Knowledge/Skill Building
🗣️ Toy Test Talk Stems
Effective Communication
Content Expertise
Collaboration
Critical Thinking & Problem Solving
Self Directed Learning
TH:Pr4.2.a
CCSS.ELA-Literacy.W.2.7
Assessment
Project Launch
Community Partners
Essential Question
Submission Required
Students practice how to ask kind test questions, watch for smiles, play actions, and confusion, and record feedback with picture icons on a toy test note sheet. The class uses a quick guided drama to act out character, problem, and feelings from a sample toy story so students can also listen for whether the companion story idea makes sense to a younger child. Students rehearse one testing round with classroom materials before using their own prototype.
Plan day
Day 12
Duration
30 min
Grouping
Whole Class
Steps
7 steps
Lesson plan
7 steps · 30 min| # | What teachers do |
|---|---|
| 1 | Gather in a circle and look at the smile, play, learn, and confused picture cards. Use hand motions for each icon and say the goal together: find out what helps a younger child smile, play, and learn. (5 min) |
| 2 | Watch the facilitator model kind test talk stems with a sample classroom toy and note sheet. Practice saying short questions with a partner, such as “What do you like?”, “What is hard?”, and “Can you show me how you play?” (7 min) |
| 3 | Stand up for a quick movement break and guided drama. Act out a sample toy story with simple roles for character, problem, and feeling, then freeze to show the feeling with your face and body so you can notice if the story makes sense to a younger child. (8 min) |
| 4 | Sit with a partner and do one practice testing round with classroom materials. One person is the designer, one person is the buddy, and the designer asks kind questions, watches for smiles, play actions, and confusion, and marks picture icons on the toy test note sheet. (10 min) |
| 5 | Switch roles and repeat the practice round with a new classroom material. Use one follow-up question and add one quick drawing or mark to show what you saw your partner do. (8 min) |
| 6 | Come back together to share what good testers do. Point to the anchor chart, name one thing that helped, one thing that was confusing, and one change you might make before the Pre-K buddy toy tryout. (4 min) |
| 7 | Close with a personal goal check. Circle or say one goal for next time such as “I will watch more closely,” “I will ask kindly,” or “I will write clearer notes,” then give a quiet thumbs-up when you are ready. (3 min) |
Preparation (10 items)
- Prepare a visual anchor chart with 3 testing goals: smile, play, learn, plus a fourth icon for confused; add simple matching gestures for each one.
- Create and copy a toy test note sheet with large picture icons, space for check marks, and a small box for a quick drawing of what the tester noticed.
- Select 2-3 simple classroom materials or sample toys that all students can safely test during rehearsal.
- Prepare a short set of age-appropriate talk stem cards with visuals: “What do you like?”, “Can you show me?”, “Was any part hard?”, “How does it work?”, and “What made you smile?”
- Plan a brief sample toy story with clear character, problem, and feeling for the guided drama; gather a prop or picture to support comprehension.
- Post role cards with simple images for designer, buddy, and observer/note-taker if needed for support.
- Pre-teach or review respectful buddy norms on a chart: gentle voice, kind words, waiting, watching carefully, and thanking the buddy.
- Organize pencils, crayons, clipboards or hard surfaces, and floor/table spaces so pairs can test and record easily.
- Prepare sentence stems for whole-group reflection: “I saw…,” “The buddy smiled when…,” “The confusing part was…,” and “Next time I will…”
- Identify students who may need support with speaking, writing, or turn-taking and prepare supports such as partner pairing, verbal rehearsal, picture choice boards, or adult check-ins.
Student-facing instructions
You will practice being a kind toy tester before you meet with your Pre-K buddy. First, you will learn the picture icons for smile, play, learn, and confused. Then you will practice short, kind questions using talk stem cards. Next, you will act out a short story with your class to show the character, problem, and feeling. After that, you will work with a partner to do a pretend toy test using classroom materials. One of you will be the designer and one of you will be the buddy, and then you will switch. Your job is to ask kind questions, watch your partner’s face and hands, and mark what you notice on the toy test note sheet with picture icons, check marks, and a quick drawing. You will need a pencil or crayon, your note sheet, talk stem cards, and the practice toy or classroom material. Your goal is to get ready to test your own toy and story idea by learning how to notice what helps a younger child smile, play, and learn.