Feelings and Preferences

Context

Year level: Preschool (ages 3-5)
Class size: 2 students
Duration: 30 minutes
Subject: Languages
Unit: Communicating with Touch Chat (Lesson 14 of 20)
Lesson Focus: Use the Touch Chat device to express feelings and preferences about activities

Curriculum Alignment

This lesson aligns with the New Zealand Curriculum Refresh, particularly early childhood language development and communication strands within the learning area of Languages. Key aspects for preschoolers include:

Expressing basic feelings, opinions, and preferences
Using appropriate vocabulary for emotions and wants
Engaging in meaningful communication with adults and peers
Using emerging technologies (such as Touch Chat devices) to support communication
Social-emotional learning and self-regulation skills around expressing feelings
Fostering confidence in communication in safe, supportive environments

Learning Objectives (WALT - We Are Learning To):

WALT use the Touch Chat device to express our feelings about different activities
WALT use the device to share our preferences and choices
WALT recognise and name common emotions
WALT listen and respond respectfully to each other's feelings

Relevant Curriculum References:

English / Te Reo: Language for communication, expressing needs, wants, and feelings (Years 0–1 guidance in Te Mātaiaho English)
Communication for learning: express opinions, preferences, feelings using appropriate vocabulary
Self-regulation: use vocabulary to describe emotions, engage in turn-taking
Interpersonal communication: use appropriate volume, facial expression, and gestures
Inclusive practices for diverse learners: scaffold communication and use assistive tech

(See Te Mātaiaho English for early years, especially first 6 months to 1 year guidance on expressing basic needs and preferences and early vocabulary development),,.

Lesson Overview

Time	Activity	Description	Supports for Diverse Learners
0-5 min	Welcome and Warm-Up	Greet each student warmly using their names. Introduce the topic briefly: "Today we will use our Touch Chat to tell how we feel and what we like!" Use simple, clear sentences with expressions and gestures.	Use visual cues and facial expressions; allow students to express greeting in their own way. Use clear, slow speech.
5-10 min	Emotion Vocabulary Introduction	Show emotion icons on the Touch Chat device (happy, sad, excited, tired, etc.). Model using each icon to say a sentence like “I feel happy.” Use real-life voice tone and facial expression for each emotion.	Provide tactile or real object symbols for emotions for multisensory learning. Repeat words slowly. Use a dyslexia-friendly font on device screen.
10-15 min	Matching Feelings to Activities	Show pictures of different activities (e.g., playing, eating, resting). Ask each student to select a feeling on the Touch Chat device that matches how they feel about that activity. Model the phrase: “I feel ___ when I ___.”	Use partner turn-taking and scaffolds like sentence stems (“I feel ___”) on the screen. Provide sentence starters for students needing language support.
15-20 min	Expressing Preferences	Present two activity options (e.g., drawing or building). Ask each student to use Touch Chat to express their preference: “I like to ___.” Give positive feedback and encourage expression.	Use choice boards and visual timers to support decision making. Give extra processing time. Repeat and confirm student choices to build confidence.
20-25 min	Role-Play Using Touch Chat	Create a simple scenario (e.g., choosing a game to play). Take turns using Touch Chat to express feelings and preferences in role-play. Encourage students to listen and respond appropriately.	Use puppets or props to support role-play understanding. Model turn-taking and use clear facial cues. Scaffold responses as needed.
25-30 min	Reflection and Goodbye	Recap what was learnt. Ask each student to share their favourite feeling or activity using Touch Chat. End with a positive closure (e.g., “Great sharing! You used your Talker very well!”).	Use positive reinforcement. Allow non-verbal or other forms of expression alongside device use.

Detailed Teaching Considerations

1. Explicit Modeling and Scaffolding

Carefully model the use of the Touch Chat device to express feelings and preferences before expecting students to do so independently.
Use multiple modes of communication—visual symbols, gestures, facial expressions, and spoken language—for accessibility.
Provide sentence stems and repetition to help emerging language users.

2. Differentiation Strategies

For students with limited verbal skills, encourage single-word or symbol responses initially.
For students with emerging sentence skills, provide sentence frames on the device for them to select and arrange.
Use role-play and real-life contexts to embed language naturally.
Provide visual supports and repeat/rephrase as needed.

3. Dyslexia-Friendly Practices

Use dyslexia-friendly fonts and high-contrast visuals on the Touch Chat device.
Keep vocabulary simple and avoid complex sentences.
Use multisensory inputs—audio, visual, tactile—to reinforce learning.
Provide clear and consistent layout on communication device screens.

4. Engagement and Motivation

Use positive body language and enthusiastic voice tone while modelling.
Praise each attempt at communication, no matter how small.
Use favourite activities or interests as contexts for expressing preferences.
Rotate activities to maintain attention.

5. Safety and Comfort

Create a nurturing and safe environment where students feel comfortable sharing feelings.
Acknowledge all feelings as OK to express and help students understand they can differ from others’ feelings.

Assessment Opportunities

Assessment focus	Method
Use of device to express feelings	Observation of students selecting appropriate emotion icons and forming simple phrases on device
Expression of preferences	Students choosing preferred activities using device and verbalising choice when able
Engagement with role-play	Participation in turn-taking and use of appropriate communicative expressions during role-play activities
Understanding vocabulary	Responses during vocabulary introduction, matching feelings with activities

Assessment should be formative and observational, focusing on students’ ability to communicate using the device and participate in social interaction.

Resources Needed

Touch Chat communication devices with pre-loaded vocabulary sets including emotions and activities
Visual emotion cards or icons
Pictures representing common preschool activities
Puppets or props for role-play
Dyslexia-friendly font settings on device
Sentence stem prompt cards

This plan supports early communication skills through explicit teaching and rich interaction using an AAC device aligned with New Zealand’s curriculum focus on language, wellbeing, and inclusive learning. It carefully scaffolds language development and social skills for preschool learners, embedding technology use in meaningful social contexts for effective communication development.

If you would like, I can also provide sample sentences and phrases for the Touch Chat device vocabulary to support this lesson.