Read for Information — Gateway Qualifications Limited Digital Functional Skills Qualification Foundations for Learning Revision

    This subtopic focuses on developing the essential skill of locating and extracting specific information from a variety of everyday texts, such as signs, no

    Topic Synopsis

    This subtopic focuses on developing the essential skill of locating and extracting specific information from a variety of everyday texts, such as signs, notices, timetables, and short articles. Learners also build strategies for using dictionaries and other reference materials to check meanings and spellings, which supports accurate comprehension and independent learning.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Read for Information

    GATEWAY QUALIFICATIONS LIMITED
    vocational

    This subtopic focuses on developing the essential skill of locating and extracting specific information from a variety of everyday texts, such as signs, notices, timetables, and short articles. Learners also build strategies for using dictionaries and other reference materials to check meanings and spellings, which supports accurate comprehension and independent learning.

    29
    Learning Outcomes
    52
    Assessment Guidance
    53
    Key Skills
    27
    Key Terms
    54
    Assessment Criteria

    Assessment criteria

    Gateway Qualifications Level 1 Award In English - Reading
    Gateway Qualifications Entry Level Award In English - Reading (Entry 3)
    Gateway Qualifications Entry Level Award In English - Reading (Entry 2)
    Gateway Qualifications Level 2 Award In English - Reading
    Gateway Qualifications Level 1 Award In English - Read for Information
    Gateway Qualifications Level 2 Award In English - Read for Information
    Gateway Qualifications Entry Level Award In English - Read for Information (Entry 3)
    Gateway Qualifications Entry Level Award In English - Reading (Entry 1)
    Gateway Qualifications Entry Level Award In English - Read for Information (Entry 1)
    Gateway Qualifications Entry Level Award In English - Read for Information (Entry 2)
    Gateway Qualifications Entry Level Certificate In English (Entry 3)
    Gateway Qualifications Level 2 Certificate In English
    Gateway Qualifications Entry Level Certificate In English (Entry 1)
    Gateway Qualifications Entry Level Certificate In English (Entry 2)
    Gateway Qualifications Level 1 Certificate In English

    Topic Overview

    The Gateway Qualifications Level 1 Award in English – Reading is designed to develop your ability to understand, interpret, and respond to a range of texts. This qualification focuses on building essential reading skills that are vital for everyday life, further study, and employment. You will learn to identify main ideas, find specific information, and infer meaning from both fiction and non-fiction texts, including articles, emails, instructions, and short stories.

    Reading is a fundamental skill that underpins all areas of learning and communication. By mastering the techniques covered in this award, you will become a more confident and critical reader. This qualification helps you to engage with texts purposefully, whether you are reading for pleasure, to gather information, or to complete tasks. It also prepares you for progression to Level 2 qualifications and other academic or vocational pathways.

    The award is part of the Foundations for Learning suite, which provides a stepping stone for learners who are building core skills. It is assessed through a controlled assessment or external examination, where you will demonstrate your ability to answer questions based on provided texts. The focus is on practical application, so you will practise skills such as skimming, scanning, and summarising, which are directly transferable to real-world contexts.

    Key Concepts

    Core ideas you must understand for this topic

    • →Main idea and purpose: Identifying the central point of a text and why it was written (e.g., to inform, persuade, entertain, or instruct).
    • →Literal and inferential comprehension: Understanding information that is directly stated, as well as 'reading between the lines' to grasp implied meanings.
    • →Text features: Recognising how layout, headings, bullet points, images, and captions help organise information and guide the reader.
    • →Vocabulary in context: Using clues from surrounding words and sentences to work out the meaning of unfamiliar words.
    • →Fact and opinion: Distinguishing between objective facts and subjective opinions, which is crucial for evaluating reliability.

