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HIGHLAND LITERACY PROJECTwww.hvlc.org.uk/hlp

Reading for Information

P1-S3[Early to Fourth level]

Literacy across Learning

L. Sim, F. ShearerUpdated June 09

Highland Literacy Project

http://www.hvlc.org.uk/hlp

READING FOR INFORMATION P1-P7 & extending into S1-S3

A Curriculum for ExcellenceThe strategies suggested in this booklet support the following Literacy outcomes and experiences from A Curriculum for Excellence. Literacy is the responsibility of all teachers in all subject areas. The E/Os in italics below are Literacy and are therefore the responsibility of all.

Organisers Sub- divisions

LEVELS

Early First Second Third Fourth

READING Tools for reading

ENG 0-12a/ LIT 0-13a / LIT 0-21a

LIT 1-12aLIT 1-13a

ENG 2-12a/ENG 3-12a / ENG 4-21aLIT 2-13a LIT 3-13a LIT 4-13a

Finding and using Information

LIT 0-14a LIT1-14aLIT 1-15a

LIT 2-14a LIT 3-14a/ LIT 4-14

LIT 2-15a LIT 3-15a/LIT4-15a

Understand-ing, analysing & evaluating

LIT 0-07a/ LIT 0-16a/ ENG

0-17a

LIT 1-16LIT1-17LIT 1-18LIT 1-19

LIT 2-16LIT 2-17LIT 2-18LIT 2-19

LIT 3-16LIT 3-17LIT 3-18LIT 3-19

LIT 4-16LIT 4-17LIT 4-18LIT 4-19

WRITING

Writing is supported only if the reading to writing connection is exploited.

Enjoyment & choice

LIT 1-20/LIT 2-20 LIT 3-20/LIT 4-20

Tools for writing

ENG 0-12/ LIT 0-13/ LIT

0-21aLIT 0-21b

LIT 1-21LIT 1-22LIT 1-23LIT 1-24

LIT2-21LIT 2-22LIT 2-23LIT 2-24

LIT 3-21LIT 3-22/ 4-22

LIT 3-23LIT 3-24

LIT 4-21LIT 3-22/ 4-22

LIT 4-23LIT 4-24

Organising and using Information

LIT 1-25LIT 1-26

LIT 2-25LIT 2-26

LIT 3-25LIT 3-26/ 4-26

LIT 4-25LIT 3-26/ 4-26

Creating texts

LIT 1-28/LIT 1-29

LIT 2-28LIT 2-29

LIT 3-28LIT 3-29

ENG 3-31

LIT 4-28LIT 4-29

ENG 4-31LISTENING & TALKING

Listening and talking E/O are ONLY supported if pupils are learning in an active and collaborative way

Tools for L & T

LIT 0-02/ ENG 0-03

LIT 1-02 LIT 2-02 LIT 3-02 LIT 4-02

Finding and using Information

LIT 0-04 LIT 1-04LIT 1-05LIT 1-06

LIT 2-04LIT 2-05LIT 2-06

LIT 3-04LIT 3-05/ 4-05LIT 3-06/ 4-06

LIT 4-04LIT 3-05/ 4-05LIT 3-06/ 4-06

Understand-ing, analysing & evaluating

LIT 0-07/LIT 0-16/

ENG 0-17

LIT 1-07LIT 1-08

LIT 2-07LIT 2-08

LIT 3-07LIT 3-08

LIT 4-07LIT 4-08

Creating texts

LIT 0-10 LIT 1-09LIT 1-10

LIT 2-09 LIT 3-09 LIT 4-09LIT 4-10

LIT 2-10/LIT 3-10

HIGHLAND LITERACY PROJECT

Reading for Information Cross curricular – Reading for information skills can be used in any

subject!

“All practitioners in each sector, in each department and in all settings have a 2

responsibility to develop, reinforce and extend the skills set out in the Literacy experiences and outcomes”

Literacy and English P&P paper ~ CfE

Reading for information is a skill for life

Reading to writing connection

Key points Whole class lesson {except P1-7 classes: class would need to be split into two} Pupils in mixed ability pairs, trios Working towards same goal Defined roles High pupil talk/low teacher talk Reading to writing

Collaborative learning underpins all aspects of the HLP and should be used during all aspects of discussion and questioning. This means the pupils are active learners as they are being asked to discuss in trios throughout the lesson. Three tips to help train the pupils and yourself in this – have no hands up; ask open ended questions and ask the pupils to find the evidence in the text, quantifying where possible.

Environmental Print (using ‘real’ resources)

This is a ‘life long’ skill as the bulk of reading for information we do as adults is through Environmental Print, such as phone books, timetables, instructions etc. Pupils at all ages should have plentiful opportunities to read and work with ‘real’ sources, such as environmental print. Environmental print does not need to be a stand alone lesson, but works well as part of many curricular areas eg, maths, health, environmental studies or as a follow up activity to every day reading. There are a variety of suggestions near the back of this handout.


BUILDING INDEPENDENCEAs the pupils progress through school, we as teachers need to help them to gain increasing independence when reading for information.

Step 1 – Use large text. Whole class lesson led by teacher and with teacher recording information. (P1)

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Step 2- Use large text. Whole class lesson led by teacher and with pupils recording in pairs/ trios. (approx P2/3)

Step 3A- Use small texts [all the same], one per trio. Teacher guides lesson and pupils decide on whole class questions. Pupils record independently.[approx P3/4]

Step 3B – As above but with trios working independently on their own questions

[Approx P4-S3]

Step 4- pupils use a variety of texts to research independently within a given topic. Pupils discuss prior knowledge and decide what they want/need to know. [P6 to S3]

Step 5- As above with pupils deciding where to find the information and what sources are reliable i.e. can they trust the source? [P7 – S3]


Step 1 – Teacher Recording Collaborative learning underpins all aspects of the HLP and should be used during all aspects of discussion and questioning. This means the pupils are active learners as they are being asked to discuss in pairs throughout the lesson. Four tips to help train the pupils (and yourself!) in this – have no hands up, ask open ended questions, ask the pairs to find the evidence in the text and use quantities when ever you can e.g. ‘find 5 places where alligators live’

All children seated in pairs on floor around Teacher, within sight of the Big Book or Shared Text.

