Foundations of Literacy and Expression · Senior Infants

Active learning ideas

Evaluating and Synthesising Information Texts

Active learning helps young children grasp the purpose of non-fiction texts by letting them explore how these books work in hands-on ways. When they manipulate labels, scan contents pages, and hunt for facts, they see firsthand that information texts are tools for discovery, not just stories to read cover to cover.

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

• 15–25 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Inquiry Circle
• 15 min · Pairs

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').

How do I assess the credibility and potential bias of an informational source?

Facilitation Tip

During the Collaborative Investigation, circulate and listen for children explaining their sorting choices, using terms like 'label' or 'photograph' to justify their decisions.

What to look for

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?'

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 02

• Simulation Game
• 20 min · Small Groups

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.

What strategies can I use to synthesise information from multiple texts effectively?

Facilitation Tip

For The Labeling Lab, model how to check spelling and placement of labels against the actual object to reinforce accuracy.

What to look for

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?'

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 03

• Gallery Walk
• 25 min · Pairs

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.

How do different authors present similar information, and what are the implications of their choices?

Facilitation Tip

Set a three-minute timer for each station during the Gallery Walk to keep the pace brisk and maintain engagement.

What to look for

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.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

A few notes on teaching this unit

Teachers should model how to navigate non-fiction texts by thinking aloud while using the contents page or index. Avoid assuming children grasp the difference between narrative and informational texts; instead, use consistent language like 'This part tells us facts, so we can use it to answer questions.' Research shows that young learners benefit from repeated exposure to the same text features in varied contexts, so revisit labeling and captioning activities across different subjects.

By the end of these activities, children will confidently identify and use non-fiction features to find and verify information. They will distinguish facts from stories, explain the role of each text feature, and demonstrate curiosity by seeking answers independently.

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Watch Out for These Misconceptions

• During Collaborative Investigation, watch for children assuming all books must be read from start to finish.

  Use the 'Contents' pages from the sorted books to model jumping to a specific section, then time a quick 'Speed Searching' game where they find a fact in under one minute.

• During The Labeling Lab, watch for children treating labels as decorative rather than informative.

  Ask them to read the label aloud and match it to the correct part of the object, then explain how the label helps someone identify or understand the item.

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Methods used in this brief

• Inquiry Circle
• Simulation Game
• Gallery Walk