Asking Questions

Early Language Exploration

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Duration

30 minutes

Students

2 preschool students

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WALT (We Are Learning To)

• Form and ask simple questions using our Touch Chat device.
• Use new words to explore ideas and ask about our world.
• Listen carefully and respond to our friend's questions.

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Curriculum Links

• English Learning Area, Te Mātaiaho (English in the NZ Curriculum Refresh)
  • Developing oral language skills: using simple questions to communicate ideas
  • Interpersonal communication: actively listening and responding respectfully
  • Vocabulary and sentence structure development: using specific nouns and verbs relevant to everyday life and experiences
• Key Competencies (NZ Curriculum)
  • Relating to others: turn-taking and using communication respectfully
  • Using language, symbols, and texts: use the Touch Chat device as a communication tool
  • Thinking: ask questions to clarify and understand

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Learning Objectives (Aligned to NZ Curriculum Refresh)

By the end of this lesson, students will:

• Be able to use basic question words (who, what, where) on the Touch Chat device.
• Understand the purpose of asking questions to learn more or show interest.
• Practise asking and answering simple questions in a supportive setting.
• Build confidence in using communication technology alongside spoken language.

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Lesson Outline & Activities

Time	Activity	Description	Differentiation & Supports
0–5 mins	Welcome & Intro: WALT	Greet students warmly; explain today's learning goals using simple language and visuals.	Use picture cards showing question words (who, what, where). Use Touch Chat icons.
5–10 mins	Modelled Question Asking	Teacher demonstrates forming and asking questions on the Touch Chat device (e.g., "What is this?").	Use clear slow speech; highlight question icons on device; repeat key phrases.
10–15 mins	Guided Practice: Turn-taking	Students take turns to ask each other simple questions using the device, supported by visual prompts.	Provide sentence stems; verbal prompts; allow gestural responses as needed.
15–20 mins	Interactive Story Time	Use a simple storybook with images to prompt question asking (e.g., "Who is this?", "Where is the cat?").	Dyslexia-friendly: use large clear fonts, spacing, and engaging images. Provide sentence stems.
20–25 mins	Role Play: Question Game	Set up a play scenario (e.g., café or home corner). Students use Touch Chat to ask questions to order or gather information.	Visual supports with familiar objects; modelling questions first; support with gesture or voice.
25–30 mins	Reflection & Feedback	Recap learning with students; praise their efforts; encourage sharing favourite questions asked.	Use simple positive language; visuals for reflection; encourage pointing or using device icons.

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Differentiation Strategies

• Use gentle repetition and multiple modelling to support understanding.
• Visual scaffolds (icons, question word cards) to help memory and comprehension.
• Sentence stems like "What is…?", "Who is…?" to aid language production.
• Allow responses through speech, device selection, gestures, or picture pointing to accommodate communication preferences.
• Encourage turn-taking and give time for processing questions and answers.

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Dyslexia-Friendly Reading & Communication Tips

• Present all text and icons with high contrast and clear fonts.
• Use short, simple sentences; avoid complex vocabulary.
• Offer verbal and visual prompts paired with Touch Chat icons.
• Provide tactile or interactive elements to engage multiple senses.
• Encourage students to repeat questions aloud to build phonological awareness.

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Assessment (Informal, ongoing)

• Teacher observations during activities: note ability to select question icons correctly.
• Listen to students’ attempts at question formation and responses for appropriate use and turn-taking.
• Use checklists to track each student’s engagement and confidence asking questions on the device.
• Provide immediate, positive feedback and support next steps for development.

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Resources

• Touch Chat device with programmed question icons (who, what, where).
• Flashcards with question words and pictures.
• Simple storybooks with vivid images.
• Role play props (toy food, menus, household items).
• Visual sentence stems chart.

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This lesson aligns with the English curriculum goals of developing communication skills via multimodal language use, scaffolding language for oral interaction, and fostering learner agency through technology integration, mindful of inclusive practice and cultural sensitivities as emphasised in the New Zealand Curriculum Refresh (Te Mātaiaho),.

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This plan empowers young learners to grow confident communicators using both technology and traditional language skills in a manner suited to their developmental level and the NZ curriculum framework.