Pairs recall talking and listening rules e.g. ‘Can you and your partner remember 3?’

Pairs discuss author, illustrator/photographer, cover, type of genre (photographs usually mean it’s a NF book), blurb, title etc led by the teacher.

Look at Contents page and discuss where in the book we might find different pieces of information.

Tell children what topic is to be covered in the lesson and ask what pages we need to look at.

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Before turning to these pages, the children talk to their partner about what they already know about the topic, which can be noted on the whiteboard/blackboard by the teacher.

Children can suggest questions to help find out some facts about the topic. A Key Question is chosen and this is written on the board.

Teacher reads the pages aloud pointing to the words as they are read. (Be careful not to block their line of view)

New words and their meanings are discussed in context. Early strategies are used eg reading around the word, asking a friend. The use of a Glossary/dictionary could be demonstrated.

Text is read and discussed a further 2 times, by the teacher but with the children encouraged to join in.

Teacher asks children to discuss the answer to the key question in their pairs, encouraging them to refer to the text/pictures.

Answers are agreed and noted on the board. Teacher asks if any other pair has anything further to add to answer. Pupils return to their prior knowledge and discuss briefly, looking at whether

information was true/false/can’t tell from this chapter. Pairs evaluate how well they worked together and why, and discuss how they

could improve.

By the end of P1 Children could progress to writing the answer (their own attempt!) on small

whiteboards in pairs. Pairs could be given roles or recorder and reporter.

HIGHLAND LITERACY PROJECT Step 2 – Pupils recording

All Pupils seated in mixed ability trios on floor around Teacher, within sight of the Big Book or Shared Text

Trios recall rules and decide roles of recorder, checker and reporter. (These should be rotated each lesson)

Trios recall how well they worked together during previous lesson and how they had planned for improvement. (They should be encouraged to refer to previous lesson sheet)

Trios discuss author, illustrator/photographer, cover, type of genre (pupils justify)

Tell pupils what topic is to be covered in the lesson and ask where to look to find the information.

Before turning to these pages, ask trios to discuss what they already know about this topic. (Set a brief time limit e.g. 1 minute, 34 seconds)

Ask trios to choose 3 of them and & note them using bullet points (pupils may need to be taught/reminded how to make notes) Again set a brief time e.g. 2 minutes, 47 seconds. Teacher does NOT record nor ask for feedback.

Trios now have to think and discuss what they want to find out about the topic. Time limit.

Teacher asks reporters to give one key question from each trio.(pupils will need to be taught how to ask ‘fat’ questions)

Class are encouraged by the teacher to agree on the key question they are going to research. (CT knows what answers can be found in text)

Look at Contents page again and turn to appropriate pages in book.

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Teach the pupils how to skim and scan the text for any difficult words or phrases. Discuss meanings and teach the pupils how to clarify words independently

- Does it have capital (then it’s a name of place, person etc)- read it in context- discuss it within trio- look for clues- look in a glossary and finally… look in a dictionary

Teacher reads text to the children, pointing to the words as they are read. Pupils are taught how to recognise the difference between facts and opinions.

Second and third readings involve the whole class in joining in reading the text.

Trios discuss and agree the answer for the key question. Teacher should indicate how many pieces of information to look for.

Trios write down their answers. Brief time limit. Teacher selects reporter from one trio to share answer with class. Teacher asks if any other trio has anything further to add to answer. Pupils

are taught not to repeat information already given. Pupils return to their own prior knowledge and discuss briefly, looking at

whether information was true/false/can’t tell from this piece of text. Trios evaluate how well they worked together and why. Did they achieve

success in their target from the previous lesson? Trios discuss how they could improve – this is noted and kept for next lesson.


Step 3a –Trio work using the same small non fiction texts: Towards Independence

~The amount of teacher talk is reduced, pupil independence is increased~

Collaborative learning underpins all aspects of the HLP and should be used during all aspects of discussion and questioning. This means the pupils are active learners as they are being asked to discuss in pairs throughout the lesson. Four tips to help train the pupils (and yourself!) in this – have no hands up, ask open ended questions, ask the pairs to find the evidence in the text and use quantities when ever you can e.g. ‘find 5 places where alligators live’

Pupils are seated in mixed ability trios at tables, but not in a straight line. Trios decide roles of recorder, checker and reporter. Reporter sits in

middle. These roles must be rotated every lesson. [Trio rules should be firmly embedded by this stage but may need to be revisited now and then.]

Trios recall their plan for improvement from previous lesson (may refer to sheet)

Pupils are given small text and recording sheet (or a blank piece of paper) Trios discuss cover, type of genre and what information they may expect to

be in the book. The teacher may tell pupils what specific topic is to be studied, depending on

the type and contents of the book e.g. with a book about animals, the teacher may narrow the lesson down to ‘dogs’.

The trios then discuss and record what they already know about this topic, reminding them that it should be facts and not their opinions of the subject. (Set a brief time e.g. 3 minutes 17 seconds).This is not discussed further at this point.

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Trios now think and discuss what they want to find out about the topic. 2- 3 minutes to discuss and agree. Pupils may have to be reminded how to ask ‘fat questions’

At this point the teacher asks the reporters to share their questions and agree on one or two for the whole class to research. (The teacher knows if information can be found in book)

Trios look at Contents page and turn to appropriate pages in book. Pupils skim and scan the text for any difficult words or phrases. Meanings are

discussed in the trio. Clarifying skills may need to be revisited: - Does it have capital?

- read it in context- discuss it within trio- Look for clues e.g. does the beginning remind you of another word? Is it

written elsewhere under a picture/diagram?- look in a glossary and finally… look in a dictionary

Two or three meanings may be recorded and shared with class. Trios read the text up to 3 times out loud. This can be done in a variety of

ways – as individuals, together, in pairs. Pupils support each other in this so no-one is pressurised. Again set a time limit for this so that no group is sitting finished. Some groups may only manage it twice.

Step 3a – continued Trios discuss and agree the answer for the key question. Answers are

recorded. Pupils need to be reminded what is expected of them in terms of note making.

