Vocabulary and Device

WALT (We Are Learning To)

Review vocabulary learned during the "Communicating with Touch Chat" unit.
Practice using the Touch Chat device in conversation confidently and effectively.

Learning Objectives

Aligned with the New Zealand Curriculum Refresh (English learning area, Years 0–1), focusing on oral language and interpersonal communication:

Actively listen and respond to peers using learned vocabulary (Interpersonal Communication, Early Phase).
Use precise vocabulary to name, describe, and communicate concepts (Vocabulary and Grammar, Years 0–1).
Participate in simple conversations, taking turns and maintaining the topic (Listening and Responding, Years 0–1).
Use sentence stems and visual supports to aid communication (Teaching Considerations and Scaffolding for Communication).

Competencies Focus

Using Language, Symbols, and Texts: Building language skills with device vocabulary.
Thinking: Verbal reasoning about vocabulary use and conversation flow.
Managing Self: Practising communication confidently.
Relating to Others: Taking turns and listening during conversations.

Resources

Touch Chat device containing vocabulary from the unit.
Visual vocabulary cards with images and words for dyslexia-friendly reading.
Sample script sentence stems printed on cards.
Warm and supportive space with minimal distractions.

Lesson Plan - 30 Minutes (2 Students)

1. Welcome & Warm-up (5 minutes)

Brief greeting to build positive learning identity and motivation.
Quick review of 5–7 key vocabulary words from prior lessons using visual cards.
Use choral speaking to say vocabulary aloud together, supporting correct pronunciation.

Differentiation: Use clear, dyslexia-friendly fonts, symbol-supported cards, and tactile prompts if needed.

2. Revisiting Vocabulary (10 minutes)

Each student takes turns selecting a vocabulary card on the device.
Teacher models using the word in a short, simple sentence.
Students are encouraged to practise the sentence aloud, using sentence stems (e.g., "I want...", "This is a...").
After modelling, students use the device themselves to express the sentence.

Differentiation:

For emerging communicators, teacher uses gestural and facial non-verbal cues to reinforce meaning.
For confident communicators, encourage more complex sentence variation and peer feedback.

3. Practice Conversation (10 minutes)

Teacher sets up a simple conversational role-play scenario relevant to vocabulary (e.g., ordering food, sharing feelings).
Using sentence stems displayed visually, students take turns using the device to communicate.
Encourage listening and turn-taking cues. Teacher offers supportive feedback emphasizing respectful communication.
Use prompts to encourage clarifying questions or adding details (e.g., "Can you tell me more?", "Why do you like...?").

Differentiation:

Adjust pace and complexity for each student.
Use physical props and visual timetables/flow charts to support understanding and engagement.

4. Cool Down & Reflection (5 minutes)

Quick group reflection using simple questions: "What words did you like?", "What did you tell your friend today?"
Provide positive reinforcement and highlight effort, supporting self-regulation and motivation.
Set a simple goal for next lesson (e.g., "Next time, I will try to use one new word").

Assessment

Formative: Observation notes on students’ ability to recall vocabulary, use the device comfortably, participate in turn-taking, and produce sentences.
Informal feedback: Student self-assessment (with visual thumbs up/thumbs down cards) on how they felt using vocabulary and device.
Peer feedback: Encouraged through polite acknowledging phrases modelled by teacher.

Additional Notes

Use explicit teaching strategies such as think-alouds and modelling throughout to scaffold learning.
Maintain a culturally responsive approach, incorporating students’ interests and backgrounds.
Embed positive language for perseverance and self-efficacy (self-regulation focus).
Use dyslexia-friendly reading supports throughout, including clear fonts, visual cues, and repetitive exposure to vocabulary in meaningful contexts.

This lesson design maximises engagement and language development for preschool students in a two-student class, fully aligned with the New Zealand Curriculum Refresh (English Learning Area, Years 0–1) and best practice recommendations for language learning and inclusion.