Show and Tell

WALT (We Are Learning To)

Use the Touch Chat device to communicate clearly by sharing something special about ourselves with a partner.

Curriculum Links

Learning Area: Learning Languages (English and Te Reo Māori integration)
Year Level: Preschool (Years 0-1 equivalent)
Curriculum Refresh Alignment:

• Communicating Ideas and Information: Develop beginning communication skills, including use of augmentative and alternative communication (AAC) like Touch Chat.
• Interpersonal Communication: Actively listen and take turns in conversations; use non-verbal cues such as gestures and facial expressions.
• Developing Positive Identities as Communicators: Express personal experiences confidently and celebrate individual identity.
• Students with Additional Learning Needs: Provide inclusive support and scaffold communication for diverse learners, including those with dyslexia and speech challenges.

Students

• 2 preschool students
• Diverse learning abilities
• Use Touch Chat device to augment communication

Duration

30 minutes

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Lesson Outline

Time	Activity	Description	Differentiation and Supports
0-5 mins	Welcome & Warm-up	Greet students and review how to use Touch Chat symbols related to feelings and objects. Quick fun review of previous lessons on the device to build confidence and routine.	Use visual aids on the device and real objects for association; model use by the teacher first. Provide verbal encouragement and simple instructions.
5-15 mins	Show and Tell - Preparation	Each student selects an object or symbol on their Touch Chat device that is special to them (could be a favourite toy, coloured item, photo, or a feeling). Teacher supports forming simple sentences on the device ("This is my...," "I like...because...").	Sentence stems projected or printed large in dyslexia-friendly fonts; visual sentence flow charts; step-by-step prompts on spoken communication.
15-25 mins	Show and Tell - Presentation	Students take turns using Touch Chat to share their selected item. Teacher facilitates active listening: prompting the listener with visual cues to ask a simple question or give a thumbs up/down to encourage turn-taking and engagement.	Use turn-taking cues like tapping or "Your turn" icons. Reinforce communication with gestures, facial expression modelling, and encourage use of te reo Māori simple greetings/phrases as appropriate (e.g., "Tēnā koe," "Kei te pai").
25-30 mins	Reflection and Praise	Discuss with the students how they felt sharing and listening. Use Touch Chat symbols for feelings to evaluate ("happy," "excited," "shy"). Teacher praises efforts to communicate clearly and take turns.	Provide extra time for responses. Use photographs or videos of the students’ presentations for positive feedback and self-recognition.

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Learning Objectives

• Develop confidence in using AAC technology to communicate personal information.
• Practice listening skills and turn-taking in a highly scaffolded setting.
• Express ideas and feelings about personal objects using simple sentence structures with teacher support.
• Recognize and respond appropriately to peers' communications using active listening and question prompts.
• Use both verbal and non-verbal communication cues, including basic te reo Māori phrases, to strengthen bicultural competence.

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Assessment

• Formative assessment by teacher observation:
  • Student’s ability to select and use appropriate Touch Chat symbols.
  • Student’s participation in turn-taking and active listening.
  • Ability to express a simple sentence about their item with support.
• Teacher notes on communication progress and comfort with the device.
• Self-assessment with feelings symbols on Touch Chat regarding the sharing experience.

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Differentiation Strategies

• Provide simplified sentence structures and extra modelling for students who require it.
• Use tactile or real objects alongside the device for concrete concept reinforcement.
• Visual supports include large colourful symbol sheets, pictures, and dyslexia-friendly fonts.
• Allow extra processing time in both preparation and presentation phases.
• Facilitate peer support by encouraging turn-taking and active listening through gestures and visual prompts.
• Incorporate familiar routines and known vocabulary to reduce anxiety and increase learner confidence.

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Dyslexia-Friendly Supports

• Use of clear, sans-serif dyslexia-friendly fonts on printed prompts and displayed instructions.
• Colour-coded conversation aids, with bright contrast between text and background.
• Minimise text quantity, focusing on keywords and symbols supported by pictures.
• Frequent breaks to reduce cognitive overload.
• Hands-on engagement with concrete items to connect to symbolic language on the device.

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Teacher Notes

• Model consistent language and sentence starters to support language acquisition.
• Use think-aloud strategies to demonstrate how to form sentences on Touch Chat.
• Encourage positive peer interaction by prompting students to ask and answer basic questions.
• Include simple te reo Māori greetings and acknowledgments to reflect bicultural values.
• Document progress with photos or video for portfolio evidence and to celebrate achievements.

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This lesson builds on previous learning with the Touch Chat AAC device, reinforcing communication foundations in a positive, engaging, and supportive way aligned with the New Zealand Curriculum Refresh. It emphasises inclusivity, active participation, and recognition of individual identities through language use and technology【4:1-19†Te Mataiaho English Single Page.pdf】 .