Each reporter shares one piece of information that helps to answer the question. The class decides if this is accurate and relevant and a fact rather than an opinion.

Each trio is given the opportunity to add any further information. Trios return to their prior knowledge and discuss briefly, deciding whether

each one is ‘true’, ‘false’ or ‘can’t tell’ from the text read. Finally pupils evaluate how well their trio collaborated and the reasons why.

Did they achieve their target from their previous lesson? Did they find all the information? Trios decide their plans for improvement and record. This can be shared with another trio or the class.

Step 3b –trio work using same small non fiction texts: Towards Independence~The amount of teacher talk is reduced even more, pupil independence is increased further~

As 3a except:

Pupils decide on their own question(s) rather than a whole class question.

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At first the trios may share their question with the whole class. The teacher is then able to check that questions are open-ended and likely to be found in the text. Thereafter, the teacher can simply do this by wandering around the trios as they work independently. The teacher should have couple of questions that trios can ‘borrow’ if they are struggling to think of a question/or answer’s not in text.

Increase independence by encouraging trios to complete several steps before bringing them all together. (the use of a prompt card may help them to be more independent)

Less direct input by teacher.

On some occasions, pupils could report back to another trio rather than the whole class.


Step 4 –Trio work using small non fiction–Different texts: Almost Independent

As the pupils gain independence, they will be able to read for information, still in trios, but using different texts. The procedure is similar to step 3b except that the pupils may need to look through several books/sources1 to find the information.

New skills introduced/extended Pupils are taught to acknowledge their source.

Pupils recognise when the sources are trying to influence the reader

Pupils are introduced to a wider variety of ways to organise and record information

SOME KEY POINTS WHEN USING DIFFERENT TEXTS: Ideal for project/cross curricular work Ideal with limited resources Could use different texts but on the same subject e.g. A Health lesson using

a variety of ‘No smoking’ info/leaflets Class could be directed to research the same questions from a variety of

sources Most often Trios would choose their own research questions On occasion high ability pupils could be ‘stretched’ by being given a more

demanding text in their own trio – other pupils would still be mixed. Occasionally, pupils given an opportunity to work as an individual. Texts will

need to be differentiated.

1 CfE – “Sources should be interpreted in the broadest sense, for example, traditional sources such as libraries and also the full range of digital and inter-personal opportunities to learn about texts”

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Step 5 –Trio work with pupils choosing own sources: Independently As step 4 but with pupils working independently and deciding where to find the information i.e. which source is best for this particular task?

New skills introduced/extended Pupils are taught how to recognise reliable sources i.e. Can they trust the

source?

Pupils choose their own way of organising & recording the information. What is most suitable for the task and/or to be able to remember the information?

Pupils have opportunities to work independently as individuals as well as in mixed ability trios/small groups.

Names …………………………………………………………………… date………………………..

NON FICTION

Title: Author :

What did you find out ?

Illustrate this information

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Early step 2 recording sheet

Reading for Information

Names __________________ __________________ __________________

What is the book about ? _____________________________________________________________

1. What do we already know? 2. What do we want to know ?

3. What did we find out ?

In our trios we worked … [Draw the face]

Well OK not so good

Reading for Information Topic/Chapter - Recorder _________________ Checker ________________ Reporter _________________

Step 2 recording sheet

Type of book (Genre)

Step 3 recording sheetGenre

How can we improve?

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Prior Knowledge What do you want to know?

*

Meanings What we found out (notes)

**

**

In our trios we worked well OK could have done better because _____________________________________________________________________________________________________________

How we plan to improve:

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P1/2 Rules

Talk quietly.

Listen closely when someone is speaking.

Look at the person who is talking.

Don’t speak until others are finished.

Speak clearly

Everyone is important.

Trio Rules13

Talk quietly within your trio.

Sit facing one another in your trios, not in a straight line.

Listen closely when someone else is speaking.

Look at the person who is talking.

Don’t speak until others are finished.

Speak clearly and don’t wander from the subject.

Encourage others to speak by including them, asking their views.

Value everyone’s opinion.

Trio’s Prompts Reading For Information

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1. Decide roles of recorder, reporter and checker.2. Discuss steps for improvement from previous lesson.3. Discuss the cover, the type of genre and what you may

find out from the book. 4. Look at the topic. What do you already know about it?

Discuss, agree and write it down. 5. What does your trio want to find out? Agree and record

the question(s).6. Look at the Contents Page and then find the most

suitable pages. 7. Skim and scan for difficult words or phrases and find

their meanings by:a) Discussing the meaningsb) Looking for clues eg Capital lettersc) Reading the whole sentenced) Breaking the word downe)Finally if the trio is still unsure try looking in the

glossary/dictionary8. Record some of these words and their meanings.9. Read the text aloud at least twice- together, in pairs or

individually. Remember to help each other.9. Look at the question again and discuss what you found out.10. Write down this information in note form. Do not just copy!11. Look back at what your prior knowledge. Was it true,

false or can’t tell?12. Decide how well your trio worked together, the

reasons why and how you could improve. Did you achieve this week’s target?

13. Reporter from each trio shares answers with class or with another trio.

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WHAT OTHER ‘TEXTS’ CAN I USE FOR TEACHING READING FOR INFORMATION?

Within ‘A Curriculum for Excellence’, the description of texts is given as: “Texts include those presented in traditional written or print form, but also orally, electronically or on film.” A CfE also gives examples of texts that could be used for reading for information eg.:

Reference textsThe spoken word

Charts, maps, graphs and timetablesAdvertisements, promotional leaflets, newspapers, magazines

Films, TV programmes, labels, signs and postersRecipes, manuals and instructions, reports and reviews

Web pages, catalogues and directories

EARLY LEVEL~ Using Environmental Print

‘Literacy across the Curriculum’There are many opportunities for children to learn to read in their own and the school environment. Environmental print is everywhere and is a natural starting point to teach young children to read. Children are surrounded by print and it is one of the first ways they have of recognising that print has meaning. Children have a real connection to everyday print and are often able to "read" it within the context of their everyday experiences. Remember it is cross-curricular e.g. maths, health, art etc ~ ‘Literacy across the curriculum’

Activities for Reading for Information using Environmental Print Cross –curricular: a few have been included as an example Copy snack wrappers, use correct size, colour and print. Stick wrapper and

picture in a scrap book. [Art] Add captions eg Colin ate crunchy crisps. (Alliteration!)