    Learning Objectives

    What you need to know and understand

    • Be able to read and obtain information from different sources., Be able to use reference sources and spelling strategies.
    • Be able to read and obtain information from everyday sources., Be able to use a dictionary to obtain information.
    • Be able to locate information in straightforward written sources., Be able to de-code words to obtain information., Be able to apply understanding of alphabetical order to locate information.
    • Be able to obtain and use information from a range of sources., Be able to use reference material.
    • Be able to read and obtain information from different sources., Be able to use reference sources and spelling strategies.
    • Be able to obtain and use information from a range of sources., Be able to use reference material.
    • Identify the main points and specific details in short everyday texts.
    • Retrieve information from common sources such as signs, labels, and notices.
    • Locate words in a dictionary using alphabetical order efficiently.
    • Use guide words to navigate and find words in a dictionary.
    • Interpret dictionary entries, including abbreviations for parts of speech.
    • Apply skimming and scanning techniques to locate information quickly.
    • Be able to use different strategies to locate simple information from texts., Be able to decode familiar words in order to gain information.
    • Be able to use different strategies to locate simple information from texts., Be able to decode familiar words in order to gain information.
    • Be able to locate information in straightforward written sources., Be able to de-code words to obtain information., Be able to apply understanding of alphabetical order to locate information.
    • Identify key information from short texts, signs, and notices.
    • Use alphabetical order to locate words in a dictionary or index.
    • Apply spelling strategies to spell common and unfamiliar words correctly.
    • Scan simple documents for specific details, such as dates or prices.
    • Extract data from tables, simple charts, and lists.
    • Distinguish between facts and opinions in straightforward statements.
    • Apply skimming techniques to quickly identify the main idea of a text.
    • Utilise scanning to locate specific facts or details within documents.
    • Evaluate the reliability and relevance of information from different sources.
    • Demonstrate effective use of dictionaries and thesauruses to clarify word meanings and verify spelling.
    • Apply spelling strategies to correct common errors in written summaries.
    • Be able to use different strategies to locate simple information from texts., Be able to decode familiar words in order to gain information.
    • Be able to locate information in straightforward written sources., Be able to de-code words to obtain information., Be able to apply understanding of alphabetical order to locate information.
    • Be able to read and obtain information from everyday sources., Be able to use a dictionary to obtain information.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating the ability to scan a text and identify key details such as dates, times, names, and numbers accurately.
    • Credit for correctly using a dictionary or glossary to find the meaning of unfamiliar words and applying that understanding to the text.
    • Award credit for employing spelling strategies (e.g., breaking words into syllables, using a personal spelling log) to correct errors in written responses to reading tasks.
    • Award credit for demonstrating the ability to locate specific information (e.g., date, time, price, name) from a range of everyday texts.
    • Award credit for accurately using a dictionary to find the meaning and spelling of unfamiliar words, including the correct use of guide words and alphabetical order.
    • Award credit for presenting evidence of reading strategies such as scanning for keywords and ignoring irrelevant details.
    • Award credit for accurately locating and extracting specific pieces of information from a short text, such as a poster, menu, or simple instruction sheet.
    • Assess decoding skills by expecting learners to correctly read aloud or identify the meaning of common words, demonstrating blending and segmenting where appropriate.
    • Credit for correctly arranging a set of words in alphabetical order, considering first and possibly second letters, and explaining how to use alphabetical order to find a word in a list.
    • Award credit for accurately extracting specific factual details (e.g., dates, times, costs) from a given text without distortion.
    • Award credit for clearly demonstrating the ability to select and use relevant information to complete a realistic task, such as filling in a form or answering comprehension questions.
    • Award credit for effectively using reference materials (e.g., a dictionary, contents page, or index) to clarify unfamiliar vocabulary or locate information within a longer document.
    • Award credit for demonstrating the ability to scan texts to identify specific information, such as dates, times, or names.
    • Award credit for correctly using a dictionary (print or digital) to find the meaning of unfamiliar words within a text.
    • Award credit for applying spelling strategies (e.g., breaking words into syllables, using common patterns) to decode or check spellings when extracting information.
    • Award credit for demonstrating the selection of relevant information from at least two different sources, clearly meeting the stated purpose.
    • Award credit for accurately using reference material (e.g., a dictionary, index, or contents page) to clarify or locate information, with evidence of the process.
    • Award credit for evaluating the reliability of information by commenting on source credibility or cross-referencing facts.
    • Award credit for extracting correct factual details from a given everyday source (e.g., time from a timetable).
    • Award credit for accurate use of alphabetical order to locate a word in a dictionary.
    • Award credit for correctly identifying and applying guide words when finding a word.
    • Award credit for demonstrating understanding of basic dictionary abbreviations (e.g., 'n.', 'vb.').
    • Award credit for selecting relevant information and ignoring irrelevant text.
    • Award credit for demonstrating the use of a specific strategy, such as scanning a text to locate a particular word, number, or symbol.
