ABSTRACT
Whatever the statutory and guidance requirements at a particular time, and these requirements are constantly changed and modified in the UK, there are three main ways of organizing groupings in the classroom. Teaching and learning can be class-based, carried out in groups or pairs, or take place on a one-to-one basis. There has been a movement towards more flexibility in how the curriculum is organized, including in literacy time, but schools are likely still to use some of the routines and terminology associated with the frameworks. This chapter begins with a look at how teachers organize non-fiction kinds of learning in literacy time and in other lessons across the curriculum. It goes on to look at gender differences in children’s reading of informational kinds of material. Finally I address how non-fiction reading and writing can be assessed and progress recorded.
