Continuing with our series on using everyday objects for language. On Week 10 we will focus on all things kitchen tools. We will have 4-5 activities and crafts to complete throughout the week. My goal is to keep it simple and use only items you likely already have or can substitute easily.
Get the Packet
In this packet you will find:
- 4 Crafts/ Activities with 2 visual directions that make it easy for your child to follow along (and help retell after!)
- 4 Kid Friendly Recipes with Visual Directions
- 6 worksheets for additional practice/creativity
- Sensory Bin Inferencing Cards
- 1 Social Narrative on Helping in the Kitchen
Schedule
Monday: Kitchen Sensory Bin
Tuesday: S’Mores Trail Mix Recipe
Wednesday: Apple Volcano Science Experiment
Thursday: Very Berry Smoothie Recipe
Friday: English Muffin Pizzas Recipe
Saturday: Kitchen Tool Monsters
CHECK OUT OUR FAVORITE KITCHEN BOOKS and KITCHEN TOOLS TO PAIR WITH THIS WEEK
Kitchen Sensory Bin
Materials Needed:
- Bin/Dish/Pot
- Filler (Black Beans or Pasta would be great for this week’s theme)
- Kitchen Tools (measuring cups and spoons, spatula, ramekin, whisk, funnel, etc.)
How to Use for Language
- If you are new to the world of sensory bins and your child is young- I strongly encourage you to read How to Introduce Sensory Bins to Your Toddler before getting started.
- Requesting: Put the sensory bin just out of reach but in line of your child. Have them request (pointing, “want”/”(item name)”, “I want”, “I want ______ please”) based on their level of communication. Then add 1 word to it (this is called language expansion). Periodically as they play do this over and over- putting the lid on, holding onto the tool so they have to request, moving just out of reach, etc.
- Labeling Vocabulary: As the child finds the different objects (typically theme related- here it is tools) have the name the item. If they don’t say the name, label it and have them try to imitate.
- Expanding Words to Phrases/Phrases to Sentences: Once your child knows the vocabulary you can expand to a phrase (or phrase to sentences). Use a repetitive sentence (it can be different every time you use this sensory bin) to practice making phrases/sentences. Some possibilities:
- “Found Whisk”/ “I found a whisk”
- “Got measuring cup”/ “I got a measuring cup”
- “See spatula”/ “I see a spatula”
- “It ramekin”/ “It is a ramekin!”
- Identifying Vocabulary & Following Directions:
- Print out the picture cards from the packet and see if your child can match the tools to its picture as they find them.
- Level 1 (1 year olds): “Find the ______” (naming the item). See if the child can find it then have them name it.
- Level 2 (2 year olds +): “Find something that has a long handle and wide rounded end. It is made of wood or plastic and used to scoop up food.” Give details as clues for the child to make the inference and find the described object. Don’t want to come up with this on your own? Grab my pre-made clues in the packet HERE!
- Level 3 (2-3 year olds +): Have them put the items in the sensory bin. “Put the teaspoon above the measuring cup”. “Put the spatula next to/beside the ladle”. If you want to work on prepositions with your 1 year old, start with “put in, take out”.
- Describing: As your child picks up each item have them describe it by talking about what it looks and feels like. If this is easy for them have them tell your more about what they know about each items (parts, category, what it does, sounds it may make, where you find it, etc.). If your child is still at the labeling stage you can model this every time they name an item found so they are hearing this language skill in action.
Exploring Independently 
Object Matching
S’Mores Trail Mix Recipe
Materials Needed:
- Bowl
- Spoon
- Measuring Cup
- Recipe with Visual Directions
Ingredients Needed:
- Mini Marshmallows
- Chocolate Chips
- Golden Grahams (Teddy Grahams work too)
- Mini Pretzels
Directions
- Gather all ingredients. Let your child help you with this. Name the areas of your kitchen you find each one in “Get the bowl in the cabinet. Now let’s get the marshmallows in the pantry. etc”. Set all up on the counter or table (“put it on the table/counter”).
- Read the visual directions all the way through out loud, pointing to each picture. If your child is using sentences point to each picture afterwards and have them tell you again what is going to happen (to practice task planning and organizing!).
- “Get the bowl”. Let your child get the bowl. If they don’t do it after a short pause, point to the bowl and repeat direction.
- “Get the pretzels”. If they don’t do it after a short pause, point to the pretzels and repeat direction. Using the measuring cup, point to the 2 and say “pour 2 cups”. When you get to the 2 say “Stop! We have 2 cups (pointing to line and holding up 2 fingers).” “Put in bowl” (then add pretzels to bowl).
