Information and Inquiry · Autumn Term

Navigating Non-Fiction Features

Identifying and using text features like headings, captions, and glossaries to aid comprehension.

About This Topic

Navigating non-fiction features is a vital functional literacy skill for 3rd Class students. As they transition from 'learning to read' to 'reading to learn,' they must master tools like headings, glossaries, indices, and captions. The NCCA curriculum emphasizes the importance of students being able to locate and use information efficiently. These features are not just decorative; they are signposts that guide a reader through complex factual content.

By understanding the purpose of each feature, students become more independent researchers. They learn that they don't always have to read a non-fiction book from cover to cover to find what they need. This topic is particularly suited to active learning because it involves 'using' the book as a tool. Students grasp these concepts faster through scavenger hunts and collaborative investigations where they must apply their knowledge to find specific facts.

Learning Objectives

• Identify specific text features within an informational text, such as headings, subheadings, captions, and glossaries.
• Explain the purpose of at least three different non-fiction text features in aiding comprehension.
• Compare how different text features, like a diagram versus a paragraph, convey information about a specific topic.
• Analyze how captions enhance the understanding of accompanying images in a non-fiction text.

Before You Start

Identifying Main Idea and Supporting Details

Why: Students need to be able to find the main point of a text to understand how headings and other features help organize and present that information.

Basic Reading Comprehension Skills

Why: Students must be able to read and understand sentences to make sense of the information presented within text features like captions and glossaries.

Key Vocabulary

Heading	A title or short descriptive text that appears at the top of a section or article, indicating the main topic of the content that follows.
Caption	A brief explanation or description that accompanies an illustration, photograph, or diagram, providing context or additional information.
Glossary	An alphabetical list of terms or words found in or relating to a specific subject, text, or dialect, with explanations; it is usually found at the end of a book.
Diagram	A simplified drawing or plan that shows the appearance, structure, or workings of something; a schematic representation.
Index	An alphabetical list of names, subjects, etc., with references to the places where they occur, typically found at the end of a book.

Active Learning Ideas

Inquiry Circle: Feature Scavenger Hunt

Provide groups with various non-fiction books and a checklist of features (e.g., find a diagram with three labels). The first group to find and explain the purpose of all features wins.

⏱ 25 min·Small Groups

Generate mission

Peer Teaching: The Glossary Game

Students choose a technical word from a text and create a 'glossary card' for it. They then swap cards with a partner and try to find where that word appears in the main text using the index.

⏱ 20 min·Pairs

Generate mission

Gallery Walk: Caption Critique

Display several interesting photos without captions. Students walk around in pairs and write what they think the caption should be to help a reader understand the image.

⏱ 20 min·Pairs

Generate mission

Real-World Connections

Librarians and researchers use indexes and glossaries daily to quickly locate specific information within vast collections of books and digital resources, saving valuable time.

Newspaper editors and magazine designers strategically use headings and captions to make articles more accessible and engaging for readers, guiding their attention to key points and images.

Museum curators often employ diagrams and captions on exhibit labels to explain complex historical artifacts or scientific concepts to visitors of all ages.

Watch Out for These Misconceptions

Common Misconception

You have to read non-fiction books in order from page one.

What to Teach Instead

Many students approach non-fiction like a story. Use timed 'fact-finding' missions to show how the contents page and index allow for 'jumping' to relevant sections.

Common Misconception

Captions just repeat what is in the picture.

What to Teach Instead

Students often write 'This is a dog.' Show them captions that provide extra facts (e.g., the dog's breed or age) to demonstrate how features add new value to the text.

Assessment Ideas

Quick Check

Provide students with a short non-fiction article. Ask them to highlight all the headings and captions they can find. Then, have them write one sentence explaining what information each highlighted feature provides.

Exit Ticket

On an exit ticket, ask students to name one text feature they learned about. Then, have them explain in one sentence how that feature helps a reader find information. Finally, ask them to give an example of where they might find that feature.

Discussion Prompt

Pose the question: 'Why might an author choose to use a diagram instead of a paragraph to explain how a plant grows?' Facilitate a class discussion, encouraging students to refer to the specific purposes of diagrams and paragraphs as text features.

Frequently Asked Questions

Why is it important to teach text features explicitly?

Without explicit instruction, many students ignore everything except the main body of text. Teaching features helps them to use the whole page, which reduces cognitive load when they encounter difficult vocabulary or complex topics.

How can I help students who struggle with technical vocabulary in non-fiction?

Focus on the glossary. Show them how to use it as a 'mini-dictionary' specific to that book. Practice finding bold words in the text and looking them up immediately.

What are the best hands-on strategies for teaching non-fiction navigation?

Scavenger hunts are highly effective. They turn the act of finding information into a game. By working in teams, students who are more familiar with text features can model their use for others, making the learning process social and practical rather than just theoretical.

How do text features support NCCA standards?

They fall under the 'Understanding' and 'Exploring and Using' strands. They help students interpret informational texts and organize their own factual writing in a logical, reader-friendly way.