Information Text Features

Lesson overview

In this introductory lesson, students will explore the characteristics and key features of information texts. Through collaborative group discussion and visual aids, they will identify common elements that help readers locate and understand information in non-fiction texts. To consolidate learning, students will create a ‘text feature’ collage using headings, pictures, and captions, supporting their understanding through tactile and creative engagement. This lesson builds foundational skills aligned with the Australian Curriculum for Year 1-3 English.

Learning objectives

By the end of the lesson, students will be able to:

Identify and describe common features of information texts such as headings, pictures, captions, labels, and diagrams.
Explain how these text features help organise information and assist readers’ understanding.
Create a simple collage incorporating text features to demonstrate comprehension.
Develop speaking and listening skills through group discussion.

Curriculum alignment (Australian Curriculum v9)

English - Year 1-3

Text Structure and Organisation

Recognise that information texts contain specific features and language to inform readers (ACELA1463).
Understand how texts are organised by using headings and subheadings (ACELA1464).

Creating Texts

Create short texts that use familiar words and images to represent information and ideas (ACELY1661).

Interacting with Others

Participate in collaborative discussions, taking turns and listening to others (ACELY1668).

Lesson duration

60 minutes

Class size

6 students

Materials needed

Printed examples of information texts (e.g. simple non-fiction books, magazines, or printed extracts with clear headings and images)
Large poster board or individual sheets of paper for collage base
Pre-cut headings, images, captions, and labels from magazines or printed sources (ensure dyslexia-friendly font)
Safety scissors, glue sticks, coloured pencils
Whiteboard or chart paper and markers
Visual aids with labelled text features (for reference)

Lesson outline

1. Warm-up discussion (10 minutes)

Show students a simple non-fiction book or an information text extract.
Ask: "What can you notice about this book? How is it different from a storybook?"
Introduce the term ‘information text’ and explain that it tells us facts about real things.
Highlight that information texts have special features to help us understand the topic.

Differentiation: Use picture-based prompts and simple language for students needing extra support. Provide verbal explanations and encourage students to point to text features.

2. Introduction to text features (15 minutes)

Using visual aids (charts or digital slides), introduce key information text features such as:
Headings and subheadings
Pictures/photographs
Captions
Labels
Diagrams
For each feature:
Show an example
Explain its purpose (e.g., a heading tells us what the section is about)
Ask students to find examples in the displayed text samples

Differentiation: Provide dyslexia-friendly printed examples with clear font and spacing. Use real objects when possible (e.g., labelled pictures of animals or objects) to anchor understanding.

Extension: Challenge advanced learners to explain why an author might choose to use certain text features rather than others.

3. Group activity: ‘Text Feature’ collage (25 minutes)

Explain students will create a collage showing different text features.
Distribute collage materials: pre-cut headings, pictures, captions, and labels.
Instruct students to work in pairs or small groups to arrange and glue items on their collage board or paper to create a ‘mock’ information text page.
Encourage students to add their own captions or labels using coloured pencils.

Differentiation: For students requiring additional support, provide headings and captions with simpler words or matching picture cues. Assist with cutting and gluing where necessary.

Extension: Advanced students can write full sentences for captions or create their own headings using vocabulary from the discussion.

4. Sharing and reflection (10 minutes)

Each group shares their collage with the class.
Ask questions:
What text features did you use?
Why do you think these features help the reader?
Reinforce key concepts and praise creative effort.

Differentiation: Use sentence starters on the board to support students’ oral responses. Allow contributions via drawing or pointing for students less confident in speaking.

Assessment strategies

Observe students’ participation in discussion, noting understanding of information text features.
Evaluate the collages for inclusion of correct text features and ability to explain their purpose.
Use oral questioning during sharing time to assess comprehension of how text features support information comprehension.

Additional teaching notes

Differentiation strategies

Use multimodal resources (visual, tactile, oral) to cater to varied learning needs.
Provide step-by-step, explicit instruction with modelling.
Offer extended time and peer support for fine motor tasks such as cutting and gluing.
Use dyslexia-friendly fonts and spacing in all printed materials.

Extension activities

Advanced students can create their own simple information booklet incorporating multiple text features.
Invite students to find and bring home an example of an information text to share with the class.

Dyslexia-friendly reading options

Use sans-serif fonts such as Arial or Comic Sans with increased letter spacing.
Avoid italics and use bold to highlight key words.
Provide coloured overlays and magnifiers if needed.
Present information both orally and visually to reinforce understanding.

This lesson provides Yr 1-3 students with a strong foundation in recognising and using features of information texts. The balance of discussion, hands-on creativity, and reflection supports diverse learners and aligns precisely with the Australian Curriculum standards, fostering essential literacy skills for the early years.

Teaching Instructions