Cow book. In the Big Red Barn book, emphasize how the animals come out of the barn during the day and go in the barn at night.
Introduce the farm materials and invite toddlers to play at the table. Encourage toddlers to interact with the farm animals, and to consider the different sounds their animals make as they play. Some toddlers may enjoy moving animals in and out of the barn. You may wish to remind toddlers that there are enough animals for everyone, and that the barn belongs to all the animals, so both toddlers can play. Talk with each toddler about his/her ideas and describe what each is doing with blocks and animals. Examples: “I can see you are putting your animals in the barn. You have a cow, a horse, and a pig! What are your animals going to do in the barn?” “Your animals are out of the barn near the blocks. What would you like to build for your animals?”
During this activity, use questions that encourage more than a yes or no response. Examples:
Repeat and extend each response. Examples:
Here is an example of extending a toddler’s nonverbal communication:
Pretend play with animal figures may be new for some toddlers. Arranging the play space in a pleasing way will encourage toddlers to explore and interact with the materials. Some toddlers will enjoy playing with the farm animals, whereas others may prefer to build with the blocks. Some toddlers may “act out” parts of the books, such as going in and out of the barn. Encourage toddlers to interact with the materials in the ways that they choose. Pay attention to opportunities to connect toddlers’ play to one or both of the books reviewed at the beginning of the activity.
Look for opportunities to talk with a toddler about his/her plans. Example: “I can see you are lining your animals up. What are your animals doing in the line?” Also, toddlers’ use of the toy animals and barn is a good time to look for opportunities to help toddlers become aware of the concepts of in and out.
Extra support
Enrichment
Materials Needed: Moo Moo, Brown Cow by Jakki Wood, farm animal figures, two sets, assortment of blocks
Place the farm animal figures in the block area and invite several toddlers to play. Toddlers may want to build a barn or house for the animals or interact with the materials in different ways. Toddlers may enjoy hearing the book read while they interact with the animals. Encourage language use by talking with toddlers about their ideas and actions as they play.
Materials Needed: Moo Moo, Brown Cow by Jakki Wood
This book can be enjoyed by children of all ages. Read the book and encourage children to make the different animal sounds. Talk with children about the names of the baby animals, especially unfamiliar names or animals. Invite children to make the sounds of both adult and baby animals, using louder sounds for the big animals and quieter sounds for the baby animals. Babies may enjoy holding an age-appropriate farm animal during the activity.
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