HIGHLAND LITERACY PROJECT
www.hvlc.org.uk/hlp
Reading for
Information
P1-S3
[Early to Fourth level]
Literacy across Learning
L. Sim, F. Shearer
Updated June 09
Highland Literacy Project
READING FOR INFORMATION P1-P7 & extending into S1-S3
A Curriculum for Excellence
The 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
READING
Tools for
reading
Finding and
using
Information
Understanding, analysing
& evaluating
WRITING
Writing is
supported only
if the reading
to writing
connection is
exploited.
Enjoyment &
choice
Tools for
writing
ENG 0-12a/
LIT 0-13a /
LIT 0-21a
LIT 0-14a
LIT 0-07a/
LIT 0-16a/
ENG 0-17a
ENG 0-12/
LIT 0-13/ LIT
0-21a
LIT 0-21b
Organising and
using
Information
Creating texts
LISTENING &
TALKING
Listening and
talking E/O are
ONLY
supported if
pupils are
learning in an
active and
collaborative
way
First
LIT 1-12a
LIT 1-13a
LIT1-14a
LIT 1-15a
Second
Third
ENG 2-12a/ENG 3-12a / ENG 4-21a
LIT 2-13a
LIT 2-15a
LIT 3-15a/LIT4-15a
LIT 1-16
LIT 2-16
LIT1-17
LIT 2-17
LIT 1-18
LIT 2-18
LIT 1-19
LIT 2-19
LIT 1-20/LIT 2-20
LIT 1-21
LIT 1-22
LIT 1-23
LIT 1-24
LIT 1-25
LIT 1-26
LIT2-21
LIT 2-22
LIT 2-23
LIT 2-24
LIT 2-25
LIT 2-26
LIT 1-28/LIT
1-29
LIT 2-28
LIT 2-29
LIT 1-02
LIT 2-02
Finding and
using
Information
Understanding, analysing
& evaluating
LIT 0-04
LIT 1-04
LIT 1-05
LIT 1-06
LIT 1-07
LIT 1-08
LIT 2-04
LIT 2-05
LIT 2-06
LIT 2-07
LIT 2-08
LIT 1-09
LIT 1-10
LIT 2-09
LIT 0-10
LIT 4-13a
LIT 3-14a/ LIT 4-14
LIT 0-02/
ENG 0-03
Creating texts
LIT 3-13a
LIT 2-14a
Tools for
L&T
LIT 0-07/LIT
0-16/
ENG 0-17
Fourth
LIT 3-16
LIT 4-16
LIT 3-17
LIT 4-17
LIT 3-18
LIT 4-18
LIT 3-19
LIT 4-19
LIT 3-20/LIT 4-20
LIT 3-21
LIT 4-21
LIT 3-22/ 4-22
LIT 3-22/ 4-22
LIT 3-23
LIT 3-24
LIT 4-23
LIT 4-24
LIT 3-25
LIT 4-25
LIT 3-26/ 4-26
LIT 3-26/ 4-26
LIT 3-28
LIT 3-29
ENG 3-31
LIT 3-02
LIT 4-28
LIT 4-29
ENG 4-31
LIT 4-02
LIT 3-04
LIT 4-04
LIT 3-05/ 4-05
LIT 3-06/ 4-06
LIT 3-05/ 4-05
LIT 3-06/ 4-06
LIT 3-07
LIT 3-08
LIT 4-07
LIT 4-08
LIT 3-09
LIT 4-09
LIT 4-10
LIT 2-10/LIT 3-10
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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
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.
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HIGHLAND LITERACY PROJECT
BUILDING INDEPENDENCE
As 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)
 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]
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HIGHLAND LITERACY PROJECT
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’
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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.
 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
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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)
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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.
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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.
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HIGHLAND LITERACY PROJECT
Step 2 – Pupils recording
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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)
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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)
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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.
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.
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HIGHLAND LITERACY PROJECT
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.]
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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.
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)
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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?
-
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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.
7
Step 3a – continued
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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.
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.
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HIGHLAND LITERACY PROJECT
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.
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.
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”
1
9
Early step 2 recording sheet
Names ……………………………………………………………………
date………………………..
NON FICTION
Title:
Author :
What did you find out ?
Illustrate this information
10
Step 2 recording sheet
Type of book (Genre)
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 …
Well
How can we improve?
OK
[Draw the face]
not so good
11
Step 3 recording sheet
Reading for Information
Genre
Topic/Chapter Recorder _________________
Prior Knowledge
Checker ________________
Reporter _________________
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:
12
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.
13
Trio Rules
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.
14
Trio’s Prompts
Reading For Information
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)
b)
c)
d)
Discussing the meanings
Looking for clues eg Capital letters
Reading the whole sentence
Breaking the word down
e) Finally if the trio is still unsure try looking in the
glossary/dictionary
8. 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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HIGHLAND LITERACY PROJECT
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 texts
The spoken word
Charts, maps, graphs and timetables
Advertisements, promotional leaflets, newspapers, magazines
Films, TV programmes, labels, signs and posters
Recipes, 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.
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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.
17
HIGHLAND LITERACY PROJECT
DEVELOPING AND EXTENDING READING AND WRITING
FOR INFORMATION
MOVING ON …
How can we continue to challenge and motivate our pupils?
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 texts
To 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 example
Reference texts
The spoken word
Charts, maps, graphs and timetables
Advertisements, promotional leaflets, newspapers, magazines
Films, TV programmes, labels, signs and posters
Recipes, manuals and instructions, reports and reviews
Web 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 information
Here are a few examples that can be used or adapted to suit age group or ability:
18
Summarising
Trash and Treasure – Passage is read once silently and then as a group. Trios decide which
information is ‘Non essential’. This may include
Illustrations and captions
Extra information
Explanations
Repetitions
Examples
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.
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.
Envoying
In 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 Maps
These 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.
19
Clarifying
Trios 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 Project
This 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 Tell
The 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
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 charts
Much 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
20
Two sides of an argument
These 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 Making
After 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 Genre
This 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 Diagram
There 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
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 Responses
After 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 information
Trios 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.
21
Group Presentations
After 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 Poster
The 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 Information
After 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 Letter
Again, 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 Reconstruction
A piece of Non fiction is cut up into logical sections. Trios are asked to reconstruct the
text justifying their reasoning.
Design a Leaflet
This 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-Headings
The 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.
22
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 3
Session 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 About
Don’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 2
This 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 knowledge
Using 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 other
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!
23
Overarching Genre : Non fiction
GENRE
INSTRUCTIONS
PERSUASIVE
DISCURSIVE
REPORT
RECOUNT
REFERENCE
EXAMPLES



