English · Foundation · Exploring Information · Term 3

Using Text Features (Headings, Pictures)

Students will use headings, pictures, and captions to understand non-fiction texts.

• ACARA Content Descriptions
• AC9EFLA08

About This Topic

In Foundation English, students learn to recognise and use text features such as headings, pictures, and captions to build understanding of non-fiction texts. Headings act as signposts that preview the main idea of a section, for instance, 'Life in the Ocean' signals content about sea creatures and their environments. Pictures provide visual context that supports the words, while captions offer precise details like 'This turtle lays eggs on the beach.' These elements align with AC9EFLA08, helping students explain how features contribute to meaning and predict content.

Mastering text features develops key comprehension strategies, including skimming for structure and integrating visual and verbal information. Students connect headings to key questions, analyse how images expand ideas, and anticipate details under specific headings. This foundation supports broader literacy goals, such as independent reading of factual books on topics like animals or weather.

Active learning shines here because young students thrive with hands-on manipulation of texts. Activities like feature hunts or creating labelled posters make abstract navigation skills concrete, encourage peer talk to clarify confusions, and boost confidence through immediate feedback and play-based discovery.

Key Questions

1. Explain how a heading helps you know what a section is about.
2. Analyze how pictures and captions add to the information in a text.
3. Predict what information you might find under a specific heading.

Learning Objectives

• Identify the purpose of headings in non-fiction texts.
• Explain how pictures and captions add specific information to a text.
• Analyze the relationship between a heading and the content presented beneath it.
• Predict the content of a text section based on its heading and accompanying image.

Before You Start

Recognising Print and its Uses

Why: Students need to be able to recognise that print carries meaning before they can understand how specific print features like headings convey information.

Identifying Basic Text Components (e.g., title, author)

Why: Familiarity with identifying a book's title and author helps students recognise other key print elements like headings.

Key Vocabulary

Heading	A title or heading at the beginning of a section of a book or article that tells the reader what the section is about.
Picture	A visual representation, such as a photograph or illustration, used in a book to show what something looks like.
Caption	A short explanation or description that appears with a picture or diagram, providing extra details.
Non-fiction text	A type of writing that is based on facts and real events, such as informational books about animals or science.

Watch Out for These Misconceptions

Common Misconception

Headings are only for decoration or the book's title.

What to Teach Instead

Headings preview section content, like a map to the ideas ahead. Active pair discussions during prediction games help students test ideas against the text, revising mental models through shared evidence.

Common Misconception

Pictures are just pretty additions with no real information.

What to Teach Instead

Pictures convey key details visually, such as actions or settings. Hands-on matching activities pair images with words, revealing their role and building multimodal comprehension via trial and error.

Common Misconception

Captions repeat the text exactly and can be ignored.

What to Teach Instead

Captions provide unique specifics, like measurements or names. Collaborative creation tasks show students how captions enhance pictures, fostering analysis through peer feedback.

Active Learning Ideas

Text Feature Scavenger Hunt

Provide non-fiction books or big books on animals. In pairs, students hunt for headings, pictures, and captions, noting one example of each on a recording sheet. Discuss findings as a class, sharing how each feature helps understanding.

30 min·Pairs

Heading Prediction Game

Display headings from texts without the content. Students predict in small groups what information might follow, using sticky notes. Reveal sections with pictures and captions, then compare predictions.

25 min·Small Groups

Caption Creation Station

Students select pictures from magazines or draw their own. They write captions to add information, then share with the group, explaining how the caption supports the picture.

35 min·Small Groups

Feature Labelling Walk

Walk around the classroom or school with printed texts. Individually label headings, pictures, and captions on worksheets, then pair up to verify.

20 min·Individual

Real-World Connections

• Librarians and teachers select age-appropriate non-fiction books for young children, using headings and pictures to help them navigate topics like 'Farm Animals' or 'Things That Go'.
• Museum exhibit designers use clear headings and engaging images with captions to explain complex topics to visitors, making information accessible for all ages.

Assessment Ideas

Exit Ticket

Provide students with a page from a simple non-fiction book. Ask them to point to the heading and say what they think the page is about. Then, ask them to point to a picture and explain one thing it tells them.

Quick Check

Show students a book with clear headings and pictures. Ask: 'What do you think we will learn about under the heading 'Big Trucks'?' Then, point to a picture and ask: 'What does this picture tell us about big trucks?'

Discussion Prompt

During shared reading, pause at a heading and image. Ask: 'How does this heading help us know what we are reading? How does this picture help us understand the words?' Encourage students to use the terms 'heading', 'picture', and 'caption'.

Frequently Asked Questions

How do headings help Foundation students understand non-fiction?

Headings signal the main topic of each section, acting like labels on shelves. Students learn to use them for quick orientation, predicting content before reading. This scaffolds comprehension, reduces overwhelm in informational texts, and aligns with AC9EFLA08 by building navigation skills essential for independent reading.

Why include pictures and captions in Foundation English lessons?

Pictures offer visual support for vocabulary and concepts, while captions add precise details that clarify or extend the main text. Together, they make abstract ideas accessible to beginners. Lessons with these features improve engagement and retention, as students cross-reference visuals with words for deeper meaning.

How can active learning help students with text features?

Active approaches like scavenger hunts and prediction games engage kinesthetic learners, turning text analysis into play. Students physically locate features, discuss in pairs, and create their own, which reinforces recognition and use. This method addresses short attention spans, builds collaboration, and provides instant feedback for correction.

What activities teach predicting under headings?

Use heading-only displays for group predictions on sticky notes, followed by text reveal with pictures. Students compare forecasts to reality, refining skills. Rotate through topics like 'Farm Animals' to vary interest, ensuring repeated practice in a fun, low-stakes format that matches Foundation needs.