Noun Game Fun

WALT (We Are Learning To)

Engage in interactive games to recognise and identify nouns.

Learning Objectives

Aligned to the New Zealand Curriculum Refresh (English, Phase 1 for Years 0-3):

• Use accurate nouns related to familiar contexts such as themselves and their environment.
• Identify naming words (nouns) within spoken and visual stimuli.
• Participate actively and respectfully in interactive play-based learning, enhancing communication and interpersonal skills.
• Develop foundational oral language skills through guided, sensory-rich noun games.
• Support diverse learning needs including autistic sensory learners and those with dyslexia-friendly adaptations .

Success Criteria

• Students can recognise nouns within game contexts.
• Students demonstrate ability to identify nouns by pointing, naming, or selecting during activities.
• Students participate in games with adjusted rules to match their learning needs.
• Advanced learners create a simple noun game demonstrating understanding.

Class Profile

• Year: Preschool (Ages ~4-5)
• Class Size: 10 students
• Diverse learning needs including autism and sensory learners.

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Lesson Duration: 30 minutes

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Lesson Structure

1. Introduction & Warm-Up (5 minutes)

• Greet students and introduce the day's WALT.
• Show a colourful noun picture chart with clear visuals and large print.
• Quick oral review of nouns, emphasising familiar nouns from students’ experiences.
• Use sensory engagement: tactile noun cards students can touch.

Teacher tip: Use a calm voice, clear articulation, and lots of positive encouragement.

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2. Main Activities (20 minutes)

Activity A: Noun Bingo (10 minutes)

• Each student receives a bingo card with large-print, visually clear pictures of nouns (e.g., dog, ball, apple).
• Teacher calls out noun names clearly, shows matching pictures.
• Students mark the images on their cards.
• Use a tactile marker (e.g., puff stickers) for sensory input.
• Adjustments:
  • For students needing additional support, allow pairing with an adult or use a smaller set of nouns.
  • Advanced learners can have blank bingo cards and draw or write nouns after identifying them.

Activity B: Noun Scavenger Hunt (10 minutes)

• Hide noun images or objects around the room (e.g., teddy bear, hat, book).
• Provide picture clue cards with large print and clear visuals.
• Students hunt for hidden nouns and identify them by name.
• Use sensory bins or gently scented clues for sensory learners.
• Support dyslexic learners with high-contrast cards and clear font.
• Advanced learners can create a "map" or clue list of nouns found.

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3. Reflection & Extension (5 minutes)

• Gather students in a circle.
• Recap key nouns encountered during games.
• Celebrate all participation with visual praise cards or stickers.
• Invite advanced learners to share ideas for a noun game they might create next time.
• Provide a simple template or assist them to start designing their game during free time.

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Differentiation Strategies

• Use multi-sensory materials: visuals, tactile cards, sound cues.
• Allow mixed ability grouping so stronger students can support peers.
• Simplify instructions and repeat as needed.
• Provide sensory breaks if students show signs of overload.
• Use visual schedules for transitions.
• Employ positive reinforcement and encourage peer modelling.
• Adjust game complexity according to individual readiness.

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Dyslexia-Friendly Options

• Large print cards with clear, sans-serif fonts (e.g., Verdana or Comic Sans).
• Use pictures alongside words.
• Provide auditory instructions alongside visual prompts.
• Avoid bright fluorescent colours; use high contrast with calm pastel backgrounds.
• Break tasks into small manageable steps.

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Curriculum Links (New Zealand Curriculum Refresh)

• English Learning Area – Listening, Reading, and Viewing Strand
• Level 1 (Years 0-2): Students use oral language to communicate their ideas and understanding.
• Use vocabulary relating to themselves, home, and school (nouns in naming people, places, things)【4:0-4:2†Te Mataiaho English Single Page.pdf】.
• Develop interpersonal skills by participating actively and respectfully in activities and discussions.
• Inclusive learning: Universal Design for Learning approaches and scaffolding to meet diverse needs .

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Materials Needed

• Noun Bingo cards (large print with clear noun pictures)
• Bingo markers (tactile puff stickers or counters)
• Hidden noun objects or images for the scavenger hunt
• Scavenger hunt clue cards (large print, clear visuals)
• Visual praise cards or stickers
• Visual schedule for the lesson

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Teacher Reflection

• Observe and record the students’ ability to identify nouns in different contexts.
• Note engagement levels and effectiveness of sensory and dyslexia-friendly supports.
• Use observations to inform individual support and plan for the final lesson in the unit.

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This lesson plan combines play, sensory engagement, and clear scaffolded learning aligned with the New Zealand Curriculum Refresh to support diverse preschool learners in an inclusive, motivating environment. It builds foundational noun recognition through meaningful, interactive, and sensory-rich activities suitable for autistic and dyslexic learners, fostering both language skills and social competencies.