Look for prices and compare cheapest/dearest/same. [MATHS] Look for sell-by dates/bar codes. [MATHS/HEALTH] Collect wrappers and labels, sort into healthy/unhealthy foods. [HEALTH] Make posters to stop people dropping litter. Use letters cut from newspaper

headlines. Display around school for children to read. [HEALTH] Give children photographs of signs around school. Children have to locate the

signs. Give children a copy of a particular word. Children have to find that word.

(this is a bit trickier) Children could copy signs using magnetic letters and boards. Look at names. Who has the shortest/longest name? Which names begin with a, b, c etc.

Muddle up the letters of their names. Can they still find their name? Cut name labels in half. Give each child half and let them find the other half.

Good for learning to read the names of other children. Use money; look at words on notes and coins. [MATHS] Look at car number plates, biggest/smallest, odds/evens, finding letters of the

alphabet, making words from letters eg TCA = cat Newspaper headlines, name of paper, find words for every letter of the

alphabet; find compound words, rhyming words etc. Names of TV programmes, sports pages, football team badges, logos etc. Environmental print walks. Take digital camera and record signs, house

names, road signs, road markings, fire hydrants, shop signs, billboards etc. Make rubbings with crayons and paper of various signs/print.

Ask children/parents to collect labels, wrappers etc Record all the words they can see on household appliances, eg television, washing machine etc.

Find all the words they can find in the kitchen/living room/bathroom etc. Collect envelopes with family name & address Read t-shirts. Bring a t-shirt to school to read the print on it. Match up logos. Give children a logo and ask them to find the identical logo. Cut a logo in half. Children have to find who has the other half. Make a big alphabet book using environmental print. Put wrappers/logos etc

in alphabetical order in a scrap book. Play Lotto/Bingo using environmental print. Children could make labels for the classroom. . Link to Phonics programme. Make snap/pairs cards with wrappers/logos. Make a collage of environmental print. Find words inside words eg Kelloggs – log or Walkers – walk. Find words which rhyme or are alliterative in print. De-contextualised print. Children are able to recognise the words out of

context with no picture clues etc. Find and cut out letters from logos to spell out own name. Activities on Writing Table, menus, shopping lists, telephone directories etc. Matching words to pictures. Use a feather duster/pointer to find all the signs beginning with each letter of

the alphabet. (could link to phonics) Copy signs from the classroom. Copy labels/logos. Make a new sign/label/logo for a familiar print.


DEVELOPING AND EXTENDING READING AND WRITING FOR INFORMATION

MOVING ON …

How can we continue to challenge and motivate our pupils?

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The skills required for Reading for Information need to be built up throughout P1 –P7 and into S1-S3 and could follow the 5 step progression previously suggested in this booklet:

However, it is essential, that once the pupils are both competent and confident in being able to tackle reading for information in this structured way, to provide a greater variety of Reading for Information activities in both reading and recording. This will prevent pupils from becoming de-motivated and will provide additional challenge and stimulation.

HOW?

1) Wide variety of textsTo fully develop the skills of Reading for Information and to keep the motivation levels high, the pupils need to work with an increasing variety of Non Fiction texts. For exampleReference textsThe spoken wordCharts, maps, graphs and timetablesAdvertisements, promotional leaflets, newspapers, magazinesFilms, TV programmes, labels, signs and postersRecipes, manuals and instructions, reports and reviewsWeb pages, catalogues and directories

2) Working in a variety of groupings in size and who is in them. Although mostly collaborative, pupils need also to be given opportunities to work as individuals for part or the entire lesson. For example the text may be read as a trio (to support the less able) but the written work may be individual.NB- If the entire lesson is to be completed as an individual, texts and/or written work will need to be differentiated.

3)Wide variety of tasks/methods of recording informationHere are a few examples that can be used or adapted to suit age group or ability:

SummarisingTrash and Treasure – Passage is read once silently and then as a group. Trios decide which information is ‘Non essential’. This may include

Illustrations and captionsExtra informationExplanationsRepetitionsExamples

This information is highlighted in red (trash)Vital information is highlighted in green (Treasure). This is then used to write a summary. At the beginning the teacher may choose to limit the amount of information treasured eg ‘Highlight the 8 most important pieces of information in the passage’.

Next steps – only a green highlighter is used- Trios use this information to write the summary in their own words.

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Questions and Answers (1)Trios read text twice.Trios think up 5 questions that require detailed answers, to go with the text. These questions are given to another trio to answer orally or in writing. After the questions have been answered, the two trios pair up to discuss their answers. If each trio is using a different text, the text is swapped too.

Questions and Answers (2)The teacher simply gives each trio some questions about the text. The responses are then shared with the other trios/whole class. This is effective for finding out information for a class project or science or health topic. The trios could all have different books, with differing amounts of information. This makes the feedback sessions more interesting as they won’t all have the same information.

EnvoyingIn the same way, children find responses to 3 questions either asked by the teacher or other pupils. Having found the answer, each pupil, in turn, is given the job of conveying the question and responses to another trio. Therefore, each trio is amassing information about a text other than the one they have read. In plenary, trios will be required to summarise all the pieces of information that have been passed onto them.

Mind MapsThese are summaries but in a different form. Trios read text twice. They then decide the key headings from the passage and draw these inside bubbles. These bubbles are then extended and new bubbles added to add further information.This is a great way to extract information from individual paragraphs. They can be developed to contain extensive information.

ClarifyingTrios highlight 10 words for another trio to clarify. These words are written in alphabetical order. Using text clues, the trios decide the best definition of the word and record this. This is then repeated down the list of words. Once completed the trios clarify the words in the glossary/ dictionary and record any where they did not predict the correct meaning. This list could be kept to make their own trio dictionary. It could then be used in other activities.