    • Award credit for accurately identifying and retrieving a simple piece of information (e.g., a date, time, name, or price) from a short, familiar text.
    • Award credit for correctly decoding highly familiar words on sight (e.g., common personal words, everyday signs) to extract meaning.
    • Award credit for showing evidence of using phonic strategies to sound out simple, regular words to access information.
    • Award credit for demonstrating the ability to scan a short text (e.g., a notice, label, or simple instruction) and locate specific, requested information (e.g., date, time, price, or name).
    • Award credit for correctly decoding familiar high-frequency words (e.g., days of the week, common signs like 'exit', 'toilet') within a simple text to extract meaning.
    • Award credit for using appropriate strategies, such as looking at pictures or headings, to aid in locating information without reading the entire text.
    • Award credit for accurately locating and extracting specific pieces of information from short, straightforward texts (e.g., finding a time on a bus timetable or a phone number on a notice).
    • Award credit for successfully decoding unfamiliar words using sound-symbol correspondence or contextual cues, demonstrating the meaning is understood without disrupting overall comprehension.
    • Award credit for using alphabetical order correctly to locate items in a simple directory, glossary, or index (e.g., finding a name in a phone list or a word in a dictionary).
    • Award credit for demonstrating the ability to scan headings, captions, or signposts to pinpoint relevant sections before reading in detail.
    • Award credit for correctly locating and stating explicit information from a given source (e.g., a leaflet or timetable).
    • Demonstrate accurate use of first and second letters when finding a word in a dictionary.
    • Credit application of a taught spelling strategy (e.g., phonics, look–say–cover–write–check) to correct a misspelt word.
    • Recognise and interpret common symbols and abbreviations in public signs.
    • Award credit for identifying the purpose of a simple text (e.g., advertise, instruct, inform).
    • Award credit for clear demonstration of underlining or highlighting key sentences that convey the main idea.
    • Credit for accurate extraction of numerical data or names from a text.
    • Credit for correctly using a dictionary entry to infer pronunciation and meaning.
    • Credit for applying a spelling rule (e.g., 'i before e') correctly in a written response.
    • Award credit for accurately identifying specific information from a short text (e.g., finding a time on a bus timetable or a name on a form).
    • Look for evidence of using phonic knowledge to sound out familiar CVC words (e.g., cat, bus) in context.
    • Assess the ability to use contextual clues, such as pictures, to make sense of a simple sentence.
    • Crediting learners who demonstrate that they can re-read a sentence to check understanding when unsure.
    • Award credit for accurately identifying specific information (e.g., a date, time, or name) from a short, straightforward text.
    • Award credit for correctly applying phonic knowledge or word-recognition strategies to decipher unfamiliar words within the context of a simple sentence.
    • Award credit for successfully locating a given word or name in an alphabetical list or simple dictionary, demonstrating understanding of alphabetical order beyond the first letter.
    • Award credit for accurately identifying specific pieces of information (e.g., times, dates, prices) from short, straightforward everyday texts.
    • Evidence must demonstrate the learner can locate a target word in a dictionary using alphabetical order and guide words, then select the correct definition based on the context of the text.
    • When reading for information, the learner should highlight or extract only the information directly relevant to the task, avoiding irrelevant details.
    • In dictionary tasks, the learner must correctly interpret common abbreviations (e.g., n., v., adj.) to identify the part of speech appropriate to the context.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡For reading tasks, read the question before the text to know exactly which information to scan for, saving time and improving accuracy.
    • 💡Always use a dictionary during the assessment if allowed; even if you think you know a word, checking ensures correct understanding and spelling.
    • 💡Keep a personal spelling log of words you frequently misspell and practise them regularly; this demonstrates independent learning and can be used as evidence.
    • 💡When reading for information, first skim the text to identify its purpose, then scan for keywords related to the question.
    • 💡In the dictionary task, use the guide words at the top of the page to speed up finding the right entry, and always read all definitions before choosing the one that fits the context.
    • 💡Double-check your answers by re-reading the source text to ensure you have copied exactly the required information, paying close attention to spelling and numbers.
    • 💡When locating information, scan the text for key words rather than reading every word; use headings and subheadings as signposts.
    • 💡During decoding assessments, break longer words into syllables and sound them out; don’t guess from the first letter only.
    • 💡Remember that alphabetical order means checking from the first letter onward; if the first letters are the same, move to the next letter and so on.
    • 💡Read the task instructions first to know exactly what information you need before scanning the source text.
    • 💡Practise locating information quickly by using headings, bullet points, and bold text as signposts, then read the surrounding sentences carefully for full meaning.
    • 💡When using a dictionary or reference material, check the context of the word in the text to select the correct definition or meaning.
    • 💡Before reading, identify the purpose and likely layout of the source (e.g., a bus timetable is organized by columns) to locate information faster.
    • 💡When using a dictionary, look at the first three letters of the word to speed up navigation, and always read the full definition, not just the first one.
    • 💡For spelling strategies, create a personal list of commonly misspelled words and practice using them in sentences to improve accuracy in written responses.
