Using trio groups in literacy
Primary 3 pupils in Caol Primary in Fort William have been using interesting strategies to integrate reading, writing, talking and listening into literacy sessions. One of these is the use of ‘trio groups’, whereby pupils in groups of three take on the roles of recorder, reporter and checker when working collaboratively on information retrieval tasks.
The teacher models different strategies using big books. For example, if the trios will be looking at information on animals, the teacher may use a text about birds to discuss the usefulness of statements contained within.
Pupils categorise information into camps of ‘trash’ or ‘treasure’ – treasure being information that is essential and trash being information that is non - essential.
A statement such as ‘birds have eyes’ may be true, but the class would categorise it as being ‘trash’ in that it doesn’t actually tell you much about the distinguishing features of birds.
‘Treasure’ statements, as well as being rich sources of information, should also help pupils to produce a summary on what they have read. Red highlighter pens are used to distinguish ‘trash’ statements, and ‘treasure’ statements are highlighted in green.
Pupils then work in their trios on their own texts, with each pupil being involved in the collaborative process of distinguishing trash from treasure. Time limits of around two minutes are generally apply for activities like this.
Pupil responsibilities
The recorder has responsibility for highlighting the decisions that the group have arrived at through discussion. The checker has responsibility for ensuring that the recordings are accurate and that the group are happy with the final decisions. Talking and listening rules such as maintaining eye contact and not interrupting are a firmly established part of the trio routine.
Reporters then share and justify decisions with the rest of the class, and this provides rich opportunities for critical thinking and discussion. Pupils again are aware of the need to value the opinions of others, and can contribute effectively in this secure environment.
Still working within the supportive trio environment, pupils then go on to record their agreed information in non-fiction books that they have created. They are encouraged to think about the organisation of their information, and can select from a range of tools such as using bullet points or numbers. The checker can still be called upon to ensure that final recordings are accurate.
Trio benefits
The use of trio groupings has been popular amongst staff at Caol Primary, who can see the cross-curricular impact of the strategies with which the pupils are equipped.
Trios also incorporate the use of peer assessment, and help to establish rules for collaborative working that result in the pupils gaining confidence and maturity that may not normally be associated at earlier stages.
Trio groupings are also used in Primary 1 and 2 to discuss and analyse texts.
Related project
To discover how the Highland Council applied a similar collaborative learning strategy for older pupils
(P7-S1) please visit:
Word file: Moving on with non fiction