Foundations of Literacy and Expression · Senior Infants

Active learning ideas

Composing Formal and Informal Communications

Active learning works well for this topic because young children build understanding through real interactions with peers and adults. By composing messages for different audiences, students experience firsthand how tone and structure shift in response to who will read their words.

• NCCA Curriculum Specifications
• NCCA: Junior Cycle English - Writing
• NCCA: Junior Cycle English - Purpose, Audience and Context

• 25–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• RAFT Writing
• 30 min · Pairs

Pairs: Friend vs Teacher Notes

Pairs brainstorm casual notes to friends (e.g., 'Let's play!') then rewrite as formal requests to teachers (e.g., 'May we play outside?'). They illustrate with drawings and swap to read aloud. Discuss what changes and why.

What are the key differences in tone and structure between formal and informal communications?

Facilitation Tip

During Pairs: Friend vs Teacher Notes, remind students to read their partner’s note aloud to hear how tone sounds when spoken.

What to look for

Give each student two scenarios: 1) Writing to a friend about a playdate, 2) Writing to the principal to ask a question. Ask them to write one sentence for each scenario showing the different tone they would use.

• Apply
• Analyze
• Create
• Social Awareness
• Self-Awareness

Activity 02

• RAFT Writing
• 45 min · Small Groups

Small Groups: Message Stations

Set up stations for purposes: invitation, thank-you, request, apology. Groups compose one formal and one informal version per station, using prompt cards. Rotate and vote on best matches for audience.

How do I tailor my language and content to effectively communicate with different audiences (e.g., teacher, peer, community leader)?

Facilitation Tip

For Small Groups: Message Stations, place sticky notes nearby so students can revise drafts before finalizing.

What to look for

Present students with a short, informal message (e.g., 'Hey! Wanna play?'). Ask them: 'Who might you send this to?' Then present a short, formal message (e.g., 'Dear Teacher, may I please borrow a book?'). Ask: 'Who might you send this to and why is it different?'

• Apply
• Analyze
• Create
• Social Awareness
• Self-Awareness

Activity 03

• RAFT Writing
• 40 min · Whole Class

Whole Class: Community Letters

Model a formal letter to the principal about playground ideas. Class contributes sentences, votes on tone, then copies individually. Display and role-play delivery.

What are the ethical considerations when composing professional or public communications?

Facilitation Tip

When writing Community Letters, model how to address an envelope with the teacher’s name and classroom number.

What to look for

Students write a short, informal note to a classmate. Then, they write a short, formal note to the teacher. They swap notes with a partner. The partner checks: 'Does the note to the friend sound friendly?' and 'Does the note to the teacher sound polite?'

• Apply
• Analyze
• Create
• Social Awareness
• Self-Awareness

Activity 04

• RAFT Writing
• 25 min · Individual

Individual: Personal Cards

Each child writes an informal card to a peer and a formal one to family. Add stickers for tone. Share select ones in circle time for feedback.

What are the key differences in tone and structure between formal and informal communications?

Facilitation Tip

For Individual: Personal Cards, provide envelopes so students practice real-world writing routines.

What to look for

Give each student two scenarios: 1) Writing to a friend about a playdate, 2) Writing to the principal to ask a question. Ask them to write one sentence for each scenario showing the different tone they would use.

• Apply
• Analyze
• Create
• Social Awareness
• Self-Awareness

A few notes on teaching this unit

Teach this topic by modeling both formal and informal messages side by side on the board. Point out how a simple greeting like ‘Hi’ or ‘Dear’ sets the tone before students even write a sentence. Avoid emphasizing long words; instead, focus on clarity, politeness, and structure. Research shows that young writers develop confidence when they see that respectful communication doesn’t require complexity.

Successful learning looks like students adjusting their word choice and greetings based on whether they write to a peer or an adult. They should start messages with clear greetings, include polite phrases when needed, and end with a closing line that matches the situation.

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Watch Out for These Misconceptions

• During Pairs: Friend vs Teacher Notes, watch for students who believe formal writing must include long or difficult words.

  Provide a word bank with simple polite words like ‘please’ and ‘thank you’ during the activity, and ask pairs to discuss why ‘Dear’ feels respectful even though it’s short.

• During Small Groups: Message Stations, watch for students who skip greetings in informal messages.

  Place a poster at each station showing a friendly greeting and a closing line, and have students circle where they used each in their draft before moving on.

• During Whole Class: Community Letters, watch for students who use the same tone for peers and adults.

  After drafting the letter, have students read it aloud in two voices: one as if speaking to a friend and one as if speaking to a teacher, then choose the more appropriate version.

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Methods used in this brief

• RAFT Writing