Overview

In this 30-minute session, preschool students will explore music-related vocabulary and practice expressing their likes and dislikes using a communication device (Touch Chat). The lesson is designed for 2 students and follows the principles and learning objectives of the New Zealand Curriculum Refresh, focusing on oral language development, vocabulary expanding, and communication skills within a playful, supportive environment.

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WALT (We Are Learning To)

• Use music-related words to describe sounds, instruments, and actions.
• Express likes and dislikes clearly through a communication device.
• Participate in music and movement activities to support vocabulary and communication.

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Curriculum Links

Learning Areas

• Languages: Communicate ideas and feelings using appropriate vocabulary and communication aids.
• The Arts (Music and Movement): Explore sounds and respond through movement.

English (Te Mataiaho Framework)

• Develop vocabulary related to everyday life and interests (music, movement).
• Use expressive language to share preferences (likes/dislikes).
• Use non-verbal communication and technology to support expression.

Key Competencies

• Relating to others: Taking turns and responding respectfully.
• Managing self: Building confidence expressing ideas.
• Using language, symbols, and text: Using vocabulary and devices to communicate.

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Learning Objectives

• Develop precise music-related vocabulary (e.g., loud, soft, fast, slow, sing, drum, clap).
• Use the Touch Chat device to express simple preferences (e.g., “I like”, “I don’t like”).
• Engage in movement activities that reinforce vocabulary meaning.
• Demonstrate beginning interpersonal skills including turn-taking and attentive listening.

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Materials Needed

• Touch Chat communication device loaded with vocabulary for music and expressions of like/dislike.
• A selection of musical instruments (e.g., shaker, drum, keyboard).
• Audio player with music clips (various tempos and styles).
• Visual aids (pictures/icons of instruments and actions).
• Music and movement props (scarves, ribbons).

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Lesson Blueprint (30 minutes)

Time	Activity	Details and Differentiation
0-5 mins	Welcome & Warm-up	Greet students; play a short, gentle music clip. Introduce the Touch Chat device. Use visuals showing music words. Dyslexia friendly: clear, simple icons and colours on device and visuals.
5-12 mins	Vocabulary Introduction	Introduce key music words orally and visually (e.g., sing, clap, drum, quiet, loud). Model saying words with gestures and facial expression. Use repetition and pairing words with actions. Support communication device use by pointing and vocalising words on it.
12-20 mins	Music and Movement Exploration	Play different music clips with varying speeds and volumes. Encourage children to move (clap, stomp, sway) to music using vocabulary learned. Pause, ask “Do you like this music?” Modelling use of Touch Chat to say “I like” or “I don’t like.” Offer different movement options to cater for diverse physical abilities.
20-25 mins	Expressing Likes and Dislikes	Use the device to express preference for instruments or music styles played. Use visual prompts and sentence stems (e.g., “I like the drum,” “I don’t like loud sounds”). Scaffold responses with sentence starters. Celebrate any attempt to communicate.
25-30 mins	Closure & Reflection	Recap vocabulary with a quick mini song or chant incorporating music words. Encourage students to select their favourite activity or instrument using the device. Positive feedback emphasises communication effort and participation.

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Differentiation Strategies

• Provide tactile and visual supports to help comprehension (e.g., real instruments, picture cards).
• For students with fine motor difficulties, offer alternative access methods for the device (e.g., larger touch areas, partner-assisted scanning).
• Use multisensory input (visual, auditory, kinaesthetic) to support learners with diverse needs, including those with dyslexia.
• Scaffold language using sentence stems and repetition; model phrases frequently.
• Maintain a calm, predictable routine with plenty of praise to encourage risk-taking in language use.

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Assessment for Learning

• Observe students’ ability to use vocabulary in context (e.g., matching words to actions or instruments).
• Note successful use of the Touch Chat device to express preferences or emotions.
• Use simple checklists on participation — Did the student:
  • Use new music-related words?
  • Express a like or dislike using the device?
  • Engage in turn-taking and respond to prompts?

Encourage peer and teacher feedback to support communication growth.

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Dyslexia-Friendly Reading Options

• Use clear, uncluttered print on all visual supports.
• Use symbols/pictures alongside text.
• Present one idea per visual slide or card.
• Keep sentences short and structured (“I like the drum.” “This music is loud.”).
• Provide coloured overlays on texts if helpful.

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Summary

This lesson harnesses music and movement to build oral language and communication device use in preschool children. It aligns with the New Zealand Curriculum’s Languages learning area, emphasizing vocabulary, expression of preferences, and the development of interpersonal and communication skills in early learners. Adaptations ensure accessibility for diverse learners and promote inclusive engagement with language through joyful, hands-on experiences.

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If you would like, I can also provide sample Touch Chat vocabulary grid setups or printable visual supports to assist your teaching!