Recipes
Games instructions
How to set up a DVD player









Leaflet for fun park
Adverts
Posters
Propaganda
Some letters
A debate
Some newspaper articles
Political viewpoints on same subject
arguments



Sports review
Many newspaper stories
Minutes from meetings#











Diary
Autobiography
Retelling of a particular event
Newspaper quotations
Some letters
Atlas
Phone books
Timetable
List
Dictionary
thesaurus
EXAMPLES OF POSSIBLE FEATURES
Usually in a set order (procedural)
Often has numbers to follow
Can have diagrams (labelled)
Instructions may be in different languages
Parts may be in bold and/or italics
Material designed to persuade you to do or buy something
Designed to catch your interest – layout, wording etc
Often includes ‘special offers’
Usually has photographs
Doesn’t mention any ‘bad’ points
A piece of writing that gives two or more points of view without telling
the reader which side to believe
May use terms such as ‘on the other hand’, however, conversely, yet,
although, believe, think
Tells about a particular event in detail
Usually written in order of events
Detailed
Written in third person
Usually includes names/details of people
Written in first person(s)
Often tells personal thoughts, opinions and feelings
May have date
Often written informally
Events may be jumbled up
Material containing lots of information in the same format
Writing often very small
Often in order (can be alphabetical, numerical or similar)
Readers looking for limited information
24
EXPLANATION
INFORMATION
BIOGRAPHY


