Expressing Needs

WALT (We Are Learning To)

• Use the Touch Chat device to express basic needs and wants.
• Recognise and communicate simple needs using supported language.
• Build confidence in using augmentative and alternative communication (AAC).

Curriculum Alignment

Learning Area: Languages - English (Years 0-3 focus)
Relevant New Zealand Curriculum Refresh references:

• Developing positive identities as communicators by expressing needs and preferences
• Using oral language including AAC to communicate ideas and feelings
• Supporting learners to communicate in complete and manageable sentences (appropriate to preschool)
• Inclusive teaching principles ensuring access to language learning through different modes, including AAC .

Key Competencies Focus

• Using language, symbols, and texts: Students use the Touch Chat device to symbolise and communicate needs, enhancing their ability to express themselves in their learning environment.
• Managing self: Encouraging autonomy by enabling students to express their own needs.
• Relating to others: Supporting interaction with adults and peers through communication.

Class Context

• Year level: Preschool, ages approximately 3-5 years
• Number of students: 2
• Duration: 30 minutes
• Setting: Small group teaching to allow personalised support and interaction

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Lesson Outline

Time	Activity	Description & Resources	Differentiation & Dyslexia Friendly Strategies
0-5 mins	Welcome and Review	Greet students and review learned vocabulary for needs using simple pictures and the Touch Chat device. Use real objects (e.g., water cup, snack) to prompt recognition.	Use clear visuals and realia for concrete understanding. Use simplified language and gestures paired with speech. Keep pace slow for processing time.
5-15 mins	Guided Practice: Expressing Needs	Model use of Touch Chat to express needs: "I want water", "I need the toilet", "I want to play." Role-play scenarios to prompt students to use device to express their needs.	Support non-verbal students by pre-selecting vocabulary buttons. Allow repeated practice and prompts. Use larger icons and colour coding to support dyslexic learners.
15-25 mins	Interactive Activity: Needs Game	Use a tactile board game or picture cards where students move tokens and need to use Touch Chat to request "go", "help", or "stop". Scaffold use by pairing spoken prompts with device vocabulary.	Provide physical movement and tactile engagement to support kinaesthetic learners. Use simple sentence strips with large font and clear spacing for dyslexia support.
25-30 mins	Reflection and Reinforcement	Encourage students to share what they have learnt. Celebrate successes with praise and stickers. Provide a personalised "needs" card with Touch Chat symbols for each student to use throughout the day.	Use positive reinforcement to build confidence. Provide visual prompts as takeaway aids. Use simple language and supportive tone.

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Assessment

• Formative observation: Monitor the students’ ability to select and use appropriate symbols on the Touch Chat device to communicate their needs during activities.
• Check for understanding: Students demonstrate recognizing and using vocabulary mapped to basic needs and wants on the device.
• Teacher notes: Record each student’s level of independence and any assistance required to inform future scaffolding needs.

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Differentiation Strategies

• For diverse learners:

  • Present key vocabulary repeatedly with multisensory supports (visual, auditory, tactile).
  • Use gesture and modelling with device use to support comprehension.
  • Pre-load and customise vocabulary on Touch Chat according to individual learner needs.
  • Provide pauses and wait time for response.
  • Allow alternate communication methods (gestures, eye gaze) if needed alongside the device.

• Dyslexia-Friendly Approaches:

  • Use high-contrast colours and simple fonts on device screens and printed materials.
  • Present pictures alongside text for symbol reinforcement.
  • Use consistent location for key symbols on device to build familiarity.
  • Break down instructions into short, clear steps with repetition.

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Teacher Tips to Impress

• Model enthusiasm and celebrate every attempt at communication, fostering positive learner identities.
• Intentionally connect communication attempts to real needs to demonstrate the device’s practical value.
• Incorporate culturally relevant vocabulary or personalise content to reflect student backgrounds (supporting multilingual identities).
• Use simple video recordings (if appropriate with permission) to help students see and hear themselves expressing needs and celebrate progress.
• Share insights with parents or whanau about strategies to encourage use of AAC at home for consistency.

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This lesson plan ensures alignment with the New Zealand Curriculum Refresh by embedding foundational communication skills, learner identity development, and inclusive practices, specifically tailored to preschoolers using Touch Chat technology to empower their language and self-expression skills .