Foundations of Language and Literacy · Junior Infants · The Power of Oral Language · Autumn Term

Sharing What We Think and Feel

Students will learn and practice techniques for persuasive speaking, including structuring arguments, using rhetorical devices, and adapting delivery for different audiences and purposes.

• NCCA Curriculum Specifications
• NCCA: Junior Cycle English - Oral Language - Presenting
• NCCA: Junior Cycle English - Oral Language - Engaging with and Responding to Others

About This Topic

Sharing What We Think and Feel introduces Junior Infants to persuasive speaking through simple techniques. Children practice expressing preferences, such as their favourite book or toy, by giving clear reasons. They learn polite phrases for requests, like 'May I please have the block because I want to build a tall tower?' and words to share emotions, such as 'I feel happy when we read together.' These skills align with NCCA Junior Cycle English standards for oral language, focusing on presenting ideas and engaging with others.

This topic builds foundational oral fluency and confidence, essential for classroom discussions and social interactions. Children structure short arguments with a statement, reason, and call to action, adapting tone for peers or teachers. It connects to the Power of Oral Language unit by encouraging active listening and response, fostering empathy and collaboration from the start of the Autumn term.

Active learning shines here because young children thrive on immediate feedback and play-based practice. Role-plays and peer sharing make persuasion feel natural and fun, helping shy speakers gain courage while reinforcing structure through repetition and modelling.

Key Questions

1. Can you tell us your favourite book or toy and why you like it?
2. How do you ask politely for something you would like?
3. What words can you use to tell someone what you think or feel?

Learning Objectives

• Demonstrate the ability to state a preference for a toy or book and provide at least one reason.
• Formulate polite requests using specific phrases like 'May I please have...'.
• Identify and articulate at least two feelings using descriptive words.
• Structure a simple persuasive statement with a feeling, a reason, and a desired outcome.

Before You Start

Basic Vocabulary for Objects and Actions

Why: Students need to be able to name common objects and actions to express preferences and make requests.

Recognizing and Naming Basic Emotions

Why: Understanding simple emotions like happy and sad is foundational for expressing feelings.

Key Vocabulary

Favourite	Something you like more than anything else. We can share our favourite things to help others know what we enjoy.
Reason	A cause or explanation for why you like something or want something. Giving a reason helps others understand your choice.
Polite	Showing good manners and consideration for others. Using polite words like 'please' and 'thank you' makes asking for things easier.
Feelings	How you feel inside, like happy, sad, or excited. Using words to describe our feelings helps us share our experiences.

Watch Out for These Misconceptions

Common Misconception

Persuasion means being the loudest.

What to Teach Instead

Children often believe volume convinces others, but activities like pair shares show calm reasons work better. Peer feedback in role-plays helps them compare loud versus reasoned talks, building self-awareness.

Common Misconception

No reasons needed to share likes.

What to Teach Instead

Infants may list favourites without why, missing persuasion. Structured talks in circles prompt reasons, and class charts make the pattern visible, turning vague shares into convincing arguments.

Common Misconception

Feelings stay private.

What to Teach Instead

Young children hide emotions, thinking sharing changes nothing. Group emotion stations encourage expression and response, showing peers connect and support through active listening.

Active Learning Ideas

Pair Share: Favourite Toy Talk

Children sit in pairs and take turns sharing their favourite toy, saying why they like it and one reason a friend might too. Switch roles after two minutes. Record key phrases on a class chart for reference.

20 min·Pairs

Role-Play Circle: Polite Requests

Form a circle. Model polite asking, like 'Can you pass the crayon because I need red for my apple?' Children practice in turn, responding positively. Discuss what made requests work.

30 min·Whole Class

Feeling Feelings Station: Emotion Shares

Set up stations with picture cards of emotions. In small groups, children pick a card, state the feeling, give a reason, and persuade a partner to feel the same. Rotate stations.

25 min·Small Groups

Class Vote: Book Battle

Children vote on class favourite book by sharing one like and one reason in a show-of-hands vote. Tally results and discuss why winners persuaded most.

35 min·Whole Class

Real-World Connections

• When a child asks a shopkeeper for a specific sweet using 'May I please have...', they are practicing persuasive language to get what they want.
• A child explaining to a friend why they chose a particular game to play, saying 'I like this game because it has colourful pictures,' is using persuasive speaking to influence a decision.

Assessment Ideas

Quick Check

During circle time, ask each child to hold up their favourite toy or a picture of their favourite book. Prompt them: 'Tell us your favourite and give us one reason why you like it.' Observe if they can state a preference and offer a simple reason.

Discussion Prompt

Present a scenario: 'Imagine you see a friend playing with a toy you would like to try.' Ask: 'What polite words can you use to ask for a turn?' Listen for phrases like 'May I please have a turn?' and 'Can I play too?'

Exit Ticket

Give each child a drawing of a happy face and a sad face. Ask them to draw one thing that makes them feel happy and one thing that makes them feel sad. Then, ask them to say one sentence about each feeling, for example, 'I feel happy when we sing songs.'

Frequently Asked Questions

How do you teach persuasive speaking to Junior Infants?

Start with familiar topics like toys or books. Model simple structures: state preference, give reason, invite agreement. Use daily circle times for practice, praising specific efforts like 'Great reason about the wheels!' This builds habits gradually over weeks.

What words help infants express thoughts and feelings persuasively?

Teach phrases like 'I like it because...', 'It makes me feel... because...', and 'You should try it since...'. Pair with visuals or puppets for reinforcement. Practice adapts delivery for audiences, such as softer tones for teachers versus excited for friends.

How does active learning benefit sharing thoughts and feelings?

Active approaches like role-plays and pair talks give immediate practice and feedback, making abstract skills concrete. Children gain confidence through play, experiment with tones, and see persuasion succeed in real interactions. This boosts engagement and retention far beyond passive listening.

How to adapt persuasive speaking for different audiences in infants?

Model varying delivery: enthusiastic for peers, polite for adults. In activities, assign roles like 'convince a friend' or 'ask teacher nicely'. Reflection circles help children notice what works, developing audience awareness early.