Language Arts · Grade 3

Active learning ideas

Using Headings and Subheadings

Active learning builds independence and confidence for Grade 3 readers who are transitioning from decoding to using text features as tools for knowledge building. When students physically interact with headings and subheadings through hands-on tasks, they see firsthand how authors design pages to guide understanding.

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

• 15–45 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Inquiry Circle
• 25 min · Small Groups

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.

Explain why authors use headings to organize their ideas.

Facilitation Tip

During the Feature Scavenger Hunt, assign each student one text feature to locate so every participant contributes to the group’s findings.

What to look for

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.

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

Activity 02

• Stations Rotation
• 45 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.

Predict what information will be in a section based on its subheading.

Facilitation Tip

In The Layout Lab, provide non-fiction books with varied layouts so students analyze real-world examples of headings and subheadings.

What to look for

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.

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

Activity 03

• Think-Pair-Share
• 15 min · Pairs

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.

Analyze how headings help a reader navigate a new subject area.

Facilitation Tip

For the Think-Pair-Share, model how to underline headings and subheadings before discussing their purpose to focus student thinking.

What to look for

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.'

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Teach this topic by modeling your own use of headings and subheadings aloud during read-alouds, pointing to titles and explaining how they preview upcoming sections. Avoid overwhelming students with too many features at once; focus first on headings and subheadings as entry points to larger ideas. Research shows that when students create their own headings for unheaded texts, their comprehension of text structure improves significantly.

Students will confidently use headings and subheadings to locate information quickly and explain how these features organize content. They will recognize that captions, charts, and titles hold important details that complement the main text.

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Watch Out for These Misconceptions

• During the Feature Scavenger Hunt, watch for students who treat text features as decorative or irrelevant.

  Give each group the 'Features Only' challenge: remove all main text and ask students to answer three questions using only captions, charts, and headings to prove their importance.

• During Station Rotation: The Layout Lab, watch for students who insist all texts must be read from start to finish.

  Have students use the table of contents to locate specific topics quickly, then verify their choices by checking the relevant headings on the pages they found.

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Methods used in this brief

• Inquiry Circle
• Stations Rotation
• Think-Pair-Share