Overview

This 120-minute lesson for Kindergarten (Year K) students focuses on developing foundational listening and speaking skills through a "Show and Tell" activity. Students will bring or be given an item to present to the class, practise sharing information about it, asking questions, and listening respectfully to peers. The lesson supports the NSW English Curriculum outcomes for oral language at early stages.

Curriculum Links

Content Descriptions (NSW English K-2 Syllabus)

• ENe-8A: Engage in conversations and discussions, using active listening behaviours and showing an awareness of the need to take turns and use appropriate volume and tone.
• ENe-9A: Participate in guided group discussions, responding to others’ questions and comments.
• ENe-10B: Use interaction skills including turn-taking, speaking clearly and using appropriate volume and pace.

Achievement Standards

By the end of Kindergarten, students:

• Use spoken language to share ideas, listen to others and ask/respond to questions in familiar contexts.
• Engage in shared activities to communicate meaning through talk and respond to peers.

These align with the oral language foundations of the "Foundations of Literacy Fun" unit, lesson 6, .

Learning Objectives

By the end of this lesson, students will be able to:

1. Speak clearly and confidently about an object/item they bring or select for "Show and Tell."
2. Listen attentively to classmates, demonstrating understanding through follow-up questions.
3. Use turn-taking and polite language during sharing.
4. Provide simple positive feedback to peers.
5. Support peers who need encouragement, allowing for differentiated learning.

Class Profile

• 17 students, mixed levels of oral language ability.
• Differentiation will ensure below-level learners are paired with peers for scaffolding.
• Above-level learners encouraged to expand their sharing through elaboration and descriptive language.

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Lesson Plan Details

Time	Activity	Description	Resources	Notes
10 mins	Welcome & Circle Gathering	Settle students in a circle. Introduce the purpose of show and tell. Discuss listening and speaking rules (e.g., looking at speaker, hands in lap, wait for turn, speak clearly).	Visual chart with class rules.	Use visual prompts and clear modelling.
15 mins	Modelled Demonstration	Teacher models "Show and Tell": presents an item, describes it briefly, and asks two fitting questions to the class to demonstrate interaction.	Teacher’s chosen object.	Highlight turn-taking and listening behaviours explicitly.
10 mins	Sentence Starters Introduction	Display simple sentence starters to support sharing and questioning (e.g., "My item is...", "I like it because...", "What is your favourite…?"). Practice these with choral repetition.	Sentence starter cards.	Supports oral language development and confidence.
50 mins	Show and Tell Presentations (Part 1)	Half the class (8-9 children) take turns sharing their item using sentence starters. Peers practice active listening and ask one question each following the presenter. Teacher monitors interaction, prompts as needed.	Students’ items.	Pair below-level learners with supportive peers. Scaffold as needed.
10 mins	Movement Break	Short movement/stretch break to keep engagement high. Suggest a fun song or simple stretch routine.	Music or timer.	Keeps students refreshed for second half of lesson.
50 mins	Show and Tell Presentations (Part 2)	Remaining students present, following the same process. Encourage above-level learners to add more detail or extra facts about their item.	Students’ items, sentence starters.	Teacher facilitates and supports peer questions.
10 mins	Peer Feedback & Reflection	Students share one thing they enjoyed learning from a classmate’s presentation. Introduce simple feedback such as "I liked when you said…", "That was interesting because…".	Smiley face stickers or thumbs up cards for positive reinforcement.	Reinforces respectful listening and empathy.

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Teaching Strategies & Differentiation

• Paired Support: Below-level speakers paired with confident peers who can help prompt ideas and questions.
• Sentence Starters: Visual aids scaffold oral language production.
• Teacher Prompting: Encourage quieter students with direct but gentle prompts and encouragement.
• Extension: Above-level learners asked to share additional details or answer more complex questions.
• Positive Reinforcement: Use praise and peer stickers to motivate participation.

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Assessment: Formative

• Observation of student participation and use of interaction skills (turn-taking, volume, clarity).
• Checklists to track individual student ability to speak about their item and listen/respond to questions.
• Peer feedback activity to assess understanding and respectful listening.

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Resources Needed

• Items from students (or teacher-provided collection if items forgotten)
• Visual chart for listening and speaking rules
• Sentence starter cards/charts
• Feedback tools (stickers, cards)
• Timer or music for movement break

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Summary

This lesson builds foundational oral language through a fun, hands-on activity familiar to young learners. It integrates NSW Curriculum outcomes by focusing on interaction skills, clarity of speech, active listening, and respectful communication. Differentiation supports all learners while encouraging confidence and self-expression.

By facilitating an inclusive and well-structured "Show and Tell," students begin to see themselves as capable communicators and active listeners — crucial building blocks for literacy success.

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Prepared aligned to NSW Early Stage 1 English outcomes and the "Foundations of Literacy Fun" unit requirements.