Fact Finders and Information Reports · Term 1

Navigating Non-Fiction Features

Learning how to use headings, glossaries, and indexes to find specific information quickly.

About This Topic

Navigating non-fiction requires a specific set of literacy skills that differ from narrative reading. In Year 2, students learn to use text features like headings, glossaries, and indexes to locate information efficiently. This is a key component of the ACARA literacy strand, focusing on how different text structures support the purpose of the writing. By exploring information reports about the Australian environment or Asia-Pacific geography, students see how these features help organise complex facts.

Mastering these tools allows students to become independent researchers. Instead of reading a whole book to find one fact, they learn to 'scan' and 'skim' using visual signposts. This topic is most effective when students engage in collaborative investigations, where they have to use these features to solve a problem or find a 'hidden' piece of information.

Learning Objectives

• Identify the purpose of headings, glossaries, and indexes in non-fiction texts.
• Compare and contrast the functions of a picture and its accompanying caption in an information report.
• Explain how specific text features, such as headings or a glossary, help locate factual information.
• Demonstrate the ability to find a specific fact within an information report using its index or headings.

Before You Start

Identifying Pictures and Text

Why: Students need to be able to distinguish between images and written words before they can understand the role of captions.

Basic Reading Comprehension

Why: Students must be able to read and understand simple sentences to make sense of the information presented in non-fiction texts.

Key Vocabulary

Heading	A title or short description that introduces a section of a book or other text, telling the reader what the section is about.
Glossary	An alphabetical list of words found in a book or document, along with their definitions, to help readers understand unfamiliar terms.
Index	An alphabetical list of names, subjects, etc., with references to where they occur, typically found at the end of a book.
Caption	A short explanation or title that accompanies a picture, diagram, or chart, providing context or additional information.

Active Learning Ideas

Inquiry Circle: The Information Scavenger Hunt

Give small groups a non-fiction book and a list of questions. They must use the table of contents and index to find the page numbers for the answers, recording which feature helped them most for each question.

⏱ 25 min·Small Groups

Generate mission

Peer Teaching: Feature Experts

Assign each pair a specific feature, such as 'Captions' or 'Glossaries'. They must find three examples in different books and then explain to another pair how that feature helps a reader understand the topic.

⏱ 20 min·Pairs

Generate mission

Simulation Game: The Book Builder

Provide students with a set of 'raw' facts and images. They must work together to create a layout that includes a heading, a sub-heading, and a captioned diagram, explaining why they chose those specific spots for each feature.

⏱ 35 min·Small Groups

Generate mission

Real-World Connections

Librarians and researchers use indexes and tables of contents daily to quickly locate specific information within vast collections of books and documents, saving valuable research time.

Cookbook authors use clear headings and ingredient lists to organize recipes, allowing home cooks to easily find specific dishes or techniques they want to use for a meal.

Travel guides employ headings, maps, and indexes to help tourists navigate unfamiliar cities, find specific attractions, or locate essential services like hotels and restaurants efficiently.

Watch Out for These Misconceptions

Common Misconception

Students often think they must read a non-fiction book from start to finish.

What to Teach Instead

Teach that non-fiction is 'pick and mix'. Using a 'Speed Finding' game helps students practice jumping directly to the information they need using the index, showing them that reading out of order is often the goal.

Common Misconception

Children may ignore captions, thinking only the main text matters.

What to Teach Instead

Explain that captions often contain 'secret' facts not found in the paragraphs. A 'Caption Match' activity, where students must pair images with their correct descriptions, helps highlight their importance.

Assessment Ideas

Quick Check

Provide students with a short non-fiction text. Ask them to circle all the headings and underline one word they would look up in the glossary. Then, ask them to find one fact about a specific topic (e.g., 'what do kangaroos eat?') using the text and write it down.

Exit Ticket

Give each student a card with a question like 'How do I find out about a kangaroo's diet?' or 'What does the word 'marsupial' mean?'. Students must write down which text feature (heading, glossary, index) they would use to answer the question and why.

Discussion Prompt

Present two similar non-fiction pages about the same animal, one with clear headings and a glossary, and another without. Ask students: 'Which page is easier to find information on? Why? How do the headings and glossary help you?'

Frequently Asked Questions

What is the difference between an index and a table of contents?

The table of contents is at the front and shows the broad chapters or sections in order. The index is at the back and lists specific keywords in alphabetical order with page numbers. Use a 'Front or Back?' game to help students quickly decide which one to use for different tasks.

How do I help students understand a glossary?

Think of a glossary as a 'mini-dictionary' just for that book. Encourage students to look for bold words in the text, then flip to the glossary to find the meaning. This helps them build technical vocabulary related to the topic they are studying.

How can active learning help students understand non-fiction features?

Active learning turns a dry search into a game. When students work in teams to 'race' through an index or collaborate to label a diagram, they are actively applying the skill rather than just memorising definitions. This hands-on application ensures they can use these features independently in future research projects.

Why are visual features like diagrams so important in Year 2?

Visuals provide a 'bridge' for students who are still developing their reading fluency. A well-labelled diagram can explain a complex cycle, like the life of a kangaroo, much faster than a paragraph. Teaching students to 'read' images is a vital part of modern literacy.