Trio ProjectThis is a very effective activity that the pupils enjoy. It is a bit like a ‘personal project’ except the projects are completed in trios. By working in trios, the pupils are learning cooperative skills. You will also find that they are more motivated and the outcomes are better. The subject can either be own choice or better still, linked to the class project. They need to use all the skills they have learnt such as drawing diagrams, labelling, creating a contents page, summarising etc.These may take a few weeks to complete and can then be enjoyed by the other trios.You may wish trios to deliver a group talk presenting the outcomes of their project.

True/False/Can’t TellThe teacher provides the trios with 10 statements. After the pupils have all read the same text or different texts on the same subject, they decide if each statement is

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true/false or can’t tell. When they report back to the rest of the class/another trio, they must be able to justify their answers.

True/False/Can’t Tell (2)Pupils make up their own true/false/can’t tell statements after reading a piece of text. Statements are passed to another trio to solve. This task will encourage an extended discussion as pupils learn to justify their opinions and how to be effective.

Tables and chartsMuch Non Fiction lends itself to be rewritten as a table or chart. For example a passage describing what people wore during the Late Victorian times may be written inside a simple grid such as the one below.

Children Women Men

Wealthy

Poor

Two sides of an argumentThese grids can be used to order information in a text that gives two sides to an argument eg Fox Hunting, wearing of fur, the location of new mobile phone masts etc

Note MakingAfter the text has been read at least twice by the trio, the pupils note down the key facts in phrases. The text is then read a third time and the book closed. Pupils then change their phrases into sentences. These notes are then shared with the whole class after the trios have been reminded that no information is repeated.

Features of GenreThis is a worthwhile activity that would probably be done before the text is read in detail. By skimming and scanning, the pupils would decide the type of genre, its purpose, the style and tone used by the writer and the audience at which it is aimed. After discussion in their trio, they would list all the features that justify their answer.This information could be used to begin an individual chart detailing that information that could be added to and/or referred to throughout the session. See example at the end of this booklet.

Draw a DiagramThere may be some texts which can be summarised as a diagram or diagrams. For example a list of instructions could be illustrated as a diagram(s) with labels eg ‘How to put a wardrobe together’. The trios/individual would read the text twice and then summarise the key points to be included.

Visa Versa

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As above but change the genre around i.e. a diagram can be written as a list of instructions. Any reading for information text can be recorded in a different format.

Timed ResponsesAfter the trios have read a N F text, the teacher gives them a large A2 piece of paper, a marker pen and five minutes on a clock. Using bullet points they have to record as much information as they can in that time. Pupils of all ages enjoy this. Trios share one piece of information with the class. The teacher encourages good listening to avoid repetition.

Pass the informationTrios read and discuss the text as above. Given only a minute each, trios record information and pass the paper to the next group. The next group has to quickly scan the sheet and add any further information within a minute. Information should not be repeated. This continues until the paper arrives back at its owner, Trios read all the information gathered. They decide if they agree, disagree or are unsure about each piece of information. This can be shared a class.

Group PresentationsAfter trios have read the text, the teacher explains that they are all going to present their findings in a three minute presentation to the rest of the class. All members of the trio will be taking part. Pupils are given a set time to prepare eg 20 minutes. To begin with, the teacher may decide to let trios present to another trio before presenting to the whole class. It is better that all trios have different texts for this activity. An extension of this may be the creation of Power point presentations.

Make a PosterThe trios would read the text and then, using only the information given in that piece of text, they would design a poster. They may use a pen to highlight the relevant information. This is especially effective to show one side of an argument in a piece of persuasive text and practises their summary skills. By using two different colours of pens, this could be extended to show both sides of the argument.

Adding InformationAfter reading the text in trios and discussing its contents, pupils decide what further information they would like on the subject. This is noted down. Pupils then work together to find this information from another source – library, internet. Their findings are shared with the class/another trio.

Write a LetterAgain, text of a persuasive nature lends itself to letter writing. Pupils could write a letter aimed at a newspaper/ Council etc arguing their side. They would form trios of ‘like minded’ pupils so letters arguing both sides may be written in the class.

Text ReconstructionA piece of Non fiction is cut up into logical sections. Trios are asked to reconstruct the text justifying their reasoning.

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Design a LeafletThis may be a useful follow up activity when using an instructional piece of text. The pupils would decide which parts are the most relevant to put into an instructional leaflet. They may decide that diagrams or illustrations would form part of this and they would need to think about appropriate layout.

Headings and Sub-HeadingsThe text is read at least twice in the trio. Trios decide appropriate headings for each paragraph. Two or three sub headings are then decided and written under each heading chosen. Pupils must have clear justification of their choices. This is quite a tricky task as pupils need to have a clear understanding of the text and be able to work well collaboratively. Pupils then report back to the class, justifying their choices.

Interpreting the info(over 2-3 sessions)Session 1 – Text is read twice and summarised. This shortened version is then recorded onto tape.Session 2 – Trios think up 10 key questions that they will ask the class in session 3Session 3 – Trios play recording of passage to the class and then ask the 10 prepared questions to elicit if they have been successful in conveying the message in their summary.Audience members can then assess whether or not an accurate message has been conveyed.

Walk AboutDon’t be put off by the title. It’s an excellent way of recapping and reinforcing information learnt or discovered. Pupils walk about individually and when they meet someone who is not in their trio, they stop, greet and share one piece of information that they have learnt during the lesson. They cannot repeat the same piece of information with the next person – they have to recall another.After a few minutes, the pupils return to their seats. One person is chosen to begin. They must recall one piece of information and share it with the whole class. They then choose the next person to recall an additional fact. Keep going until no new information is shared.

Pass the information 2This is an oral recall activity. Once a text has been read and a written activity completed. Pupils sit in groups of about 6. One person begins by saying a fact they have learned during the lesson, the next person continues with an additional fact and so on around the circle. If a pupil cannot think of another fact, they say ‘pass’ and the game continues. The game finishes when no-one can think of any new facts. You can only be knocked out if you repeat information already given.

Prior knowledgeUsing differentiated text, pupils individually highlight in green all the information that they know already and in orange all the information they didn’t know and will need to learn. Pupils then record all the ‘orange’ information in the way that will help them remember the easiest eg mind map, bullet points, notes using coloured pens etc. This can be done as a study guide.

