Foundations of Language and Literacy · Junior Infants · Drawing and Telling Our Stories · Spring Term

Sharing Our Stories and Pictures

Students practice reading their own writing aloud and receiving feedback from peers.

• NCCA Curriculum Specifications
• NCCA: Primary - Writing
• NCCA: Primary - Oral Language

About This Topic

Sharing Our Stories and Pictures helps Junior Infants read their own drawings and simple writings aloud to peers. They practice fluent speaking, build confidence, and give kind feedback, such as 'I like the colors in your picture.' This aligns with NCCA Primary Writing and Oral Language standards, linking personal creations to communication. Key questions guide reflection: 'What did you draw today to share?' and 'How does it feel when someone listens carefully?'

In the Spring Term unit Drawing and Telling Our Stories, this topic nurtures a supportive classroom community. Children learn empathy through active listening and positive responses, which strengthens social skills alongside literacy. They discover that kind words, like 'Your story makes me smile,' encourage friends and motivate their own efforts.

Active learning benefits this topic greatly. Structured peer interactions, such as circle shares and partner feedback, provide immediate practice in real contexts. Children internalize skills through joyful repetition, making abstract ideas like attentive listening concrete and memorable.

Key Questions

1. What did you draw or make today that you would like to share with the class?
2. How does it feel when someone listens carefully to your story?
3. What kind things can you say about a friend's picture or story?

Learning Objectives

• Students will demonstrate the ability to read their own simple written or drawn stories aloud to a small group.
• Students will identify two specific positive comments they can offer about a peer's artwork or story.
• Students will classify their own drawing or writing as a 'story' or 'picture' to share.
• Students will explain how listening carefully to a classmate makes them feel.

Before You Start

Drawing and Coloring

Why: Students need to be able to create a drawing to have something to share and talk about.

Basic Speaking Skills

Why: Students need to be able to form simple sentences to talk about their drawings or tell a very short story.

Key Vocabulary

Share	To show or tell something you made or did to other people.
Picture	A drawing or painting that shows something or tells a story.
Story	Words that tell about something that happened or that you imagined.
Listen	To pay attention to what someone is saying.
Kind words	Nice things to say that make someone feel happy or proud.

Watch Out for These Misconceptions

Common Misconception

Stories must be perfect to share with others.

What to Teach Instead

Young children often hold back due to fear of mistakes. Circle shares with modeled kind feedback show all stories have value. Active peer practice builds confidence as they hear positive responses to simple efforts.

Common Misconception

Listening means staying completely silent with no reaction.

What to Teach Instead

Children may think listening is passive. Partner activities teach nods, eye contact, and kind replies as part of listening. These hands-on turns clarify engagement and improve focus during shares.

Common Misconception

Feedback always points out what is wrong.

What to Teach Instead

Learners confuse feedback with criticism. Group modeling of phrases like 'I like how...' during gallery walks shifts views to positivity. Repeated active practice creates a safe space for honest sharing.

Active Learning Ideas

Circle Time: Story Shares

Gather children in a circle. Each child holds their picture and reads or tells their story. Classmates listen, then one or two share a kind comment like 'I like your big house.' Teacher models first and uses a talking stick.

30 min·Whole Class

Partner Exchange: Feedback Pairs

Pair children with a buddy. One shares their story or picture while the partner listens and says 'I like...' or 'Tell me more about...'. Partners switch roles after two minutes.

20 min·Pairs

Kind Words Gallery: Group Walk

Display pictures on tables or walls. Small groups walk around, stopping to say or draw one kind thing about each friend's work. Record comments on sticky notes if able.

25 min·Small Groups

Echo Buddies: Repeat and Respond

In pairs, one child shares a short story. Buddy echoes a favorite part, then adds kind feedback. Switch and repeat twice for practice.

15 min·Pairs

Real-World Connections

• Authors and illustrators share their books with children at libraries and schools, reading their stories aloud and showing their pictures.
• Young children often share their artwork with family members at home, explaining what they drew and why it is special to them.
• In a classroom setting, students might present their projects to the class, practicing speaking clearly and receiving positive feedback from classmates and the teacher.

Assessment Ideas

Peer Assessment

During sharing time, provide each student with a simple checklist. Ask them to place a sticker or checkmark next to the presenter if the presenter spoke clearly and if they said at least one kind word about the presenter's work.

Quick Check

After a student shares their drawing, ask the class: 'What is one thing you liked about [student's name]'s picture?' Record their responses on a chart paper. This checks their ability to offer specific, positive feedback.

Discussion Prompt

Gather students in a circle. Ask: 'How did it feel when [student's name] listened carefully while you were telling your story? What did they do that showed they were listening?' This assesses their understanding of attentive listening and its impact.

Frequently Asked Questions

How to help Junior Infants feel safe sharing stories?

Start with teacher modeling and small groups to build trust. Use key questions like 'How does it feel when someone listens?' during shares. Praise efforts over perfection, and display all work visibly. This routine, over a week, reduces shyness and boosts participation through consistent positive experiences. (62 words)

What simple peer feedback phrases work for Junior Infants?

Teach phrases like 'I like your colors,' 'Your story is funny,' or 'Tell me more.' Practice in pairs first, with visuals or puppets. Link to key question 'What kind things can you say?' Children quickly adopt them, improving oral skills and kindness in just a few sessions. (58 words)

How does this topic link to NCCA Oral Language standards?

It develops clarity in speaking, attentive listening, and responsive talk, core to NCCA Primary Oral Language. Sharing practices turn-taking and audience awareness, while feedback builds expressive vocabulary. Integrated with Writing, it supports emergent literacy through real communication, meeting curriculum goals for confident expression in familiar contexts. (64 words)

How can active learning improve story sharing and feedback?

Active methods like partner turns and circle shares give hands-on practice in speaking and listening. Children experience immediate peer responses, reinforcing skills better than observation alone. Structured rotations ensure everyone participates, while reflection on feelings deepens understanding. This approach makes sessions engaging and accelerates growth in oral confidence. (70 words)