English · Year 2

Active learning ideas

Navigating Non-Fiction Features

Active learning builds confidence with non-fiction features because students practice skills in context. When children hunt for information, teach peers, or construct a book, they see how headings, glossaries, and indexes save time and improve understanding.

• ACARA Content Descriptions
• AC9E2LY02
• AC9E2LA01

• 20–35 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Inquiry Circle
• 25 min · Small Groups

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.

What is the difference between a picture and a caption in a non-fiction book?

Facilitation Tip

During the Scavenger Hunt, place texts around the room and give each pair a list of questions that require different features to answer.

What to look for

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.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 02

• Peer Teaching
• 20 min · Pairs

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.

How do headings help you find information in a non-fiction book?

Facilitation Tip

When students become Feature Experts, provide clear role cards that name their feature and give a short explanation for the class.

What to look for

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.

• Understand
• Apply
• Analyze
• Create
• Self-Management
• Relationship Skills

Activity 03

• Simulation Game
• 35 min · Small Groups

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.

Can you point to a fact in the book and explain what it tells you?

Facilitation Tip

For the Book Builder simulation, supply blank pages, sticky notes for headings, and a glossary template so students build a complete text feature set.

What to look for

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?'

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

A few notes on teaching this unit

Teach features in small, explicit chunks with real examples. Model how to use the index by thinking aloud as you locate a fact. Avoid assuming prior knowledge; many Year 2 students need guided practice with alphabetical order and keyword matching.

Students will locate information quickly using headings and indexes, use captions to find extra facts, and explain why text features matter. They will articulate that non-fiction is meant to be explored, not always read cover to cover.

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Watch Out for These Misconceptions

• During the Information Scavenger Hunt, watch for students starting at page one and reading straight through.

  Remind students to use the index or headings first to find the exact page. Praise pairs who jump straight to the right section and finish fastest.

• During the Caption Match activity, watch for students skipping captions because they focus only on paragraphs.

  Point out that captions often contain facts not repeated in the main text. Ask students to share one fact they only found in a caption during the discussion.

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Methods used in this brief

• Inquiry Circle
• Peer Teaching
• Simulation Game