Foundations of Language and Literacy · Junior Infants

Active learning ideas

Sharing Our Stories and Pictures

Active learning works for this topic because young children develop oral language through repeated, structured practice in low-pressure settings. Sharing drawings and simple writings aloud gives them a concrete purpose to communicate, which builds both confidence and fluency. The activities provide clear turns and models, reducing anxiety while focusing on kindness and engagement.

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

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

Activity 01

• Peer Teaching
• 30 min · Whole Class

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.

What did you draw or make today that you would like to share with the class?

Facilitation Tip

During Circle Time: Story Shares, sit in a close circle to encourage eye contact and reduce distractions for shy speakers.

What to look for

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.

• Understand
• Apply
• Analyze
• Create
• Self-Management
• Relationship Skills

Activity 02

• Peer Teaching
• 20 min · Pairs

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.

How does it feel when someone listens carefully to your story?

Facilitation Tip

In Partner Exchange: Feedback Pairs, model the first exchange yourself so students see how to take turns and respond.

What to look for

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.

• Understand
• Apply
• Analyze
• Create
• Self-Management
• Relationship Skills

Activity 03

• Peer Teaching
• 25 min · Small Groups

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.

What kind things can you say about a friend's picture or story?

Facilitation Tip

For Kind Words Gallery: Group Walk, provide sticky notes in three bright colors so students can easily sort ideas by category.

What to look for

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.

• Understand
• Apply
• Analyze
• Create
• Self-Management
• Relationship Skills

Activity 04

• Peer Teaching
• 15 min · Pairs

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.

What did you draw or make today that you would like to share with the class?

Facilitation Tip

During Echo Buddies: Repeat and Respond, pair students with similar speaking confidence to avoid overwhelming quieter children.

What to look for

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.

• Understand
• Apply
• Analyze
• Create
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Experienced teachers approach this topic by creating predictable routines that reduce performance pressure. They model fluent speaking and listening with enthusiasm, using their own drawings or simple texts to demonstrate. Teachers avoid correcting grammar or art details during shares, instead focusing on effort and kindness. Research shows that young children learn best when feedback comes from peers in structured, repeated formats like partner exchanges or gallery walks.

Successful learning looks like students speaking clearly about their drawings, using gestures or pointing when needed. They listen attentively with eye contact and respond with at least one specific positive comment. Peers support each other by sharing kind words, which creates a classroom culture of encouragement and curiosity.

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Watch Out for These Misconceptions

• During Circle Time: Story Shares, students may believe their stories must be perfect to share.

  Use modeled examples to show that simple, clear sharing is valued. Praise effort with statements like 'I like how you pointed to your picture while you talked,' and keep the focus on communication, not polish.

• During Partner Exchange: Feedback Pairs, children may think listening means staying completely silent with no reaction.

  Teach partners to respond with nods, smiles, or brief comments like 'Wow!' between turns. Post a visual reminder on the wall with examples of active listening behaviors.

• During Kind Words Gallery: Group Walk, learners confuse feedback with criticism.

  Model phrases like 'I like the bright colors in your picture' and provide sticky notes in three colors for students to sort comments into categories: 'colors,' 'shapes,' and 'story.'

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Methods used in this brief

• Peer Teaching