Play Listening Games

WALT (We Are Learning To)

Engage in listening games to follow directions and respond appropriately, enhancing active listening and communication skills.

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Learning Objectives and Curriculum Links

Aligned with the New Zealand Curriculum Refresh (Te Mātaiaho) for Years 0-1, focusing on oral language development and interpersonal communication:

• Listening and Responding to Others:
  Actively listen and respond to speakers, participate in conversations, and follow instructions with support.
  (English Curriculum, Interpersonal Communication, Years 0–1)

• Communication Skills:
  Develop respectful turn-taking and understanding of non-verbal cues (e.g., gestures, facial expressions) to aid comprehension and social interaction.
  (Interpersonal Communication, Non-verbal Communication, Years 0–1)

• Self-Regulation and Metacognition:
  Use language to express needs, opinions, and preferences and to ask for help when required.
  (Self-regulation, Years 0–1)

• Vocabulary Use:
  Use simple nouns, verbs, and adjectives related to familiar environments and actions, supporting instruction following.
  (Vocabulary and Grammar, Years 0–1)

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Success Criteria

Students will be able to:

• Follow at least three distinct directions during interactive listening games.
• Demonstrate attentive listening through appropriate responses and non-verbal cues.
• Use clear communication to express understanding or request help when needed.

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Class Profile

• 10 preschool students (ages approx. 4-5)
• Diverse learning needs including autism and sensory learners.
• Emphasis on physical and visual supports to scaffold understanding.

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Lesson Duration

30 minutes

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Resources Needed

• Clear, large-print instruction cards (dyslexia-friendly font).
• Visual cues (e.g., pictures depicting actions such as "touch your nose," "clap your hands").
• Space for movement.
• Props for 'I Spy' game (toys, objects with varying colours and shapes).
• Physical prompts (e.g., hand-over-hand assistance if needed).

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Lesson Breakdown

Time	Activity	Description & Differentiation
0-5 min	Introduction and Warm-Up	- Gather students in a circle.

• Review previous lessons briefly to activate prior knowledge.
• Introduce the purpose: “Today we are going to play fun listening games to practise following instructions.”
• Use simple language and visual cards to show game names and rules. | | 5-15 min | Game 1: Simon Says | - Play Simon Says with clear, slow instructions.
• Use physical prompts for those needing extra support, e.g., demonstrate actions before asking students to follow.
• Encourage students to look at the teacher and listen carefully.
• Highlight how to recognize when to follow instructions and when not to (only follow if “Simon Says”).
• Pause often to check understanding verbally and visually.
• Encourage students to repeat the instruction quietly before acting to support internalisation.
• Dyslexia-friendly: Display instructions on large clear cards to refer back. | | 15-25 min | Game 2: I Spy | - Play 'I Spy' using objects around the room or pictures.
• Teacher says: “I spy with my little eye something [colour/shape]” and students respond.
• Scaffold with visual cards (for colours/shapes) to support understanding.
• Allow students who are confident to take turns giving clues or choosing objects.
• Use prompting sentences stems for responses, e.g., “Is it the red ball?”
• Physical prompts and encouragement for students needing extra support.
• Extension: Advanced learners invited to create simple ‘I Spy’ clues for classmates. | | 25-28 min | Reflection & Metacognition | - Circle time to discuss how the games went. Use sentence stems: “I liked when...”, “I found it tricky when...”
• Support students to express feelings about listening and following instructions.
• Use pictures or emojis to help express emotions. | | 28-30 min | Closure and Next Steps | - Praise efforts and achievements specifically.
• Recap success criteria.
• Set simple listening goals for upcoming lessons. |

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Differentiation Strategies

• Use physical prompts (hand-over-hand guidance) for students who find following verbal instructions challenging.
• Provide visual supports such as picture cards and large print instructions.
• Allow response via sign, gesture, or pointing instead of spoken words if needed.
• Break instructions into smaller, manageable steps.
• Use sensory breaks if students become overwhelmed: have a calm corner or quiet space accessible.

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Extension Activities

• Advanced learners design and run their own listening game, encouraging leadership, creativity, and extended use of vocabulary and sentence structures.
• Encourage learners to use descriptive language in their clues (e.g., “I spy something round, blue, and shiny”).

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Dyslexia-Friendly Adaptations

• Use large, sans-serif fonts on all written instructions.
• Use clear, colour contrast for visual aids (e.g., black text on yellow background).
• Keep text minimal and supported with pictures/icons.
• Repeat instructions orally and using visuals.
• Allow extra time for processing.

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Teacher Reflection Prompts

• Which students followed directions with ease? Who needed more support and what worked best?
• Did students engage successfully with the games for the full time?
• How effective were visual and physical prompts in supporting diverse learners?
• How did sensory learners respond? Were any modifications needed for comfort?
• How well did advanced learners engage in extension activities and leadership roles?

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This detailed 30-minute lesson plan supports active listening, communication, and social skills development in preschoolers aligned with the New Zealand Curriculum Refresh. It balances interactive play with explicit teaching and scaffolded support that honours neurodiverse learners and dyslexia-friendly practices. The use of movements, visuals, and structured reflection helps build metacognitive and self-regulation skills from early ages, enhancing lifelong communication competencies.