    • 💡When preparing evidence, always include the source details (title, author, date) and a brief justification of why the source is appropriate.
    • 💡Practice skimming and scanning techniques to quickly locate key words in indexes or contents pages before reading full texts.
    • 💡In assessment tasks, explicitly mention any reference materials used, and show how they helped you obtain or confirm information.
    • 💡Practice reading a variety of real-world materials such as leaflets, adverts, and web pages.
    • 💡Always look at guide words at the top of each dictionary page to confirm the alphabetical range.
    • 💡Underline or highlight key words in the question and scan the text for those words.
    • 💡Read the entire dictionary entry to consider all definitions before choosing the most appropriate one.
    • 💡Time yourself when practicing to build speed in locating information.
    • 💡In assessment tasks, always look at any accompanying pictures or headings first to predict what the text is about before reading.
    • 💡Use a finger or a ruler to track words and focus on the part of the text where the answer is likely to be found, rather than reading everything.
    • 💡Practice recognising high-frequency words on sight, as they appear often in simple texts and help in gaining quick information.
    • 💡When a question asks for specific detail (like 'What time...?'), scan for numbers or capital letters that might indicate the answer.
    • 💡When faced with a text, first look at the title, images, or headings to predict what information might be found, then scan for specific words related to the question.
    • 💡If you cannot read a particular word, try sounding it out using phonic knowledge, or look at the first letter and the context to make a sensible guess.
    • 💡In assessments, underline or highlight key words in the question before searching the text, to keep your focus clear.
    • 💡Always read the question carefully first to identify exactly what information you need to find; underline keywords to guide your scanning.
    • 💡Practise skimming and scanning: run your eyes over the text looking for specific words, numbers, or capital letters rather than reading every word.
    • 💡When using alphabetical order, check the first letter, then the second, and so on—use the alphabet as a mental reference or finger guide if needed.
    • 💡Use headings, bullet points, and bold text as signposts; they often tell you where the relevant information is found without having to read the whole passage.
    • 💡For unfamiliar words, try sounding them out or looking at the surrounding words/sentences to guess the meaning before checking your answer.
    • 💡Before reading, underline keywords in the question to focus your scanning on relevant parts of the text.
    • 💡When using a dictionary, say the word aloud to identify the likely first letter and remember to check the guide words.
    • 💡Practice spelling strategies regularly with a personal list of tricky words and test yourself after 24 hours.
    • 💡In assessments, look for headings, bullet points, and bold text to quickly locate information.
    • 💡Before checking a dictionary, try to deduce the meaning of unfamiliar words from context to save time.
    • 💡When asked to obtain information, read the question carefully to determine whether main idea or detail is required.
    • 💡Practice reading a variety of everyday texts such as leaflets, emails, and notices to build fluency and speed.
    • 💡Encourage learners to use their finger or a pencil to track text when scanning, helping focus and reducing skipping of words.
    • 💡Remind learners to look at any pictures or symbols alongside the text, as these often provide important clues about the information.
    • 💡When decoding, advise breaking the word into individual sounds and blending them aloud, even if the word seems familiar, to confirm accuracy.
    • 💡In assessment tasks, read the question carefully to know exactly what information to look for before scanning the text.
    • 💡When decoding a new word, break it into chunks or sound it out, and always cross-check with the surrounding text to ensure it makes sense.
    • 💡Practise using alphabetical order by handling real-life materials like a phone directory or a TV guide index to build speed and confidence.
    • 💡Read each question carefully to identify exactly what information is needed before scanning the source text; underline or highlight only the answer to avoid distraction.
    • 💡Practice using alphabetical order quickly by noting the first, second, and third letters of the target word; use guide words at the top of each page to narrow down the search area.
    • 💡When a word has multiple definitions, read each one and substitute it back into the original sentence to check which makes sense in context.
    • 💡For coursework evidence, always show the steps taken: the source text with highlighted key information, the page of the dictionary used, and a brief explanation of why a particular definition was chosen.
    • 💡Always read the questions first before the text. This helps you focus on what to look for and saves time during the exam.
    • 💡When answering 'explain' or 'infer' questions, use evidence from the text (e.g., 'The writer says... which suggests...'). This shows you can support your ideas.
    • 💡Pay attention to command words like 'list', 'describe', 'explain', and 'compare'. Each requires a different type of response – don't give a description when asked to compare.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing skimming (reading for general idea) with scanning (looking for specific information), leading to misinterpretation of the required detail.
    • Relying on memory or guesswork for word meanings instead of using a reference source, resulting in inaccurate comprehension.
    • Spelling errors that change the meaning of a word (e.g., 'quiet' vs 'quite') when copying information from a source, demonstrating a lack of proofreading.
    • Misreading numerical information such as times in a 24-hour clock on a timetable or decimal points in prices.
    • Using the wrong dictionary entry by not checking the word’s context (e.g., selecting the definition for a noun when the word is used as a verb).
    • Confusing alphabetical order, particularly when the first two letters are the same, leading to inefficient dictionary use.
    • Learners often skip reading the title or headings, missing the overall context before searching for specific details.
