Foundations of Language and Literacy · Junior Infants

Active learning ideas

Sharing What We Think and Feel

Active learning works especially well for sharing thoughts and feelings because young children express themselves through movement and social interaction. When they practice with real objects and peers, abstract ideas like reasons and emotions become concrete and memorable. This hands-on approach builds confidence and clarity before moving to abstract language structures.

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

• 20–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Think-Pair-Share
• 20 min · Pairs

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.

Can you tell us your favourite book or toy and why you like it?

Facilitation Tip

During Pair Share: Favourite Toy Talk, model the full sentence 'I like the car because it goes fast,' then pause to let children repeat the structure before they speak.

What to look for

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.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 02

• Think-Pair-Share
• 30 min · Whole Class

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.

How do you ask politely for something you would like?

Facilitation Tip

In Role-Play Circle: Polite Requests, place a timer on the floor so children see how long a polite turn sounds, helping them compare volume with calm, clear language.

What to look for

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?'

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 03

• Think-Pair-Share
• 25 min · Small Groups

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.

What words can you use to tell someone what you think or feel?

Facilitation Tip

At Feeling Feelings Station: Emotion Shares, provide emotion cards with faces and words so children can point while they speak, supporting verbal expression with visual cues.

What to look for

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.'

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 04

• Think-Pair-Share
• 35 min · Whole Class

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.

Can you tell us your favourite book or toy and why you like it?

Facilitation Tip

During Class Vote: Book Battle, hold up two books and ask, 'Which one should we read first? Give one reason why,' to anchor both choice and rationale in the same moment.

What to look for

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.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Experienced teachers begin with modelled language using high-interest objects or books the class already knows. They avoid rushing to correct grammar; instead, they gently restate a child’s idea with the target structure and invite repetition. Research shows that when teachers use open-ended questions and wait time, children produce longer, more structured responses. It’s important to create a safe space where sharing feelings is normalized through repeated modelling and peer affirmation.

Successful learning looks like children stating a clear preference with a simple reason, using polite phrases in role-plays, and naming emotions with examples. They should speak audibly to peers, listen to others, and respond with supportive comments during group activities. Progress is shown when their language moves from single words to short, structured sentences.

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Watch Out for These Misconceptions

• During Pair Share: Favourite Toy Talk, children may believe shouting their preference will persuade others.

  After the pair share, gather the class and model how calm, clear reasons work better. Ask children to compare loud shouts with soft, reasoned talks, using thumbs up and down to vote on which style is more convincing.

• During Role-Play Circle: Polite Requests, infants may list wants without giving reasons for their requests.

  During the circle, hold up picture cards of common classroom items. Ask each child to point and say, 'May I please have the ___ because ____.' Hold up the card for the reason if needed, reinforcing the sentence pattern visually.

• During Feeling Feelings Station: Emotion Shares, children may think sharing feelings is private and changes nothing.

  At the station, place a class emotion chart with photos of children’s faces. After each share, ask the group, 'Who feels the same way?' to show that feelings connect peers and are valued responses.

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Methods used in this brief

• Think-Pair-Share