Everyday Actions

WALT (We Are Learning To)

• Recognise and name common verbs related to everyday actions.
• Use these verbs to communicate simple ideas about daily activities.
• Build oral language skills through interactive activities.

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Curriculum Alignment

New Zealand Curriculum Refresh – Languages Strand (Level 1, Preschool/Year 0-1 equivalent)

• Communication Focus: Developing oral language skills – learning to communicate thoughts, ideas, and experiences through familiar vocabulary and simple sentences.
• Key Competencies:
  • Communicating: Expressing ideas clearly, listening, and responding appropriately.
  • Using language: Learning precise vocabulary—especially verbs related to personal and daily contexts—to build foundational language for interaction.
• Learning Objectives:
  • Use accurate nouns and verbs related to themselves and daily life (e.g., verbs like eat, wash, play).
  • Engage in basic conversations using these verbs in context.
  • Use gestures and visuals to support meaning.
• Standards:
  Engage in conversations, understand and use everyday action words, begin to form simple sentences using verbs (Te Mātaiaho English in NZ Curriculum, years 0-6).

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Lesson Duration

30 minutes
Class size: 2 students (allows for personalised attention and interaction)

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Materials Needed

• Picture cards showing simple daily actions (e.g., eat, sleep, play, wash, jump, read)
• Touch Chat app or AAC device preloaded with verbs related to daily actions
• Simple props (toy food, toothbrush, ball)
• Visual timetable with images representing daily routines
• Dyslexia-friendly word cards: large, clear font, spaced text, accompanied by pictures

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Lesson Outline

Time	Activity	Description	Differentiation and Dyslexia Friendly Strategies
0–5 minutes	Welcome and Warm-Up	Greet students using simple sentences: "Good morning! Let’s talk about what we do every day."	Use clear, slow speech with expressive gestures to aid understanding. Model the sentences before expecting responses.
5–10 minutes	Introduce Everyday Action Verbs	Show picture cards of verbs (e.g., eat, sleep, play). Model the word and action. Students repeat and mimic.	Use multi-sensory input — say the word, show the picture, model the action. Use AAC devices for students to hear and select words. Use colour-coded cards for clarity (e.g., green for verbs).
10–15 minutes	Use Verbs in Context – Role Play	Using props, role-play simple daily routines (e.g., "I eat," "You wash," "We play"). Use AAC/touch chat to select verbs and build sentences.	Scaffold sentences with sentence stems on cards: "I can ___." Provide physical prompts if needed. One student plays role, the other describes. Turn-taking encouraged.
15–20 minutes	Interactive Touch Chat Practice	Students use Touch Chat app to choose and say verbs related to their own daily actions. Teacher prompts with questions like “What do you do in the morning?”	Provide sentence stems on the app or printed cards. For students with reading challenges, use pictures beside words on the app and dyslexia-friendly fonts on printables.
20–25 minutes	Matching Game	Match verb pictures with written/dyslexia-friendly word cards. Encourage saying the verb aloud as they match.	Use high-contrast cards and large fonts. Allow tactile matching for sensory learners. Give extra time for each response; model correct pronunciation repeatedly.
25–30 minutes	Reflection and Wrap-Up	Recap learned verbs with a simple chant or song including the action verbs. Praise participation and encourage use of verbs tomorrow.	Use repetition and simple language. Visual cues during song. Offer positive reinforcement and reassurance.

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Assessment and Feedback

• Formative Assessment:
  Monitor students’ ability to recognise and say verbs during activities. Use prompts and prompts fading – if the student struggles, offer more support or cues and praise attempts.
• Peer Assessment:
  Students can encourage and cheer each other during role-play, building confidence in speaking.
• Self-Reflection:
  Ask simple questions like "Can you show me the 'eat' card?" or "What do you like to do every day?" allowing non-verbal or verbal responses.

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Differentiation for Diverse Learners

• For students with speech difficulties or emerging English:
  Emphasise use of AAC device; allow non-verbal responses such as pointing or gesturing.
• For students with learning difficulties/dyslexia:
  Use dyslexia-friendly fonts and visual supports. Keep sentences short and simple. Use consistent colour coding for verbs.
• For advanced learners:
  Encourage construction of short phrases using verbs plus nouns (e.g., “I eat apple.”). Use sentence stems to support expansion.

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Justification

This lesson plan aligns with the New Zealand Curriculum Refresh for Languages by focusing explicitly on oral language development through vocabulary acquisition related to daily activities, critical for preschool learners. It integrates the key competencies of communication and language mastery, scaffolds learning with visual and tactile supports, and uses technology (Touch Chat) to support diverse learner needs including AAC users. The plan builds foundational verbs and oral sentence structures through multi-sensory and interactive activities suitable for the age and small class size, providing rich opportunities for practice and reflection. Differentiation strategies and dyslexia-friendly materials ensure all learners can access and engage with language learning meaningfully .

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If you would like, I can also prepare sample materials or communication aids to accompany this lesson plan.