‘How a volcano is formed’ etc
some letters


text eg ‘All about India’
or ‘Crocodiles’
Gives explanation
May have diagrams [labelled] or photographs
Often set out methodically
May have sub titles
Often has a glossary
Gives lots of information on a subject
Often in book form
Usually has contents and index pages
Often has a glossary
May have headings
Usually about famous people
Usually an account of their life so far
May be authorised or unauthorised – which may impact on accuracy
Usually written in chronological order
Often includes childhood photographs
25
HIGHLAND LITERACY PROJECT
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/retaught. 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.
26
Expectations
 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
27
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.
28
Highland Literacy Project
Primary 1~ CfE Early level
Group/class:
READING FOR INFORMATION
Session:
r red = early experiences at this level
Listening & Talking
Listening & Talking/ Reading
Tools for reading
Reading- finding & using info
date
Topic/link to
another subject
area2
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.
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
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 0-17a
I listen or watch for useful to interesting information and I can sue this to make choices or learn new things. LIT 0-04a
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
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
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?
E.g. Science ‘living things’ or topic WW11- air raids
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.
2
3
29
Primary 1~ CfE Early level
date
Topic/link to
another subject
area
READING FOR INFORMATION
Details of resources used
Challenge & enjoyment
including genre/type
breadth
Level of pupil
independence
progression
depth
Connection to
writing
Page 2
Assess?
How?
personalisation & choice
Next steps and action
coherence
Home link?
relevance
30
Highland Literacy Project
Primary 2-4~ CfE First level
r red = early experiences at this level
but shows progression from previous
level.
Listening & Talking
Tools for Reading
Reading – Finding &
using information
Readingunderstanding,
analysing &evaluating
date
Group/class:
READING FOR INFORMATION
orange= working towards outcomes at this
level in a variety of ways. Decreasing level
of support.
Session:
green= establishing and consolidating outcomes and widening experiences at
this level. Increasing pupil independence. Text structure, idea & vocabulary
more complex.
~ 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 1-06a
~ 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
~ 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
~ 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
Topic/link to
another subject
area5
Details of resources used
including genre/type
Level of pupil
independence6
Connection to
writing
eg making notes
Assess?
How?
Next steps and action7:
Home link?
E.g. Science ‘living things’ or topic WW11- air raids
E.g. Pupils reading independently in trios including deciding their own questions. All trios have the same text.
7
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.
5
6
31
Primary 2-4 ~ CfE First level
date
Topic/link to
another subject
area
READING FOR INFORMATION
Details of resources used
Challenge & enjoyment
including genre/type
breadth
Level of pupil
independence
progression
depth
Connection to
writing
Page 2
Assess?
How?
personalisation & choice
Next steps and action
coherence
Home link?
relevance
32
Highland Literacy Project
Primary 5-7~ CfE Second level
Group/class:
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. 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
Reading – Finding
& using
information
~ 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 2-13a
~ 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
Topic/link to
another subject
area8
Details of resources used
including genre/type
Level of pupil
independence9
Connection to
writing
eg making notes
Assess?
How?
Next steps and action10:
Home link?
E.g. Science ‘living things’ or topic WW11- air raids
E.g. Pupils reading independently in trios including deciding their own questions. All trios have the same text.
10
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.
8
9
33
Primary 5-7 ~ CfE Second level
date
Topic/link to
another subject
area
READING FOR INFORMATION
Details of resources used
Challenge & enjoyment
including genre/type
breadth
Level of pupil
independence
progression
depth
Connection to
writing
Page 2
Assess?
How?
personalisation & choice
Next steps and action
coherence
Home link?
relevance
34
Highland Literacy Project
S1-3~ CfE Third level
READING FOR INFORMATION ~ All Subjects
11
Year group:
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
Reading – finding &
using information
Reading Understanding,
analysing &
evaluating
date
~ 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 3-13a
~ 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. LIT3-15/LIT4-15
~ 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
Topic/link to
another subject
area12
Details of resources used
including genre/type
Level of pupil
independence13
Connection to
writing
eg making notes
Assess?
How?
Next steps and action14:
Home link?
11
Teachers of all subjects should follow the Lit outcomes. Teachers of English should include ENG outcomes (in bold)
E.g. WW11- air raids/link to technology – making models of air raid shelters
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.
12
13
35
S1-3 ~ CfE Third level
date
Topic/link to
another subject
area
READING FOR INFORMATION
Details of resources used
Challenge & enjoyment
including genre/type
breadth
Level of pupil
independence
progression
depth
Connection to
writing
Page 2
Assess?
How?
personalisation & choice
Next steps and action
coherence
Home link?
relevance
36
Highland Literacy Project
S1-3~ CfE Fourth level
READING FOR INFORMATION ~ All Subjects
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Year group:
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 4-13a
Reading – 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
& using info
~ 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
Reading Understanding,
analysing &
evaluating
date
~ 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
Topic/link to
another subject
area16
Details of resources used
including genre/type
Level of pupil
independence17
Connection to
writing
eg making notes
Assess?
How?
Next steps and action18:
Home link?
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Teachers of all subjects should follow the Lit outcomes. Teachers of English should include ENG outcomes (in bold)
E.g. WW11- air raids/link to technology – making models of air raid shelters
E.g. Pupils working in trios independent of teacher. All trios have the same text.
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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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17
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S1-3 ~ CfE Fourth level
date
Topic/link to
another subject
area
READING FOR INFORMATION
Details of resources used
Challenge & enjoyment
including genre/type
breadth
Level of pupil
independence
progression
depth
Connection to
writing
Page 2
Assess?
How?
personalisation & choice
Next steps and action
coherence
Home link?
relevance
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