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Find and access information.

Understand how to access information quickly.

Gain factual knowledge which is accurate from reliable sources.

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Increased interest

Develops independence

Builds vocabulary and comprehension

Understanding of different uses of punctuation

Exposes children to different ideas and opinions

Provides information for self guided learning in areas of interest

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Group reading.

Comprehension activities.

Writing.

Personal readers.

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Dedicated time in class for ERIC

Small group or 1:1 time in library with teacher discussing different books and exploring options

Range of books which are accessible for all readers - both lower age higher challenge/age appropriate but decodable books - developing confidence and independence with appropriate challenge

Ensure children have access to books that they can read

Book buddies/reading buddies in class

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Children who struggle with reading have books or ways of accessing stories - picture books/comic style information texts

Developing enjoyment and engagement by using discussion to link books/topics that children might enjoy

Reading corner in classroom

Linked to topic

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Interesting groups readers.

Good discussions.

Not starting at the start of the book but using features of non-fiction texts to find and choose parts to read.

Making non-fiction texts.

Using instructional texts like recipes to make real life food or experiments or planting etc.

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Provide opportunities to have read aloud stories in different formats

Reading buddies - where children support each other and read out loud (more able with less able readers)

Picture books

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Simple texts, high interest.

Read to the pupils and take discussions from there. Pupils use features to choose pages and talk about the pictures.

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Reading homework - group readers.

Sharing compression in profiles.

Pupils can take non-fiction books home.

Pupils often take in non-fiction books from home to show when it links to topics/science.

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Interesting non-fiction books.

Comprehension Boxes - range of different texts including non-fiction.

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Updated fact books and maps.

High interest, low ability reading books.

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Easy to discuss links to meta skills - particularly when there is a focus in assembly.

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Various levels of information books

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Peer reading buddies

Small group library visits

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Pupils share good books, swap books.

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Visiting sites that are featured in books. Linked to topic

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Using instruction texts to garden, grow plants, make bird feeders etc

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Link to wheel as suggested in Reading for Pleasure

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Four Corners - Reading for Information books

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Four Corners - Reading for Information books

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Article 3 (best interests of the child) The best interests of the child must be a top priority in all decisions and actions that affect children.

Article 5 (parental guidance and a child’s evolving capacities) Governments must respect the rights and responsibilities of parents and carers to provide guidance and direction to their child as they grow up, so that they fully enjoy their rights. This must be done in a way that recognises the child’s increasing capacity to make their own choices.

Article 12 (respect for the views of the child) Every child has the right to express their views, feelings and wishes in all matters affecting them, and to have their views considered and taken seriously. This right applies at all times, for example during immigration proceedings, housing decisions or the child’s day-to-day home life.

Article 13 (freedom of expression) Every child must be free to express their thoughts and opinions and to access all kinds of information, as long as it is within the law.

Article 23 (children with a disability) A child with a disability has the right to live a full and decent life with dignity and, as far as possible, independence and to play an active part in the community. Governments must do all they can to support disabled children and their families.

Article 27 (adequate standard of living) Every child has the right to a standard of living that is good enough to meet their physical and social needs and support their development. Governments must help families who cannot afford to provide this.

Article 28 (right to education) Every child has the right to an education. Primary education must be free and different forms of secondary education must be available to every child. Discipline in schools must respect children’s dignity and their rights. Richer countries must help poorer countries achieve this.

Article 29 (goals of education) Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment.

Article 30 (children from minority or indigenous groups) Every child has the right to learn and use the language, customs and religion of their family, whether or not these are shared by the majority of the people in the country where they live.

Article 31 (leisure, play and culture) Every child has the right to relax, play and take part in a wide range of cultural and artistic activities.

Article 42 (knowledge of rights) Governments must actively work to make sure children and adults know about the Convention.

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Use information texts to:

find information,

create new texts

make own art work

make food

garden

health and wellbeing - make posters

Social Studies

history

Geography

French