    • Confusing visually similar letters or words (e.g., 'b' and 'd', or 'saw' and 'was') during decoding tasks.
    • Misunderstanding alphabetical order when words start with the same letter, neglecting to look at the second letter.
    • Confusing skimming and scanning: learners may try to scan for details while skimming for overall gist, leading to incomplete understanding.
    • Copying information verbatim without processing its relevance to the task, resulting in answers that don't directly address the question.
    • Misinterpreting common symbols or abbreviations in functional texts (e.g., '£' for pounds, 'hrs' for hours), leading to factual errors when using the information.
    • Misinterpreting information by reading text too quickly and overlooking key details, such as confusing a departure time with an arrival time.
    • Relying too heavily on context to guess word meanings instead of verifying with a dictionary, leading to misunderstandings.
    • Attempting to extract information without first identifying the text type, resulting in inefficient reading strategies (e.g., reading a schedule line-by-line instead of scanning).
    • Learners often rely on only one source of information, failing to compare or verify details from an additional source.
    • Many learners misinterpret alphabetical order in dictionaries or glossaries, leading to incorrect word look-ups.
    • A common error is not distinguishing between the purpose of contents pages and indexes, using them interchangeably.
    • Confusing alphabetical order when words share similar beginnings (e.g., 'car' and 'cart').
    • Misinterpreting dictionary definitions by not checking all possible meanings.
    • Overlooking important details in a text due to focusing on extraneous information.
    • Struggling to find information in non-linear formats like lists or tables.
    • Assuming the first definition found is always the correct one without context.
    • Learners often guess a word based on its initial letter or context without fully decoding it, leading to misinterpretation.
    • They may read the whole text slowly instead of scanning for key information, missing the specific detail required.
    • Confusing similar-looking letters or words (e.g., b/d, was/saw) when extracting information.
    • Over-reliance on picture clues, ignoring the printed text, which can result in inaccurate information retrieval.
    • Learners often attempt to read every word sequentially instead of using scanning techniques, leading to frustration when encountering unfamiliar vocabulary.
    • Learners may confuse visually similar words (e.g., 'on'/'no', 'was'/'saw') when decoding, which can alter the intended meaning of the information.
    • Some learners rely solely on decoding and ignore contextual clues like images or layout, missing out on key information that is not explicitly written in continuous text.
    • Reading the entire text instead of scanning for key words related to the question, wasting time and missing the required information.
    • Misinterpreting alphabetical order by considering only the first letter and not moving to the second or third letter when needed (e.g., placing 'cat' before 'carrot').
    • Guessing the meaning of unfamiliar words without using phonics or context, leading to inaccurate comprehension and incorrect answers.
    • Overlooking text features like bold headings or captions that directly signal where information is located.
    • Confusing alphabetical order with numerical or chronological order when locating items in a mixed list.
    • Confusing the contents page with the index, leading to incorrect information retrieval.
    • Assuming the first dictionary entry is the correct meaning without reading further or checking context.
    • Over-reliance on guessing words from first letter only, resulting in spelling errors.
    • Reading passively without focusing on the specific question, leading to missed key details.
    • Struggling with alphabetical order after the first letter when multiple words share it.
    • Confusing skimming (gist reading) with scanning (specific detail hunting).
    • Over-reliance on digital spellcheckers without understanding the underlying spelling patterns.
    • Failing to cross-reference information between sources, leading to misinterpretation.
    • Over-reliance on memorisation of whole words rather than applying decoding skills, leading to errors with similar-looking words (e.g., 'form' and 'from').
    • Ignoring visual cues or titles when attempting to grasp meaning, resulting in misinterpretation of the text's purpose.
    • Rushing through scanning tasks without systematically checking each option, causing overlooked details.
    • Relying on memorised sight words only and miscuing on unfamiliar words without attempting to sound them out or use context clues.
    • Misunderstanding alphabetical order by focusing solely on the first letter of words, leading to errors when the first letters are identical.
    • Scanning a text from beginning to end without a clear purpose, reducing efficiency and missing the targeted information.
    • Skimming a text too quickly and misinterpreting key details, such as confusing arrival and departure times in a timetable.
    • Failing to use guide words when searching a dictionary, resulting in inefficient page-by-page scanning.
    • Selecting the first dictionary definition without considering how the word is used in the sentence, leading to incorrect meaning.
    • Assuming that the meaning of a word is obvious from the text and not verifying with a dictionary when required, which can result in subtle misunderstandings.
    • Misconception: 'Skimming means reading quickly without understanding.' Correction: Skimming is a purposeful strategy to get a general overview; you should still grasp the main idea and structure.
    • Misconception: 'If I don't know a word, I should skip it and hope it doesn't matter.' Correction: Use context clues to infer meaning; many exam questions test vocabulary in context.
    • Misconception: 'All questions have answers directly in the text.' Correction: Some questions require inference – you must combine textual evidence with your own reasoning.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic literacy skills: Ability to read simple sentences and understand common words.
    • •Familiarity with different text types: Experience with everyday texts like signs, forms, or short articles.
    • •Basic comprehension skills: Ability to answer simple questions about a short text.

