Foundations of Language and Literacy · Junior Infants

Active learning ideas

Following Instructions

Active learning works for following instructions because young children acquire oral language best through movement and repetition. Tasks like Simon Says and Partner Directions let students practice listening and doing without pressure, building confidence alongside skills. Active engagement turns abstract ideas about sequence into visible actions they can see, hear, and correct in real time.

• NCCA Curriculum Specifications
• NCCA: Junior Cycle English - Reading - Understanding and Interpreting
• NCCA: Junior Cycle English - Language - Language Awareness

• 15–30 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Role Play
• 20 min · Whole Class

Whole Class: Simon Says Steps

Call out two-step instructions like 'Simon says touch your toes, then clap twice.' Students follow only with 'Simon says,' freeze otherwise. After five rounds, pause for whole-class talk on what made steps clear or tricky.

Can you follow two steps to finish a task?

Facilitation Tip

During Simon Says Steps, stand beside the class and model slow, clear instructions so students match your pacing.

What to look for

Teacher gives a two-step instruction, such as 'Touch your nose and then clap your hands.' Observe students to see if they perform both actions in the correct order. Ask a few students: 'What did you do first?'

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 02

• Role Play
• 25 min · Pairs

Pairs: Partner Directions

Pair students; one gives a two-step direction like 'Hop once and point up.' Partner performs and reports success. Switch roles three times, then pairs share one clear instruction with the class.

What happens if we do the steps in the wrong order?

Facilitation Tip

For Partner Directions, pair students with similar language levels so they can coach each other without frustration.

What to look for

Teacher presents two scenarios: Scenario A: 'First, put the blue crayon in the box. Then, close the box.' Scenario B: 'First, close the box. Then, put the blue crayon in the box.' Ask students: 'Which way is correct? What happens if we do it the other way?'

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 03

• Role Play
• 30 min · Small Groups

Small Groups: Block Tower Build

Provide blocks and read steps: first flat base, then two tall ones, top with one small. Groups build, check against steps, rebuild if wrong order causes wobble. Discuss fixes together.

How do we know what to do first when starting an activity?

Facilitation Tip

While observing Block Tower Build, quietly note which children start with the base layer without prompting.

What to look for

Give each student a card with a simple two-step instruction written on it, like 'Stand up and hop twice.' Ask them to draw a picture showing themselves completing the steps in the correct order.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 04

• Role Play
• 15 min · Individual

Individual: Sequencing Cards

Give cards showing steps like wash hands, dry, wave. Students order them, act out, then explain first step to a neighbor. Collect and display correct sequences.

Can you follow two steps to finish a task?

Facilitation Tip

Hand out Sequencing Cards one at a time to prevent rushing and give students time to focus on each step.

What to look for

Teacher gives a two-step instruction, such as 'Touch your nose and then clap your hands.' Observe students to see if they perform both actions in the correct order. Ask a few students: 'What did you do first?'

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

A few notes on teaching this unit

Start with short, playful whole-class games to build listening stamina, then move to peer practice for social reinforcement. Avoid long verbal explanations; children learn best by doing and seeing immediate outcomes. Research shows that physical errors and social correction are more effective than verbal reminders for this age group, so let them test and revise their own sequences.

Successful learning looks like children completing two-step directions without reminders, using the right objects and order. You will see them checking peers’ work, correcting mistakes, and using words like ‘first’ and ‘then’ to describe their steps. Their actions and talk show they understand that small changes in language lead to different results.

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Watch Out for These Misconceptions

• During Block Tower Build, watch for children who stack blocks randomly or skip the base layer.

  Pause the activity and ask the group to predict what will happen if they stack the top block first. Have them rebuild while naming each step aloud to reinforce the base-first rule.

• During Partner Directions, watch for children who ignore filler words like ‘quickly’ or ‘carefully’ in instructions.

  After the pair activity, ask students to act out two versions of the same instruction: one with and one without filler words. Compare the outcomes and underline the key verbs and objects in the original phrase.

• During Simon Says Steps, watch for children who assume instructions always succeed even when vague.

  Give an ambiguous command like ‘Do that’ and ask the class to describe what happened. Compare results to a precise version, then have students revise the instruction together to match the intended action.

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Methods used in this brief

• Role Play