Describing Objects

WALT (We Are Learning To)

• Use adjectives to describe objects clearly.
• Practise describing objects using the Touch Chat device.
• Build vocabulary related to object attributes such as colour, size, and texture.

Curriculum Alignment

• Learning Area: Languages – English (Oral Language strand) – Years 0-1 (Preschool equivalent)
• Relevant NZ Curriculum Learning Objectives & Competencies:
  • Develop oral language skills by describing familiar objects and their attributes using descriptive adjectives (Te Mātaiaho English 0-6 Curriculum).
  • Use precise vocabulary and simple sentence structures to communicate descriptive information (including adjectives for colour, size, texture).
  • Engage in interactive communication using technology to support language development (Communicating ideas and information strand).
  • Foster confidence and positive identities as communicators through interactive practice.
  • Support inclusion through differentiation strategies and scaffolds such as visual aids, sentence stems, and tactile learning.

Time Allocation: 30 minutes

Class Size: 2 preschool students

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Lesson Breakdown

1. Welcome and Introduction (5 minutes)

• Activity:
  Brief greeting and introduction to the session. Use simple language:
  "Today we are learning to describe things using words like big, small, red, soft, and hard."
• Teacher talks about the device (Touch Chat) and explains that it will help us describe objects.
• Show two or three objects that are easy to describe (e.g., a red ball, a big teddy, a soft cloth).

Differentiation: Use clear, slow speech and gestures to support understanding.
Dyslexia-friendly: Use pictures and concrete objects rather than text.

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2. Vocabulary Introduction with Objects (7 minutes)

• Activity:
  Show each object one at a time and name key descriptive adjectives:
  • Colour (red, blue, green)
  • Size (big, small)
  • Texture (soft, hard)
• Use Touch Chat device to model how to select words.
• Use sentence stems visually displayed on a board or tablet (e.g., "The ball is ___", "It is ___ colour.").

Differentiation: Provide physical objects for tactile exploration to engage multisensory learning. Offer sentence stems visually for children who need support in forming sentences.
Dyslexia-friendly: Use high-contrast images, minimal text, and repeat vocabulary clearly.

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3. Guided Practice Using Touch Chat Device (10 minutes)

• Activity:
  Each student practices describing objects using the device.
  • Teacher presents an object to Student 1; Student 1 uses device to describe it aloud.
  • Teacher models full description if needed, using sentence stems.
  • Repeat with Student 2.
• Encourage use of at least two descriptive adjectives per object (e.g., "The teddy is big and soft.").
• Provide positive feedback and gentle corrections, scaffold with visual aids if necessary.

Differentiation: For students with more limited verbal skills, focus on one adjective and gradually build up. For advanced learners, encourage adding multiple descriptors.
Dyslexia-friendly: Limit the number of choices on the device per turn to prevent overload. Provide picture supports for each adjective.

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4. Interactive Game: "Guess the Object" (5 minutes)

• Activity:
  Teacher describes an object using adjectives without naming it, e.g., "It is small, round, and red."
  Students guess the object and describe it themselves using the device or words.
• Swap roles: Students describe objects, teacher guesses.

Differentiation: Use objects familiar to the children to support comprehension. Offer sentence stems for the guessing phase.
Dyslexia-friendly: Use clear, simple vocabulary and repeat descriptions as needed.

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5. Reflection and Wrap-Up (3 minutes)

• Recap what was learned: "We used words to say what objects are like - big, small, soft, hard, red, and blue."
• Praise students for their efforts using the device and in speaking.
• Invite students to share what their favourite adjective is or to describe an object they like at home.

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Assessment

• Formative:
  Observe students’ ability to use adjectives in their descriptions and their confidence in using the Touch Chat device during activities.
• Check for emerging ability to combine at least two adjectives in simple sentences.
• Provide oral feedback and note areas needing further support or extension.

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Resources

• Touch Chat device loaded with vocabulary and sentence stems
• Physical objects: variety of sizes, colours, and textures (ball, teddy, cloth, block)
• Visual sentence stems on board or tablet
• Picture cards for adjectives
• Quiet, distraction-free environment suitable for small group interaction

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Additional Notes

• Encourage cultural inclusivity by inviting children to share familiar objects from their own backgrounds when applicable.
• Scaffold language learning with repeated modelling, clear visuals, and tactile experiences consistent with the New Zealand Curriculum’s emphasis on inclusive, explicit language teaching【4:0,2†Te Mataiaho English Single Page.pdf】.
• Use positive self-talk and encouragement strategies to build students' metacognition and self-confidence in communication【4:7,19†Te Mataiaho English Single Page.pdf】.
• Keep activities dynamic and engaging to match preschool attention spans and developmental levels.

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This plan exemplifies deliberate, inclusive teaching aligned with the refreshed NZ Curriculum, addressing language development with assistive technology, and embracing diversity in learning styles and needs.

Please contact me if you want me to prepare materials like visual sentence stems or Touch Chat vocabulary sets!