    Key Terminology

    Essential terms to know

    • Be able to read and obtain information from different sources., Be able to use reference sources and spelling strategies.
    • Be able to read and obtain information from everyday sources., Be able to use a dictionary to obtain information.
    • Be able to locate information in straightforward written sources., Be able to de-code words to obtain information., Be able to apply understanding of alphabetical order to locate information.
    • Be able to obtain and use information from a range of sources., Be able to use reference material.
    • Be able to read and obtain information from different sources., Be able to use reference sources and spelling strategies.
    • Be able to obtain and use information from a range of sources., Be able to use reference material.
    • Reading comprehension of everyday texts
    • Dictionary skills: alphabetical order and guide words
    • Information retrieval techniques
    • Practical literacy for daily life
    • Interpretation of abbreviations and symbols
    • Be able to use different strategies to locate simple information from texts., Be able to decode familiar words in order to gain information.
    • Be able to use different strategies to locate simple information from texts., Be able to decode familiar words in order to gain information.
    • Be able to locate information in straightforward written sources., Be able to de-code words to obtain information., Be able to apply understanding of alphabetical order to locate information.
    • Extracting information from sources
    • Navigating reference materials
    • Applying spelling strategies
    • Functional reading comprehension
    • Skimming and scanning techniques
    • Skimming and Scanning
    • Information Retrieval
    • Reference Source Usage
    • Spelling Strategies
    • Critical Reading
    • Be able to use different strategies to locate simple information from texts., Be able to decode familiar words in order to gain information.
    • Be able to locate information in straightforward written sources., Be able to de-code words to obtain information., Be able to apply understanding of alphabetical order to locate information.
    • Be able to read and obtain information from everyday sources., Be able to use a dictionary to obtain information.

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