Non-Fiction Text Features
Recognise different non-fiction text structures and features (headings, contents, glossary, index), understanding how texts are organised to present information
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Teaching Table
Set out your lesson
Use contents, headings, glossary and index and recognise list, sequence and question-answer structures.
Identify numerals 1–6 and scan a heading; adult can navigate while learner directs.
Directed source edges are preserved, not assumed completed. If the readiness probe is difficult, model with support and record supported practice instead of independent evidence.
Use the supplied stage-specific structured materials. Plain paper and pencil; screen viewing is optional.
Show, guided, put teaching sheet aside, then task sheets in order; adult keys remain private.
No printing or cutting is required unless explicitly choosing a physical construction. Exact paper alternatives are in each material; adaptations change the evidence mode as stated.
Materials are ready in each step. Use them on screen or print just the current step. Put teaching examples aside before the learner tries.
What this lesson covers and its limits
These are bounded opportunities, not learner attainment. Partial and blocked source requirements remain so.
- partial: Recognise different non-fiction text structures and features (headings, contents, glossary, index), understanding how texts are organised to present information
Six labelled sections are supplied as structured text, not rendered book pagination. Page anchors must survive future rendering. Multi-book navigation untested. This is a bounded task opportunity, not established attainment or automatic use across contexts.
- partial: Use a contents page to find information on a specific topic in a non-fiction book
Mapped task(s) offer this clause only within the supplied examples. Six labelled sections are supplied as structured text, not rendered book pagination. Page anchors must survive future rendering. Multi-book navigation untested. No attainment or automatic/general performance is claimed.
- partial: Identify the purpose of headings, glossary, and index in an information text
Mapped task(s) offer this clause only within the supplied examples. Six labelled sections are supplied as structured text, not rendered book pagination. Page anchors must survive future rendering. Multi-book navigation untested. No attainment or automatic/general performance is claimed.
- partial: Recognise that non-fiction books can be structured as lists, time order, or question-and-answer
Mapped task(s) offer this clause only within the supplied examples. Six labelled sections are supplied as structured text, not rendered book pagination. Page anchors must survive future rendering. Multi-book navigation untested. No attainment or automatic/general performance is claimed.
- partial: When {{name}} is using a non-fiction book for a school project, do they know how to use the headings, contents page, and index to find what they need quickly?
Six labelled sections are supplied as structured text, not rendered book pagination. Page anchors must survive future rendering. Multi-book navigation untested. This is a bounded task opportunity, not established attainment or automatic use across contexts.
Six labelled sections are supplied as structured text, not rendered book pagination. Page anchors must survive future rendering. Multi-book navigation untested.
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Teaching approaches
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1 approach
Use contents, headings, glossary and index and recognise list, sequence and question-answer structures.
Use contents, headings, glossary and index and recognise list, sequence and question-answer structures.
Family records and proof options
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Save photos, notes, and attendance. Export a proof packet for compliance or portfolio reviews.
Learning resources
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Check understanding
- Use a contents page to find information on a specific topic in a non-fiction book
- Identify the purpose of headings, glossary, and index in an information text
- Recognise that non-fiction books can be structured as lists, time order, or question-and-answer
“When your child is using a non-fiction book for a school project, do they know how to use the headings, contents page, and index to find what they need quickly?”
Curriculum record
- Type
- Conceptual
- Subject
- English
- Domain
- Reading Comprehension
- Age range
- Ages 6–9
Standards