Step 1: Explicit Teaching & Modelling
Name the target in child-friendly language and demonstrate one concrete example connected to meaning, language choices, audience.
Learning goals
1. Outcome Overview & Core Concepts
Navigation features help readers locate information without reading every page or screen. Different features suit different searches.
Learning target: navigate print and screen texts using chapters, tables of contents, indexes, side-bar menus, drop-down menus or links
Big idea: Use chapters, contents pages, indexes, menus and links efficiently
Learning routine: Decide what you need → Choose navigation feature → Follow location → Check information
4-Step Instructional Sequence
4. 4-Step Instructional Sequence
Step 2: Guided Analysis
Compare or practise a second example together. Students point to, say or show the clue.
Step 3: Collaborative / Independent Practice
Create or analyse one example together, then use a fresh familiar example independently.
Step 4: Formative Assessment
Use a one-minute check with a new example; require observable evidence rather than a guess.
Subject-Specific Content & Key Examples
2. Subject-Specific Content & Key Examples
Choose the right navigation feature
chapter: read a sectioncontents: find a broad topicindex: find a specific wordmenu or link: move on screen
The best feature depends on whether the search is broad or specific.
Follow print and digital pathways
topic → contents → pagekeyword → index → pagemenu → sectionlink → related information
Check that the destination answers the original question.
Sort and notice
Race to locate three facts using a contents page and an index.
Guided practice
- Sort and notice — Race to locate three facts using a contents page and an index.
- Build or improve — Draw a simple website map showing a home page, side menu and two links.
- Explain your choice — Use the words navigate, index, menu to explain what you changed and why.
Curriculum Coverage & Elaborations
Curriculum Coverage & Elaborations
The content description is the required target. The elaborations below are taught as examples and contexts, not as disconnected checklist wording.
- E1: recognising how numbered chapters, organisation of tables of content and alphabetical order of indexes operate to support access to information
- E2: exploring how the navigation tools of different websites can be used to locate information
Common Student Misconceptions
3. Common Student Misconceptions
- Reading from page one every time: Use navigation features to move directly to likely information.
- Confusing contents and index: Contents lists sections; an index lists specific terms, usually alphabetically.
- Answer without evidence: Point to the word, sentence, image, sound pattern or text feature that supports the answer.
Practice Thought & Formative Assessment
Practice Thought & Formative Assessment
Use a fresh, code-aligned example. The student should show the exact word, sound, sentence, image feature, audience clue or text evidence that supports the answer.
Quick checks
- What does a contents page show?
- When is an index useful?
- What does a link do?
- Why check the destination?
Mastery evidence
- Use chapters
- Use contents pages
- Use indexes
- Use menus
Revision Notes
Revision Notes
- Remember: Use chapters, contents pages, indexes, menus and links efficiently
- Use the routine: Decide what you need → Choose navigation feature → Follow location → Check information
- Before answering: point to the clue in the spoken words, written sentence, image, page layout or text purpose.
- Self-check: change the example slightly and see whether the same reasoning still works.
🎥 Optional Video Lesson
The SkillrHub lesson remains the primary learning resource. This optional video reinforces the explanation; you can complete the lesson and practice without watching.
Before you watch:
- Pause after each worked example.
- Try the examples yourself.
- Return to the SkillrHub lesson before continuing.
Recommended: The Parts of a Book Song
Scratch Garden — Use chapter titles, page numbers and a table of contents to find information in a book.
As you watch: How can a table of contents save you from searching every page?
Load video player Loads YouTube in this lesson. See the video notice below.
Try it: Find a chapter using a table of contents. Explain how you would find a different topic using an index.
Video unavailable, inaccurate or unsuitable for this year? Report a video problem to SkillrHub by email. You can continue with the written lesson and practice resources.
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Curriculum equivalents: Victoria, NSW and international
Curriculum equivalents for Navigate print and screen texts using chapters, tables of contents...
Mapped skill: navigate print and screen texts using chapters, tables of contents, indexes, side-bar menus, drop-down menus or links
These references identify matching or closely related learning. Curriculum sequence, terminology and depth vary, so teachers should use the mapped skill and lesson difficulty to confirm suitability.
| Region | Curriculum framework | Closest level or code |
|---|---|---|
| Australia | Australian Curriculum v9.0 | AC9E2LA05 · Year 2 |
| Victoria | Victorian Curriculum F–10 Version 2.0 — English | VC2E2LA05 · Level 2 |
| New South Wales | NSW English K–10 Syllabus (2022) | EN1-RECOM-01 · Stage 1 |
| United States (USA) | Common Core State Standards for English Language Arts | Grade 2 |
| Canada (Ontario) | Ontario Curriculum — English | Grade 2 |
| United Kingdom (England) | National Curriculum in England — English | Year 3, Key Stage 2 |
| India | NCERT / CBSE — English | Class 2 |
Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. Victoria and NSW entries name the closest published state codes or outcomes; international entries are planning references rather than claims of identical curricula.
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Topic reference: AC9E2LA05 — AC9E2LA05: Navigate print and screen texts using chapters, tables of contents, indexes, side-bar menus, drop-down menus or links
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