Informing Our World · Term 1

Features of Information Texts

Identifying headings, labels, and diagrams in factual books.

About This Topic

Information texts organise facts through clear features that guide young readers. In Year 1, students identify headings that signal main topics, labels that name diagram elements, and diagrams that present visual information. These differ from stories, which focus on characters and events without such structures. Students address key questions, such as how headings help locate information and how to distinguish factual texts from narratives by examining purpose and layout.

This topic aligns with AC9E1LY05 for analysing text features and AC9E1LA01 for understanding language contexts. It develops navigation skills like skimming for headings and interpreting visuals, essential for early information literacy and research habits.

Active learning suits this topic perfectly. When students hunt for features in real books, compare texts in pairs, or label their own diagrams, they experience structures firsthand. These approaches build confidence through discovery and collaboration, turning recognition into practical skill.

Learning Objectives

• Identify the purpose of headings in an information text.
• Distinguish between an information text and a narrative text based on features and purpose.
• Label key parts of a diagram in an information text.
• Explain how diagrams and labels contribute to understanding information.
• Compare the structure of an information text with a storybook.

Before You Start

Identifying Print Features

Why: Students need to recognize basic print elements like title, author, and pages before identifying more complex features like headings and labels.

Understanding Purpose of Reading

Why: Students should have a foundational understanding that reading can be for learning or for enjoyment, which helps them distinguish between text types.

Key Vocabulary

Heading	A title for a section of a text that tells the reader what the information below is about.
Label	A word or short phrase that identifies a part of a diagram or picture.
Diagram	A simplified drawing that shows the parts of something and how they work, often with labels.
Information Text	A type of book or writing that gives facts about a topic, using features like headings and diagrams.
Narrative Text	A type of book that tells a story, usually with characters, a plot, and a beginning, middle, and end.

Active Learning Ideas

Scavenger Hunt: Feature Quest

Provide baskets of information texts. In small groups, students search for one heading, one label, and one diagram per book, noting them on a recording sheet. Groups share finds with the class, discussing how features help find facts.

⏱ 30 min·Small Groups

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Pairs Compare: Info vs Story

Pair each information text with a picture book story. Students list three features in the info text absent in the story, then explain to partners how headings guide searches. Pairs present one example to the class.

⏱ 25 min·Pairs

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Diagram Workshop: Label and Heading

Students select a topic like animals, draw a simple diagram, add labels, and create headings for sections. They swap with a partner for feedback on clarity. Display finished works for a gallery walk.

⏱ 35 min·Pairs

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Whole Class: Heading Relay

Divide class into teams. Call a topic, teams race to find the heading in shared texts and read the section aloud. Discuss how the heading matched the content.

⏱ 20 min·Whole Class

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Real-World Connections

Librarians use headings and the Dewey Decimal System to organize books, helping patrons quickly find information on specific subjects like dinosaurs or space exploration.

Museum exhibit designers create informational panels with headings and diagrams to explain artifacts and historical events to visitors, making complex topics accessible.

Watch Out for These Misconceptions

Common Misconception

All books use headings and labels the same way.

What to Teach Instead

Stories rarely have these organisational tools, focusing instead on narrative flow. Comparing texts side-by-side in pairs helps students spot differences. Active hunts reinforce that features serve factual purposes.

Common Misconception

Diagrams are just decorative pictures.

What to Teach Instead

Diagrams convey specific information through labels and details. Hands-on labelling activities let students add their own, clarifying the informative role. Group sharing reveals how visuals support text.

Common Misconception

Headings are only the book title.

What to Teach Instead

Headings divide content into sections for easy navigation. Scavenger hunts across pages show subheadings in action. Relays make locating them fun and memorable.

Assessment Ideas

Quick Check

Provide students with a page from an information text. Ask them to point to and name one heading and one label. Ask: 'What information does this heading/label help you find?'

Exit Ticket

Give each student a simple picture (e.g., a bicycle). Ask them to draw two labels for parts of the bicycle and write one sentence explaining the difference between this picture and a story.

Discussion Prompt

Show students two books, one an information text about animals and one a storybook about a talking animal. Ask: 'Which book is designed to teach you facts? How do you know? What features helped you decide?'

Frequently Asked Questions

How do you teach features of information texts in Year 1?

Start with shared reading of factual books, modelling how to spot headings, labels, and diagrams. Use key questions to guide discussions on their purposes. Follow with hands-on hunts and comparisons to build recognition, aligning with AC9E1LY05 and AC9E1LA01 for text structure analysis.

What activities work best for headings and diagrams?

Scavenger hunts in small groups let students actively find features, while diagram workshops encourage creating labelled visuals. Pairs comparisons highlight differences from stories. These build skills through exploration, with durations fitting 40-minute lessons.

How does active learning help students with information text features?

Active approaches like feature quests and labelling tasks give direct experience with structures, making abstract concepts tangible. Students collaborate to discuss purposes, correcting misconceptions on the spot. This boosts engagement, retention, and confidence in navigating factual texts independently.

Common misconceptions about info texts for Year 1?

Students often think all books have headings or that diagrams are mere pictures. Address through side-by-side comparisons and creation activities. Peer discussions during hunts help refine ideas, ensuring students grasp organisational roles.