English · Year 5 · Information and Inquiry · Term 3

Text Features and Navigation: Non-Fiction

Using headings, glossaries, and diagrams to extract information efficiently.

• ACARA Content Descriptions
• AC9E5LY03
• AC9E5LY04

About This Topic

Text Features and Navigation is about mastering the 'road signs' of informational texts. In Year 5, students move beyond simply recognizing headings and glossaries to using them strategically to locate, scan, and summarize information. The Australian Curriculum expects students to use these features to navigate increasingly complex digital and print texts, including those with technical diagrams and data visualizations.

This topic is essential for developing independent research skills. Students learn that they don't always need to read a book from cover to cover to find what they need. By understanding how an index, a sub-heading, or a caption works, they become more efficient learners. This topic comes alive when students can physically model the patterns of information retrieval through timed challenges and collaborative 'scavenger hunts' in real texts.

Key Questions

1. How do subheadings help a reader predict the content of a technical passage?
2. In what ways do diagrams provide information that text alone cannot convey?
3. How does the organization of an index reflect the hierarchy of information in a book?

Learning Objectives

• Analyze how specific subheadings in a technical passage help predict its content.
• Explain the unique information provided by diagrams that is not present in accompanying text.
• Compare the organizational structure of an index to the hierarchy of information within a non-fiction text.
• Demonstrate efficient information retrieval from a non-fiction text using headings, subheadings, and glossaries.

Before You Start

Identifying Text Features

Why: Students need to be able to recognize basic text features like headings and titles before they can learn to use them strategically.

Reading for Information

Why: A foundational understanding of how to extract meaning from sentences and paragraphs is necessary before focusing on efficient navigation strategies.

Key Vocabulary

Subheading	A secondary title that divides a section of text and gives the reader a clue about the content within that section.
Glossary	An alphabetical list of terms related to a specific subject, with definitions provided. It helps readers understand specialized vocabulary.
Diagram	A simplified drawing or illustration that shows the parts of something and how they work, often including labels and captions.
Index	An alphabetical list of names, subjects, etc., with the page numbers where they can be found in a book. It helps locate specific information quickly.
Caption	A brief explanation or description accompanying an illustration, photograph, or diagram.

Watch Out for These Misconceptions

Common Misconception

You have to read the whole page to find the answer.

What to Teach Instead

Teach 'skimming and scanning' techniques. Use a 'Search Engine' analogy where sub-headings act like keywords to help the brain 'click' on the right section of the page. Active 'speed drills' can help break the habit of reading every word.

Common Misconception

Diagrams are just decorations.

What to Teach Instead

Show students texts where the most important information is actually in the diagram (like a map or a flow chart). Use a 'Cover the Image' activity where students try to understand a process using only the text to see what they miss.

Active Learning Ideas

Simulation Game: The Information Scavenger Hunt

Give students a complex non-fiction book or website and a list of five specific questions. They must use only the index, contents page, and sub-headings to find the answers as quickly as possible, recording which feature helped them most.

30 min·Pairs

Gallery Walk: Diagram Detectives

Display several complex diagrams (e.g., a water cycle or a cross-section of a traditional First Nations dwelling). Students move in groups to write one piece of information that the diagram provides which is not found in the accompanying text.

35 min·Small Groups

Think-Pair-Share: Feature Flip

Give students a plain piece of text without any features. Pairs must decide where to add two sub-headings, a bolded keyword, and a caption for a hypothetical image. They share their choices and explain how these features would help a reader.

25 min·Pairs

Real-World Connections

• Journalists writing news articles use headings and subheadings to organize complex information, allowing readers to quickly find sections on topics like politics, sports, or local events.
• Scientists researching a new species might use diagrams and glossaries within scientific papers to explain anatomical features and specialized terminology to other researchers and students.
• Travel guides employ indexes and clear headings to help tourists efficiently find information on attractions, transportation, and accommodation in a new city.

Assessment Ideas

Quick Check

Provide students with a short, unfamiliar non-fiction article. Ask them to identify three subheadings and write one sentence for each predicting the content of the section. Then, have them locate one specific piece of information using only the index.

Discussion Prompt

Present students with a diagram from a science text and its accompanying text. Ask: 'What information does this diagram provide that the text does not? How does the diagram help you understand the text more clearly?'

Exit Ticket

Give students a glossary from a sample text. Ask them to choose two words and write a sentence using each word correctly in the context of the text's topic. They should also explain how the glossary helped them.

Frequently Asked Questions

What are the most important text features for Year 5 to master?

Key features include sub-headings (for predicting content), glossaries (for technical vocabulary), captions (for context), and the index (for specific searches). Mastering these allows students to handle the more dense informational texts they will encounter in high school.

How do text features help with reading comprehension?

They act as 'advance organizers' that prepare the brain for what is coming. A sub-heading like 'The Impact of Colonisation' tells the reader exactly what the next three paragraphs will be about, allowing them to activate their prior knowledge and focus their attention.

How can active learning improve research skills?

Active learning strategies like 'Scavenger Hunts' turn research into a game. Instead of a dry lecture on what an index is, students experience the frustration of not having one or the speed of using one correctly. This experiential learning makes the utility of text features obvious and memorable.

How should I teach students to use digital text features?

Digital features include hyperlinks, search bars, and navigation menus. Teach students that these are just 'modern versions' of an index or contents page. Practice using the 'Ctrl+F' function as a digital scanning tool to find specific keywords in an online article.