- “Get the marshmallows”. If they don’t do it after a short pause, point to the marshmallows and repeat direction. Using the measuring cup, point to the 1 and say “we need/pour 1 cup”. When you get to the 1 say “Stop! We have 1 cup (pointing to line and holding up 1 finger).” “Put in bowl” (then add marshmallows to bowl).
- “Get the chocolate chips”. If they don’t do it after a short pause, point to the chocolate chips and repeat direction. Using the measuring cup, point to the 1 and say “we need/pour 1 cup”. When you get to the 1 say “Stop! We have 1 cup (pointing to line and holding up 1 finger).” “Put in bowl” (then add chocolate chips to bowl).
- “Get the Golden Grahams”. If they don’t do it after a short pause, point to the Golden Grahams and repeat direction. Using the measuring cup, point to the 2 and say “we need/pour 2 cups”. When you get to the 2 say “Stop! We have 2 cups (pointing to line and holding up 2 fingers).” “Put in bowl” (then add Golden Grahams to bowl).
- “Get the spoon”. If they don’t do it after a short pause, point to the spoon and repeat direction. “Mix it up. Go around and around”. Model one time then let your child try to mix.
- Make a serving to eat for snack and enjoy while having a great conversation! Later offer to share it with someone and have your child practice telling them how you made it together.
Apple Volcano Experiment
Materials Needed:
- Pan/Dish
- Apple
- Knife/Corer
- Measuring Spoon
- Baster
- White Vinegar
- Baking Soda
- Food Coloring
- Dish Soap
- Visual Directions
Directions
- Gather all ingredients. Let your child help you with this. Name the areas of your kitchen you find each one in “Get the dish in the cabinet. Now let’s get the apple from the fridge. etc”. Set all up on the counter or table (“put it on the table/counter”).
- Parent/Caregiver: Core the apple using the knife or corer. Show the child the stem, label it, and say “I cut off”. Label the item used to do so and say “cut” with every move.
- Once the top/stem of the apple is off take a moment to label and observe: the outside vs. inside color, seeds inside, juice coming out, etc..
- “Put apple in (middle/center of) pan”. If they don’t do it after a short pause, point to the middle of pan and repeat direction.
- “Get teaspoon” If they don’t do it after a short pause, point to the teaspoon and repeat direction. “Put in baking soda”. Dump teaspoon of baking soda “in apple”.
- “Get dish soap”. If they don’t do it after a short pause, point to the dish soap and repeat direction. “Put 1 drop in apple (hold up 1 finger)”.
- “Get food coloring”. Let child choose one color (by pointing or naming). “You want _____. Put 3 drops of ____ in apple (hold up 3 fingers)”.
- Mix ingredients together inside apple.
- “Get baster”. If they don’t do it after a short pause, point to the baster and repeat direction. “This is a baster”
- “Put baster in vinegar. Squeeze and watch” (baster should fill). “It is full! Now squeeze it out in apple” (you may have to help guide tip to apple).
- Sit back and watch what happens. “Look! It is foaming. Wow! There’s green lava coming out of the apple! etc.”
- Let your child do this as many times as you want trying out different colors.
Very Berry Smoothie Recipe
Materials Needed:
- Blender
- Measuring Cup
- Glass(es)
Ingredients Needed:
- Yogurt
- Blueberries
- Strawberries
- Raspberries (or Blackberries)
- Spinach
Directions
- Gather all ingredients. Let your child help you with this. Name the areas of your kitchen you find each one in “Get the blender in the pantry. Now let’s get the blueberries from the fridge. etc”. Set all up on the counter (“put it on the counter”).
- Parents/Caregiver- precut strawberries OR let your child help by using the vegetable cutter (see my favorite kitchen tools for ours).
- “Get Spinach”. If they don’t do it after a short pause, point to the spinach and repeat direction. “Put a handful in blender”.
- “Get strawberries”. If they don’t do it after a short pause, point to the strawberries and repeat direction. Using the measuring cup, point to the 1 and say “we need 1 cup”. When you get to the top say “Stop! We have 1 cup (pointing to line and holding up 1 finger).” “Put in blender” (then add strawberries to blender).
- “Get blueberries”. If they don’t do it after a short pause, point to the blueberries and repeat direction. Using the measuring cup, point to the 1 and say “we need 1 cup”. When you get to the top say “Stop! We have 1 cup (pointing to line and holding up 1 finger).” “Put in blender” (then add blueberries to blender).
