Building on relevant research concerning the play-literacy relationship, the social-semiotic theory of multimodality, and the notion of embodiment, this article seeks to explore the possibilities of children's play as a meaningful context for literacy practices and, more importantly, of play itself as a form of literacy practice. This article presents a descriptive and interpretive analysis of a video-taped, play-literacy event at home to explore socio-cultural as well as multimodal aspects of a preschooler's meaning-making processes. Particularly, this article focuses on how one preschooler strategically selects, switches, and combines particular semiotic modes available in the situated play--literacy activity, in order to express his understanding of his social world and intended meanings while also highlighting the roles of family members in this process.