Teach each other22

Working in trios/fours of a similar ability each read a section of the text silently. Pupils then teach the other members of the group about the section they read. By the end all pupils will have taught or been taught the whole text. Texts will need to be differentiated for different groups.

Finally, share ideas with colleagues!

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Overarching Genre : Non fictionGENRE EXAMPLES EXAMPLES OF POSSIBLE FEATURES

INSTRUCTIONS Recipes Games instructions How to set up a DVD player

Usually in a set order (procedural)Often has numbers to followCan have diagrams (labelled)Instructions may be in different languagesParts may be in bold and/or italics

PERSUASIVE Leaflet for fun park Adverts Posters Propaganda Some letters

Material designed to persuade you to do or buy somethingDesigned to catch your interest – layout, wording etcOften includes ‘special offers’Usually has photographsDoesn’t mention any ‘bad’ points

DISCURSIVE A debate Some newspaper articles Political viewpoints on same

subject arguments

A piece of writing that gives two or more points of view without telling the reader which side to believeMay use terms such as ‘on the other hand’, however, conversely, yet, although, believe, think

REPORT Sports review Many newspaper stories Minutes from meetings#

Tells about a particular event in detailUsually written in order of eventsDetailedWritten in third personUsually includes names/details of people

RECOUNT Diary Autobiography Retelling of a particular event Newspaper quotations Some letters

Written in first person(s)Often tells personal thoughts, opinions and feelingsMay have dateOften written informally Events may be jumbled up

REFERENCE Atlas Phone books Timetable List Dictionary thesaurus

Material containing lots of information in the same formatWriting often very smallOften in order (can be alphabetical, numerical or similar)Readers looking for limited information

EXPLANATION ‘How a volcano is formed’ etc some letters

Gives explanationMay have diagrams [labelled] or photographsOften set out methodicallyMay have sub titlesOften has a glossary

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INFORMATION text eg ‘All about India’ or ‘Crocodiles’

Gives lots of information on a subjectOften in book formUsually has contents and index pagesOften has a glossaryMay have headings

BIOGRAPHYUsually about famous peopleUsually an account of their life so farMay be authorised or unauthorised – which may impact on accuracyUsually written in chronological orderOften includes childhood photographs

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LITERACY ACROSS LEARNING

How can we develop and extend reading and writing for information skills across Learning?

Firstly, making the connections across the curriculum. Independent reading/writing for information skills can be used in any subject and with any age group.

Learning new information should be an active learning experience not a passive one. Careful planning will ensure a high percentage of collaborative work and a lower percentage of teacher talk. It is recognised that pupils learn new information more easily and retain it longer if they have been active in their learning.

Effective collaboration requires the pupils to be able to use a wide range of skills which they have been developing since P1. These skills need to be practised i.e. ‘Use them or lose them!’

High expectations of pupils when they are working together are essential. Pupils are learning a crucial life skill when working independently of the

teacher for a large part of the lesson. This skill needs to be recognised, praised and developed further.

Prior knowledge should be taken account of and built upon but not repeated/re-taught. The knowledge acquired in one subject may also be taught in another e.g. Geography and RME may teach S1 pupils about drought in Africa.

Subjects areas could work together on the same topic to help the pupils make connections across and between subject. Cross curricular working when reading/writing for information on one topic enhances pupils’ learning experiences. For example, a topic on rivers may include a maths lesson using maps to work out and compare how long it would take to canoe down a variety of rivers at a constant speed, a PE lesson working out the skills/equipment/risk assessment needed and a geography lesson looking at the features of a river. Recorded information for this topic would most likely be varied e.g. a graph, a leaflet, a labelled diagram and a short piece of writing.

Set texts/textbooks in subjects or for year groups may need to be augmented with additional and sometimes more challenging materials to allow pupils to develop their reading for information skills. Length and complexity of the text also needs to show progression and build on prior learning. Subject may need to take the time to compare texts used.

By using their own trio’s previously gathered information in note form, as a mind map or as bullet points, pupils should be well placed be complete an extended piece of writing within the time frame of one lesson. Time management is a skill that pupils need to become comfortable with as they progress through the school.

Expectations

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Discussions and decisions need to be made across subjects to ensure that expectations in reading/writing for information are both constant and consistently high. This will include text to be used, presentation, punctuation and spelling.(see HLP spelling booklet ‘spelling across the curriculum’)

Ideas of how to do this may include Year display of reading/writing for information outside every subject.

Samples of pupil’s work will guide other teachers and will show the standard of work; expectations in content, presentation, spelling, punctuation etc. Display should be of an average collaborative lesson completed over a maximum of two periods and not done at home. This has proved to be very successful in standardising work. To illustrate the standard of text(s) used, displays should include a copy and/or a list of other sources. The displays need to change each term to show progression.

Visiting each others’ classes for observation. This is an excellent way of class teachers seeing expectations in terms of pupil independence, their ability to work collaboratively, texts used, tasks given and the pace of teaching and learning.

Pupil Folders. These are carried by the pupils from class to class and contain samples of reading and writing for information from across the full range of subjects. Samples of the text used are included if appropriate e.g. if a multimodal text was used then it may just be listed.

Sampling of work. Facility heads gather a sample of individual work from 6 pupils of varying ability. The samples should be from the same 6 pupils in all subject areas. These are compared and consistency discussed. The results would be fed back at departmental meetings and strategies decided. This is a good exercise to do one per term for each year group.

Facility heads visiting other departments for observation. Observation can be casual or part of the school’s monitoring procedures. Observation of good teaching and learning is universal across all subjects.

Two or more subject areas planning and working together on one topic (see previous page) allows for a standardised model of expectations.

Subject teachers comparing the text they plan to use for reading for information in their own subjects. How do they compare? Are they of a similar standard in complexity, length? Is their a need for differentiation or are the pupils to be supported by working collaboratively?

Staff across subjects discussing expectations for higher ability pupils – is this constant? How do they plan to challenge them?

Staff across subjects agreeing on the level of independence expected from pupils with additional support needs. Is this constant? How can they develop these skills consistently across all subjects?

Also staff discussing and agreeing on levels of independence for all pupils

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PLANNING for Reading for Information Lessons

Over the next few pages you will see an example of how Reading for information planning may be considered in light of the publication of the outcomes and experiences for a CfE. They should be considered alongside the HLP guidance ‘Reading for Information’ P1-S2’. Each level consists of two pages; the first is more detailed and a second simpler page. Both pages should be copied back to back.