- “Get raspberries”. If they don’t do it after a short pause, point to the raspberries and repeat direction. Using the measuring cup, point to the 1 and say “we need 1 cup”. When you get to the top say “Stop! We have 1 cup (pointing to line and holding up 1 finger).” “Put in blender” (then add raspberries to blender).
- “Get yogurt”. If they don’t do it after a short pause, point to the yogurt and repeat direction. Using the measuring cup, point to the 1 and say “we need 1 cup”. When you get to the top say “Stop! We have 1 cup (pointing to line and holding up 1 finger).” “Put in blender” (then add yogurt to blender).
- “Put lid on top (blender”.
- “Push” and show them the button to press. Blend until smooth. While the ingredients are blending, talk about the loud sound from the blender, what is happening as time goes on, and the colors and textures it changes to.
- “Pour in cup” (with supervision!) and “drink up!”.
English Muffin Pizza Recipe
Materials Needed:
- Toaster Oven
- Spoon/Spreading Knife
- Plate
- Visual Recipe Directions
Ingredients Needed:
- English Muffin
- Pizza Sauce
- Cheese
- Mini Pepperonis (or other toppings of choice)
Directions
- Gather all ingredients. Let your child help you with this. Name the areas of your kitchen you find each one in “Get the English Muffins from the pantry. Now let’s get the spoon/knife from the drawer. etc”. Set all up on the counter or table (“put it on the table/counter”).
- Read the visual directions all the way through out loud, pointing to each picture. If your child is using sentences point to each picture afterwards and have them tell you again what is going to happen (to practice task planning and organizing!).
- “Get the English Muffin”. If they don’t do it after a short pause, point to the English Muffins and repeat direction. Parent: Cut the English Muffin in half. Then, “Put it on pan”.
- “Get the pizza sauce”. If they don’t do it after a short pause, point to the pizza sauce and repeat direction. “Open it up”. Then “Spread sauce on top with spoon” If your child does not begin soon, model for them and let them do a scoop of sauce.
- “Get the cheese”. If they don’t do it after a short pause, point to the cheese and repeat direction. “Sprinkle cheese on sauce”. If your child does not begin soon, model for them and let them do add cheese.
- Label again the topping choices and ask your child what toppings they want. “Put _____ on to of cheese”.
- “Put it in toaster oven”. Parents- turn oven on and let your child help you put away ingredients while you wait on English Muffin pizzas to be ready.
- When finished, parent/caregiver pull out the pizza. “Look! The Cheese melted. See the steam? It is hot!”
- Once the item cools, enjoy together!
Kitchen Tool Monsters
Materials Needed:
- Paper
- Paint
- Kitchen Tools (Potato Masher, Meat Tenderizer, Ladle, Spatula, etc.)
- Marker
- Googly Eyes
- Visual Directions
Directions
- Gather all ingredients. Let your child help you with this. Name the areas of your kitchen you find each one in “Get the paint from the cabinet. Now let’s get the potato masher from the drawer. etc”. Set all up on the table (“put it on the table”).
- Read the visual directions all the way through out loud, pointing to each picture. If your child is using sentences point to each picture afterwards and have them tell you again what is going to happen (to practice task planning and organizing!).
- Let your child choose 1-3 colors of paint. “What paint?” If they point, say “you want red/yellow/blue/etc.”.
- Label the tools again and let your child select a tool. Have them try to imitate the name of the tool.
- “Put _____(kitchen tool) in paint.”
- “Press tool on paper”. Repeat this until paper is filled with the number of monsters your child wants.
- “Now it has to dry. Let’s clean the (name tools) and put paint away”. (Let your child be involved in this- they love doing anything in water)
- Once the paint as dried say “Monsters need eyes. Get the eyes.” “Glue eyes on paint”
- Then “Let’s add some arms and legs. Get the marker. Give the monsters arms and legs”.
Our Favorite Things for Helping in the Kitchen:
Our Favorite Books Related to the Kitchen:
I hope you have enjoyed our week of all things tools and your child has expanded their vocabulary! If you want even more “worksheets” for your child to use during this week you can find my kitchen tools unit with additional activities, crafts, and worksheets HERE. Check out Kitchen Week Story Highlights on Instagram for more on each of these activities.
Follow us on Instagram at @Languageandplaydates this week to see how we use these activities to increase language no matter your child’s age!
This is part of a 12 week series. Check out some of the previous weeks:
Want ALL of the packets with the visual directions? Grab the bundle HERE!
Language and Play Dates 