Language Arts · Grade 3 · Information Investigators: Non-Fiction and Research · Term 2

Using Headings and Subheadings

Students will analyze how headings and subheadings organize information and help readers find key details.

• Ontario Curriculum Expectations
• CCSS.ELA-LITERACY.RI.3.5

About This Topic

Non-fiction texts are more than just paragraphs of information; they are carefully designed maps of knowledge. Navigating text features involves teaching students how to use captions, headings, sidebars, and diagrams to find information efficiently. In Grade 3, this is a vital shift from 'learning to read' to 'reading to learn.' Students begin to understand that an author organizes a page to help the reader prioritize and connect ideas. This aligns with the Ontario curriculum's focus on identifying various text features and explaining how they help the reader understand the content.

In a multicultural and bilingual country like Canada, text features also help students navigate diverse sources, including maps of Treaty lands or bilingual infographics. This topic is best taught through collaborative exploration, where students act as 'text detectives' to solve problems using only the non-prose elements of a book. This active approach reinforces that every part of a page has a purpose.

Key Questions

1. Explain why authors use headings to organize their ideas.
2. Predict what information will be in a section based on its subheading.
3. Analyze how headings help a reader navigate a new subject area.

Learning Objectives

• Explain the purpose of headings and subheadings in organizing information within a non-fiction text.
• Predict the content of a specific section of a non-fiction text by analyzing its subheading.
• Analyze how headings and subheadings guide a reader's search for specific details in a text.
• Identify the main idea of a paragraph or section based on its corresponding heading.

Before You Start

Identifying the Main Idea

Why: Students need to be able to identify the main idea of a text to understand how headings summarize that idea.

Understanding Text Structure

Why: Students should have a basic understanding that texts are structured in different ways to present information effectively.

Key Vocabulary

Heading	A title that appears at the top of a section or chapter in a book, indicating the main topic of the content that follows.
Subheading	A secondary title that appears below a heading, introducing a more specific topic within the larger section.
Organize	To arrange information or ideas in a systematic way, making it easier to understand or find.
Navigate	To find one's way through a text or subject area, using features like headings to guide the reader.
Key Details	Important pieces of information that support the main idea of a text or section.

Watch Out for These Misconceptions

Common Misconception

Text features are just 'extra' decorations.

What to Teach Instead

Show students that text features often contain unique information not found in the main text. A 'Features Only' challenge, where students try to answer questions using only captions and charts, quickly corrects this belief.

Common Misconception

You have to read a non-fiction book from front to back.

What to Teach Instead

Teach students that headings and the table of contents allow for 'skimming and scanning.' Active practice in using an index to jump to specific pages helps students understand the non-linear nature of informational texts.

Active Learning Ideas

Inquiry Circle: Feature Scavenger Hunt

In small groups, students are given a non-fiction book and a list of 'clues' that can only be found in text features (e.g., 'What is the caption on page 12?'). They must race to find the answers and explain what that feature told them.

25 min·Small Groups

Stations Rotation: The Layout Lab

Students visit stations with 'naked' texts (articles with the features removed). At each station, they must work together to create a heading, a caption for a provided image, or a simple diagram that would make the text easier to understand.

45 min·Small Groups

Think-Pair-Share: Why Is It There?

Pairs look at a complex diagram or map. They discuss two things: what information it gives and why the author chose a diagram instead of just writing a paragraph. They then share their 'why' with the class.

15 min·Pairs

Real-World Connections

• Newspaper editors use headings and subheadings to organize articles, helping readers quickly find news about sports, politics, or local events.
• Website designers use headings on web pages to structure information, allowing users to easily navigate and find products, services, or specific information they are looking for.
• Travel guides use headings and subheadings to organize information about destinations, enabling tourists to find details about attractions, accommodations, and dining options.

Assessment Ideas

Exit Ticket

Provide students with a short, unheaded article. Ask them to create two appropriate headings and one subheading for the text. On the back, they should write one sentence explaining why they chose those titles.

Quick Check

Display a page from a non-fiction book with clear headings and subheadings. Ask students to point to the subheading that would tell them about 'how animals hibernate' and then state one key detail they expect to find there.

Discussion Prompt

Ask students: 'Imagine you are researching polar bears for a school project. How would the headings and subheadings in a book about Arctic animals help you find the information you need quickly? Give an example of a subheading you might look for.'

Frequently Asked Questions

What are the most important text features for Grade 3s to know?

Focus on headings, captions, the table of contents, and diagrams with labels. These are the most common features they will encounter in their research. Once they master these, you can introduce more complex features like glossaries, indexes, and sidebars to help them become more independent researchers.

How do text features help with media literacy?

Text features are a form of media design. By learning how authors use bold print or sidebars to draw attention, students start to understand how information is prioritized. This is a foundational step in recognizing how media can influence a reader's focus or perspective.

How can I use text features to teach about Canadian geography?

Use Canadian atlases or non-fiction books about the provinces. Have students use maps, legends, and climate charts to compare different regions. This allows them to practice reading non-prose features while gaining essential knowledge about their own country and its diverse landscapes.

How can active learning help students understand text features?

Active learning turns a passive reading task into a puzzle. When students participate in a 'Scavenger Hunt' or a 'Layout Lab,' they aren't just looking at features; they are using them to solve a problem. This functional use of text features ensures they understand the 'why' behind the design, making the knowledge much more likely to stick.