Points to note The Es and Os indicated at the top of the page will cover more than one stage eg P2-4. It is important that teachers

build on what has been taught and experienced in a previous class so it is recommended that planning sheets are continuous i.e. passed on to and used by the next teacher. It is envisaged that only the P1, P2 and P5 teachers begin a new planning sheet.

A colour code is advised to be used against the Es and Os to show where the teacher plans to target the class/group. A simple dot system may be used. See plan.

To match the ideals of CfE, most of the plan should be completed by the teacher and should be flexible to allow for addressing the next steps that arise from each lesson OR for missing out aspects that the pupils are found to be very confident OR to take the opportunity to extend a lesson further than was originally planned. This may mean that only a maximum of a half a term is planned for at any one time. An idea may be to miss out lines when planning to add in additional lessons if needed. It should be thought of as a ‘living plan’.

Teachers should refer to the Es and Os at the top of the sheet during any planning to ensure that pupils are given opportunities to widen their experiences.

As the early level covers pre- school as well as P1, the teacher should share planning with the pre-school staff, especially for term 1.

Teachers should link their Reading for information lesson to other subject areas where possible. Teachers should also link reading for information to their functional writing lessons i.e the reading to writing link. The final planning sheets are for all secondary teachers no matter the subject. Home link- If you identify lessons that could be enhanced or learning consolidated or extended through a home link,

put it in the home link column. This may include reading, research, discussion at home or an activity.

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Highland Literacy Project Group/class:Primary 1~ CfE Early level READING FOR INFORMATION Session: r red = early experiences at this level orange= working towards outcomes at this green= establishing and consolidating outcomes and widening experiences at level in a variety of ways. Decreasing level this level. Increasing pupil independence. Text structure, idea & vocabulary of support. more complex.

Listening & Talking When I listen & talk in different situations, I am learning to take turns and am developing my awareness of when to talk and when to listen. LIT 0-02/ENG 0-03a

Listening & Talking/ Reading To help me understand stories & other texts, I ask questions and link what I am learning with what I already know. LIT 0-07a/ LIT 0-16a/ ENG 0-17aI listen or watch for useful to interesting information and I can sue this to make choices or learn new things. LIT 0-04a

Tools for reading I explore sounds & words, discovering how they work together, and I learn to use what I learn to help me as I read and write. ENG 0-12a/ LIT 0-13a/ LIT 0-21a

Reading- finding & using info I use signs, books or other texts to find useful or interesting information & I use this to plan, make choices or learn new things LIT 0-14a

date

Topic/link to another

subject area2

Details of resources used including genre/type

Level of pupil independence3

Connection to writing

eg making notes

Assess? How?

Next steps and action4: Home link?

Primary 1~ CfE Early level READING FOR INFORMATION Page 2date


subject area

Details of resources used

including genre/type

Level of pupil independence


Assess? How?

Next steps and action Home link?

2 E.g. Science ‘living things’ or topic WW11- air raids3 E.g. Pupils reading independently in trios including deciding their own questions. All trios have the same text.4 As a result of the lesson, what needs to be taught or consolidated and how this will be done e.g through a mini lesson, core reading or another RfI lesson.

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Challenge & enjoyment breadth progression depth personalisation & choice coherence relevance Highland Literacy Project Group/class:

Primary 2-4~ CfE First level READING FOR INFORMATION Session: r red = early experiences at this level orange= working towards outcomes at this green= establishing and consolidating outcomes and widening experiences at but shows progression from previous level in a variety of ways. Decreasing level this level. Increasing pupil independence. Text structure, idea & vocabulary level. of support. more complex.Listening & Talking ~ When I engage with others, I know when and how to listen, how much to say, when to ask questions and how to respond with respect. LIT 1-02a

~ I can select ideas & relevant information, organise these in a logical sequence & use words which will be interesting &/or useful to others. LIT 1-06aTools for Reading ~ I am learning to select & use strategies & resources before I read, and as I read, to help make the meaning of texts clear. LIT 1-13a

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Reading – Finding & using information

~ Using what I know about the features of different types of texts, I can find, sort & use information for a specific purpose. LIT 1-14a~I am learning to make notes under given headings & use them to understand information, explore ideas & problems & create new texts. LIT 1-15a

Reading- understanding,

analysing &evaluating

~ To show my understanding across different areas of learning, I can identify & consider the main ideas of a text. LIT 1-16a~ To show my understanding, I can respond to different kinds of questions and other close reading tasks & I am learning to create some questions of my own. ENG 1-17a~ To help me develop an informed view, I can recognise the difference between fact & opinion. LIT 1-18a

date


subject area5





eg making notes

Assess? How?


Primary 2-4 ~ CfE First level READING FOR INFORMATION Page 2date


subject area





Assess? How?



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Challenge & enjoyment breadth progression depth personalisation & choice coherence relevance Highland Literacy Project Group/class:

Primary 5-7~ CfE Second level READING FOR INFORMATION Session: r red = early experiences at this level orange= working towards outcomes at this green= establishing and consolidating outcomes and widening experiences at but shows progression from previous level in a variety of ways. Decreasing level this level. Increasing pupil independence. Text structure, idea & vocabulary level. of support. more complex.

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Listening & Talking

~ When I engage with others, I. can resound in ways appropriate to my role, show that I value others’ contributions & use these to build on thinking. LIT 2-02a~ I can select ideas & relevant information, organise these in an appropriate way for my purpose & use suitable vocabulary for my audience LIT 2-06a~ When listening & talking with others for different purposes, I can share information, experiences & opinions; explain processes & ideas; identify issues raised & summarise main points or findings; clarify points by asking questions or by asking others to say more. LIT 2-09a

Tools for Reading ~ I can select & use strategies & resources before I read, and as I read, to make meaning clear and give my reasons for my selection. LIT 2-13aReading – Finding

& using information

~ Using what I know about the features of different types of texts, I can find, select & sort information from a variety of sources & use these for different purposes. LIT 2-14a~ I can make notes, organise them under suitable headings & use them to understand information, develop my thinking, explore problems & create new texts, using my own words as appropriate. LIT 2-15a

Reading – understanding,

analysing & evaluating

~To show my understanding across different areas of learning, I can identify & consider the main ideas of a text and use supporting detail. LIT 2-16a~ To show my understanding, I can respond to literal, inferential & evaluative questions & other close reading tasks & can create different kinds of questions of my own. ENG 2-17~ To help me develop an informed view, I can identify & explain the difference between fact & opinion, recognise when I am being influenced & have assessed how useful & believable my sources are. LIT 2-18a

date


subject area8





eg making notes

Assess? How?


