Foundations of Literacy and Expression · Senior Infants · Exploring Texts and Meaning · Spring Term

Evaluating and Synthesising Information Texts

Critically evaluating the credibility, bias, and purpose of various information texts, and synthesising information from multiple sources to form coherent arguments or reports.

• NCCA Curriculum Specifications
• NCCA: Junior Cycle English - Reading
• NCCA: Junior Cycle English - Engaging with and Responding to Texts

About This Topic

Information Texts introduce Senior Infants to the idea that books can be used to discover facts about the real world. This topic covers the unique features of non-fiction, such as photographs, labels, captions, and contents pages. It aligns with the NCCA Primary Language Curriculum's 'Exploring and Using Information' strand, which encourages children to be curious and seek answers through text.

Learning to navigate information texts is a vital life skill. It teaches children that reading isn't just for entertainment, but a tool for learning. It also helps them distinguish between fact and fiction, a key part of critical thinking. By exploring topics like animals, space, or history, students build their general knowledge and specialized vocabulary.

This topic comes alive when students can act as 'researchers' on a mission to find specific facts to solve a classroom 'mystery' or complete a project.

Key Questions

1. How do I assess the credibility and potential bias of an informational source?
2. What strategies can I use to synthesise information from multiple texts effectively?
3. How do different authors present similar information, and what are the implications of their choices?

Learning Objectives

• Compare the presentation of factual information in two different non-fiction texts on the same topic.
• Identify the purpose of specific text features, such as labels, captions, and indexes, in locating information.
• Synthesize information from at least two different sources to answer a specific question about a real-world topic.
• Explain the potential bias or perspective of an author based on the information presented in a text.

Before You Start

Identifying Text Features

Why: Students need to recognize basic text features like titles and headings before they can understand their purpose in informational texts.

Understanding Purpose of Reading

Why: Students should have a basic understanding that reading can be for learning, not just for stories, to engage with informational texts.

Key Vocabulary

Non-fiction	Writing that is based on facts, real events, and real people, such as history, biography, or science.
Caption	A short explanation or title that accompanies a picture, diagram, or chart, providing context or identifying the subject.
Index	An alphabetical list of names, subjects, etc., with references to the places where they occur, typically found at the end of a book.
Bias	A tendency to favor one person, thing, or viewpoint over another, often in a way considered unfair. In texts, this might be shown through word choice or what information is included or left out.
Source	A place or thing from which something comes or can be obtained, like a book, website, or person providing information.

Watch Out for These Misconceptions

Common Misconception

Students think you have to read a non-fiction book from start to finish.

What to Teach Instead

Show them how to use a 'Contents' page or 'Index' to jump to the part they need. Active 'Speed Searching' games help them realize they can use a book as a tool to find specific information quickly.

Common Misconception

Children believe everything in a book is a 'story'.

What to Teach Instead

Explicitly contrast 'characters' with 'real people' and 'drawings' with 'photographs.' Using a 'Fact or Story?' buzzer game during read-alouds helps them practice making this distinction in real-time.

Active Learning Ideas

Inquiry Circle: Fact vs. Fiction Sort

Pairs are given a mix of storybooks and information books. They must sort them into two piles and explain one reason for their choice (e.g., 'This one has a real photo of a bear, so it's a fact book').

15 min·Pairs

Simulation Game: The Labeling Lab

Give small groups a large photo of an animal or machine and a set of word labels. They must work together to place the labels on the correct parts (e.g., 'wing', 'beak', 'tail') and then present their 'diagram' to the class.

20 min·Small Groups

Gallery Walk: The Fact Finders

Post pages from various non-fiction books around the room. Give students a 'scavenger hunt' list of questions (e.g., 'How many legs does a spider have?'). They must find the page with the answer and point to the caption.

25 min·Pairs

Real-World Connections

• Librarians in public libraries help children and adults find reliable sources of information for school projects or personal interests, teaching them how to evaluate books and websites.
• Journalists at news organizations must research topics thoroughly, consult multiple sources, and consider different perspectives to report accurately on current events.
• Museum curators select and present artifacts and information to tell a story about history or science, deciding what to emphasize and how to explain it to visitors.

Assessment Ideas

Quick Check

Provide students with two short non-fiction texts about the same animal. Ask them to point to one fact that is in both texts and one fact that is only in one text. Ask: 'Which text did you find easier to understand and why?'

Discussion Prompt

Present a picture of a common object with a label and a caption. Ask: 'What is the job of the label? What is the job of the caption? How do they help us understand the picture?'

Exit Ticket

Give each student a card with a question, for example, 'What do bees eat?'. Ask them to write down one place they could look to find the answer and one thing they would look for in that source to know if it is a good answer.

Frequently Asked Questions

What are the most important features of non-fiction for Senior Infants?

Focus on the 'big three': Photographs (real images), Labels (words pointing to parts), and Captions (short sentences explaining a picture). These are the most accessible entry points for early readers to extract information without reading long paragraphs.

How can I make non-fiction interesting for children who love stories?

Choose topics they are already passionate about, like dinosaurs or diggers. Frame the reading as a 'mission' to find a specific fact. Using 'did you know?' cards with surprising facts can also spark their curiosity.

Is it okay to use digital texts for information?

Absolutely! Navigating a simple, age-appropriate website or app is a great way to teach digital literacy. The same rules apply: look for headings, photos, and labels to find the information you need.

How can active learning help students understand information texts?

Active learning turns 'finding facts' into a game. In a 'Station Rotation' where one station is a 'Fact Lab,' students might use a non-fiction book to identify parts of a plant and then immediately go to a real plant to find those parts. This direct link between the text and the physical world proves the utility of information texts in a way that just reading can't.