Friendly Greetings Practice

WALT (We Are Learning To)

Use the Touch Chat device to recognise and say basic greetings.
Understand and practice simple, polite ways to greet others.
Use gestures and facial expressions to communicate greetings clearly.

Learning Objectives (Aligned to New Zealand Curriculum Refresh)

Develop oral language skills by using English and augmentative communication (AAC) for social interaction.
Engage in respectful greetings and farewells, showing understanding of social conventions (Interpersonal Communication strand).
Use accurate, simple vocabulary related to self and social context (Vocabulary development, Year 0 level).
Demonstrate active listening through appropriate non-verbal cues (body language, eye contact, facial expression) when greeting others.
Build confidence and a positive identity as communicators using new technology (Touch Chat device).

Materials

Touch Chat device with pre-loaded basic greeting vocabulary (e.g., Hello, Good morning, Goodbye, Thank you).
Large colourful flashcards with greeting words and relevant pictures.
Visual supports with simple sentence stems ("Hello", "How are you?").
Puppets or soft toys for role play.
Dyslexia-friendly printed word cards with clear fonts and spacing.
Printed handout with basic greetings supported by symbols for home review.

Lesson Structure (30 minutes total for 2 students)

1. Warm-up and Introduction (5 minutes)

Greet each student individually using the Touch Chat device.
Use simple oral greeting phrases reinforced with gestures and facial expressions.
Introduce the WALT: “We are learning to use special words to say hello and goodbye.”
Show flashcards with pictures and words for greetings.
Encourage children to repeat the greetings, modelling correct pronunciation and tone.

Differentiation: Use visual cues and repeat greetings slowly for students needing extra language support. Use physical prompts or sign language for non-verbal students.

2. Guided Practice with Touch Chat (10 minutes)

Model how to select greeting words on the Touch Chat device.
Invite each student to take turns practising saying "Hello" and "Goodbye" using the device.
Use puppets to simulate greeting scenarios (e.g., puppet arrives and says "Hello!").
Support students to use appropriate facial expressions and voice volume.
Encourage simple turn-taking dialogues like “Hello! How are you?” and “Goodbye! See you!”

Differentiation: For students with fine motor challenges, assist with device use or adapt to eye-gaze or switch access if available. Use sentence stems on cards for verbal students to frame their responses.

3. Interactive Role Play (10 minutes)

Set up a small dramatic play corner where students can pretend to meet and greet each other.
Use puppets and the Touch Chat device to prompt greetings.
Guide students to practise greetings with peers and adults, using gestures and device phrases.
Reinforce polite social language, using praise and encouragement.

Differentiation: Scaffold by providing sentence starters and visual supports nearby. Encourage alternative communication modes for students who are non-verbal.

4. Closing and Reflection (5 minutes)

Recap the greetings learned by asking students to demonstrate greetings both verbally and using the Touch Chat.
Give positive feedback on their communication and use of the device.
Hand out printed dyslexia-friendly word cards and encourage taking them home to share with family.
Summarise the WALT and encourage students to use greetings in their daily routines.

Assessment (Ongoing Formative)

Observe students’ ability to select and say greetings independently on the Touch Chat device.
Note use of appropriate facial expressions and volume during greetings.
Listen for correct use of vocabulary and simple sentence structure.
Check participation in turn-taking and social interaction.
Reflect on student confidence and enjoyment while communicating.

Additional Teaching Notes

Use explicit teaching with manageable steps, modelling and supporting students to reduce cognitive overload.
Reinforce positive identities by selecting vocabulary relevant to home and classroom culture.
Incorporate tikanga Māori by including Māori greetings (e.g., “Kia ora”) as a way to celebrate Aotearoa New Zealand perspectives.
Use dyslexia-friendly fonts (e.g., OpenDyslexic) and clear visuals in all print materials to support diverse learners.
Adapt teaching pace and scaffolding based on student responses and engagement level.

This lesson supports year preschool students to develop foundational interpersonal communication skills consistent with the New Zealand Curriculum Refresh's emphasis on oral language, vocabulary development, non-verbal communication, and inclusive practice with assistive technology【4:1-4:4†Te Mataiaho English Single Page.pdf】【4:17-4:19†Te Mataiaho English Single Page.pdf】.