Requests, questions and interactions < Back to Oral Language Requests, questions and interactions Stage 1 Junior & Senior Infants Through appropriately playful and engaging learning experiences, children should be able to Stage 2 1st & 2nd Class Through appropriately playful and engaging learning experiences, children should be able to Stage 3 3rd & 4th Class Through appropriately playful and engaging learning experiences, children should be able to Stage 4 Fifth and Sixth class Through appropriately engaging learning experiences, children should be able to Express personal needs, opinions and preferences, and make requests with confidence. Ask and answer a variety of open and closed questions Closed questions Closed questions are lower-order questions that have a narrow focus and require short, factual answers e.g. who, what, where and when. They are used to elicit specific information. to seek help, get information, develop understanding, clarify and extend thinking. Úsáid a bhaint as gníomhartha agus/nó comhrá coitianta chun riachtanais agus roghanna pearsanta a chur in iúl, chun iarratais a dhéanamh. (TF7, C1) Express personal needs, opinions and preferences, explaining and justifying their perspective. Tuairimí agus roghanna pearsanta a chur in iúl go muiníneach. Ceisteanna oscailte agus dúnta a chur agus a fhreagairt, chun cabhair a lorg, eolas agus tuiscint a fháil. Riachtanais, tuairimí, agus roghanna pearsanta a chur in iúl agus iarratais a dhéanamh go neamhspléach agus go muiníneach. Réimse ceisteanna a chur agus a fhreagairt, idir oscailte, dhúnta agus treoir cheisteanna, ar mhaithe le cuspóirí éagsúla. (TF7, C3 + 4) Ask and answer a variety of questions – open, closed, leading, rhetorical – for a range of purposes, such as exploring and discussing texts; clarifying and extending thinking; comparing views and opinions; interviewing, speculating, arguing and persuading. Select how and when it is appropriate to ask and answer a wide range of question types; open, closed, leading and rhetorical, for an increasing range of complex purposes. Progression steps The child… indicates likes, dislikes, wants and needs. The child… makes requests verbally or non-verbally. The child… makes simple choices and requests and asks simple questions. requests objects and events verbally and makes clear self-directed choices, requesting repetition, change of objects or events. The child… with support, engages with an unfamiliar adult to give or request information or recall an event. asks and responds to familiar questions. The child… asks questions to clarify others’ thoughts or actions, and to gain new information and get help. uses complete sentences to express personal needs and asks and responds to speculative questions leading to drawing inferences. The child… uses language confidently to refer to their own and third parties’ thoughts. uses open and closed questions Closed questions Closed questions are lower-order questions that have a narrow focus and require short, factual answers e.g. who, what, where and when. They are used to elicit specific information. and states reasons for personal requests. The child… invites and responds to questions on their news and information and elaborates on reasons for personal requests. The child… explains and justifies their responses. The child… questions new information presented and defends their position and presents a case for a personal need or request. The child… analyses and clearly expresses personal needs, opinions and preferences, whilst being open to alternative views and perspectives, including those from other cultures. examines and discusses different question types; recognises that questions are asked in a variety of ways and adapts their questioning to suit their purpose. The child… reflects on feedback in relation to their personal needs, opinions, preferences and biases, evaluating and adjusting their perspective, if necessary. analyses and interprets their own and others questions, to inform further questioning and responses. frames questions effectively and asks them at chosen moments, to achieve a clear purpose. Support materials for teachers Oral Language - Teanga ó Bhéal Example of student work Oral Language - Teanga ó Bhéal Relevant across all strands Example of student work Relevant across all strands
