English · Year 2

Active learning ideas

Navigating Non-Fiction: Glossaries

Active learning builds precision in using glossaries by moving students from passive readers to purposeful word hunters. When children physically flip pages, run fingers down lists, and match terms, they internalize how glossaries speed up comprehension and keep topic momentum alive.

• National Curriculum Attainment Targets
• KS1: English - Reading Comprehension
• KS1: English - Non-fiction

• 20–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Stations Rotation
• 30 min · Pairs

Pair Hunt: Non-Fiction Word Quest

Pairs choose a non-fiction book on a unit topic. They identify three unknown words, locate each in the glossary, copy the definition, and find one sentence using it. Pairs then share findings with the class, explaining how the glossary helped.

Explain why it is important to use a glossary when reading about new subjects.

Facilitation Tip

During Pair Hunt, circulate and coach pairs to verbalize their search steps aloud, reinforcing the habit of systematic scanning.

What to look for

Provide students with a short, age-appropriate non-fiction passage containing 2-3 unfamiliar words. Ask them to locate the glossary (if provided) or identify which words they would look up and why. Observe their ability to scan the text for the glossary section.

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

Activity 02

• Stations Rotation
• 25 min · Small Groups

Small Groups: Glossary vs Dictionary Match

Provide matching non-fiction books and pocket dictionaries. Groups pick a word from the book, compare its glossary and dictionary entries, and note two differences on a chart. Discuss as a class why book-specific definitions matter more sometimes.

Differentiate between a glossary and a dictionary.

Facilitation Tip

In Glossary vs Dictionary Match, provide colored highlighters so students mark differences between the two tools in real time.

What to look for

Give each student a card with a new vocabulary word related to a recent topic (e.g., 'habitat'). Ask them to write a simple definition and one example sentence, simulating the creation of a glossary entry.

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

Activity 03

• Stations Rotation
• 40 min · Whole Class

Whole Class: Build Our Topic Glossary

Read a shared non-fiction text aloud. Students suggest five key words, vote on priorities, then contribute to a large chart with alphabetical entries including definitions and drawings. Display it for ongoing reference during the unit.

Construct a glossary entry for a new vocabulary word.

Facilitation Tip

When building Our Topic Glossary, assign small roles like recorder or illustrator to keep every student engaged in co-creation.

What to look for

Pose the question: 'Imagine you are reading a book about how to build a birdhouse. What kind of words might you find in its glossary? Why is it helpful to have those words explained right there in the book?' Listen for student explanations of specialized vocabulary and the glossary's function.

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

Activity 04

• Stations Rotation
• 20 min · Individual

Individual: Personal Glossary Page

Each child selects a new word from recent reading. They write an entry with definition, alphabetical placement hint, and a sentence, then add it to their reading journal for weekly review.

Explain why it is important to use a glossary when reading about new subjects.

What to look for

Provide students with a short, age-appropriate non-fiction passage containing 2-3 unfamiliar words. Ask them to locate the glossary (if provided) or identify which words they would look up and why. Observe their ability to scan the text for the glossary section.

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

A few notes on teaching this unit

Teachers should model glossary use during shared reading, thinking aloud as they locate and read entries. Avoid assuming students grasp alphabetical order; practice lookups daily with familiar topics. Research shows that repeated, low-stakes exposure to glossary navigation strengthens automaticity, so build short, daily routines alongside larger activities.

Students will confidently locate glossaries, scan alphabetically, and use tailored definitions to decode unfamiliar terms without disrupting reading flow. They will explain why a glossary’s short, topic-specific lists matter more than a dictionary’s broad coverage.

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Watch Out for These Misconceptions

• During Glossary vs Dictionary Match, watch for students who think glossaries list every word like a dictionary does.

  Have pairs place a glossary page and a dictionary page side by side, then count entries and underline only topic-specific words in the glossary to show the difference in scope.

• During Pair Hunt, watch for students who guess meanings instead of checking the glossary.

  Ask each pair to record the glossary definition first, then discuss whether their guess matched the entry, turning errors into visible learning moments.

• During Pair Hunt, watch for students who believe glossaries are not in alphabetical order.

  Time pairs as they find five words using a timer; then repeat with a random list to show how alphabetical order speeds up the process.

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Methods used in this brief

• Stations Rotation