Primary 5-7 ~ CfE Second level READING FOR INFORMATION Page 2date


subject area





Assess? How?



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Challenge & enjoyment breadth progression depth personalisation & choice coherence relevance

Highland Literacy Project Year group:S1-3~ CfE Third level READING FOR INFORMATION ~ All Subjects 11 Session: r red = early experiences at this level orange= working towards outcomes at this green= establishing and consolidating outcomes and widening experiences at but shows progression from previous level in a variety of ways. Decreasing level this level. Increasing pupil independence. Text structure, idea & vocabulary level. of support. more complex.

Listening & Talking

~ When I engage with others, I can make a relevant contribution, encourage others to contribute & acknowledge that they have the right to hold a different opinion. ~ I can respond in ways appropriate to my role & use contributions to reflect on, clarify or adapt thinking. LIT 3-02a~ I can independently select ideas & relevant information for different purposes, organise essential information or ideas & any supporting detail in a logical order, & use suitable vocabulary to communicate effectively with my audience. LIT 3-06a/ LIT4-06a~ When listening & talking with others for different purposes, I can communicate ideas or opinions; explain processes concepts or ideas; identify issues raised, summarise findings or draw conclusions. LIT 3-09a

Tools for Reading ~ I can select & use strategies & resources I find most useful before I read, and as I read, to make meaning clear and give my reasons for my selection. LIT 3-13aReading – finding ~ Using what I know about the features of different types of texts, I can find, select, sort, summarise, link & use information from different sources. LIT 3-14a/4-14a

11 Teachers of all subjects should follow the Lit outcomes. Teachers of English should include ENG outcomes (in bold)

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& using information

~ I can make notes & organise them to develop my thinking, help retain & recall info, explore issues & create new texts, using my own words as appropriate. LIT3-15/LIT4-15

Reading - Understanding,


~ To show my understanding across different areas of learning, I can identify & consider the purpose, main concerns or concepts & use supporting detail; make inferences from key statements; identify & discuss similarities & differences between different types of text. LIT 3-16a~ To show my understanding, I can comment, with evidence, on the form of short & extended texts, and respond to literal, inferential & evaluative questions & other types of close reading tasks. ENG 3-17a~ To help me develop an informed view, I am exploring techniques used to influence my opinion. I can recognise persuasion & assess the reliability of information & credibility and value of my sources LIT 3-18a

date


subject area12





eg making notes

Assess? How?

Next steps and action14:

Home link?

S1-3 ~ CfE Third level READING FOR INFORMATION Page 2date


subject area

Details of resources used including genre/type



Assess? How?


12 E.g. WW11- air raids/link to technology – making models of air raid shelters13 E.g. Pupils working in trios independent of teacher. All trios have the same text. 14 As a result of the lesson, what needs to be taught or consolidated and how this will be done e.g through a mini lesson or another RfI lesson.

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Highland Literacy Project Year group:S1-3~ CfE Fourth level READING FOR INFORMATION ~ All Subjects 15 Session: r red = early experiences at this level orange= working towards outcomes at this green= establishing and consolidating outcomes and widening experiences at but shows progression from previous level in a variety of ways. Decreasing level this level. Increasing pupil independence. Text structure, idea & vocabulary level. of support. more complex.

Listening & Talking

~ When I engage with others, I can make a relevant contribution, ensure that everyone has an opportunity to contribute & encourage them to take account of others’ points of view or alternative solutions. I can respond in ways appropriate to my role, exploring & expanding on contributions to reflect on, clarify or adapt thinking 4-02a~ I can independently select ideas & relevant information for different purposes, organise essential information or ideas & any supporting detail in a logical order, & use suitable vocabulary to communicate effectively with my audience. LIT 3-06a/ LIT4-06a~ When listening & talking with others for different purposes, I can communicate detailed information, ideas or opinions; explain processes concepts or ideas with some relevant supporting detail; sum up ideas, issues, findings or conclusions. LIT 4-09a

Tools for Reading ~ I can select & use strategies & resources I find most useful before I read, and as I read, to monitor & check my understanding LIT 4-13aReading – finding

& using info~ Using what I know about the features of different types of texts, I can find, select, sort, summarise, link & use information from different sources. LIT 3-14a/4-14a~ I can make notes & organise them to develop my thinking, help retain & recall info, explore issues & create new texts, using my own words as appropriate. LIT 3-15a/LIT 4-15a

15 Teachers of all subjects should follow the Lit outcomes. Teachers of English should include ENG outcomes (in bold)

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Reading - Understanding,


~ To show my understanding across different areas of learning, I can clearly state the purpose, main concerns or arguments & use supporting detail; make inferences from key statements & state these accurately in my own words; compare & contrast different types of text. LIT 4-16a~ To show my understanding, I can give detailed, evaluative comments, with evidence, on the content & form of shot & extended texts, & respond to different kinds of questions & other types of close reading tasks. ENG 4-17a~ To help me develop an informed view, I can recognise persuasion& bias, identify some of the techniques used to influence my opinion & assess the reliability of information & credibility and value of my sources.. LIT 4-18a

date


subject area16





eg making notes

Assess? How?

Next steps and action18:

Home link?

S1-3 ~ CfE Fourth level READING FOR INFORMATION Page 2date


subject area





Assess? How?


16 E.g. WW11- air raids/link to technology – making models of air raid shelters17 E.g. Pupils working in trios independent of teacher. All trios have the same text. 18 As a result of the lesson, what needs to be taught or consolidated and how this will be done e.g through a mini lesson or another RfI lesson.

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