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Primary English · Year 2Chapter 10 · Reading non-fiction
Year 2 · Chapter 10

Reading non-fiction

By the end of this chapter you will be able to

  • Tell a story from a fact text, and say how I know
  • Use the contents, headings and index to find the page or part I need
  • Find a fact in a non-fiction text
  • Use the words to know, and link a new word to a word I already know
  • Follow simple instructions, and read a short report
  • Talk about a text with a grown-up, take turns, and explain what I understood

You should already know

  • Reading stories, and saying what happens in them (Chapter 8)
  • Reading poems, and the words I like best (Chapter 9)
  • Sentences, with capital letters, full stops and question marks (Chapters 6 and 7)

Where this leads

  • Writing stories with a beginning, middle and end (Chapter 11)
  • Writing for a purpose, such as instructions and captions (Chapter 12)

National Curriculum for England, Key Stage 1 English, Year 2. Content: Non-fiction books are structured in different ways: contents, headings, captions, glossary and index, Find facts in a non-fiction text, and tell a story from a fact text, Discuss and clarify the meanings of words, linking new meanings to known vocabulary, Draw on what I already know and the vocabulary I have been taught, Take turns in a discussion about a text, and explain my understanding of what I have read.

Exercise P  Do you remember?

1
FWrite the plural of bush, which means more than one bush.
2
FWhich word tells how the dog ran: quickly, dog or big?
3
FIs this a question, a statement or a command? Can you see the moon?
4
FWrite the past tense of jump.
5
FWrite we are as one short word with an apostrophe.
10.1

Stories and facts

Year 2
Tell a story from a fact text, and say how I know
Video lesson: Stories and factsComing soon
A playground. Stories and facts can both be about a playground.

Fiction is a story that is made up. A fiction book is not real.

Non-fiction gives facts. A fact is true, and you can check it.

Think about a story you know. Then think about a book about animals. Are they the same?

Read the two boxes. Decide which one is made up, and which one gives facts.

Ravi’s Kite

Once upon a time, a boy called Ravi had a red kite.

One windy day, the kite flew up into a tall oak tree.

“Oh no!” said Ravi. “How will I get it back?”

A friendly squirrel ran down the tree.

It pushed the kite with its nose, and the kite floated down.

“Thank you, squirrel!” said Ravi, with a big smile.

The end.

Red Squirrels

Red squirrels live in some woods in the United Kingdom.

They have reddish-brown fur, and tufts of hair on their ears.

Red squirrels eat nuts and seeds, such as hazelnuts and pine seeds.

They bury food in the ground to eat later.

They can run and jump from tree to tree.

Key ideas

  • Fiction is a story that is made up.
  • Non-fiction gives facts. A fact is true, and you can check it.
  • A story can have animals and trees. That does not make it a fact.
  • Ask: Could this really happen? Is it true?
Worked example 10.1.1
Is Ravi’s Kite fiction or non-fiction? Look for clues.

Method. Look for clues that the story is made up.

  1. Find a clue at the start. Many stories start with these words.
    “Once upon a time”
  2. Check if it could really happen. A squirrel cannot push a kite down with its nose.
    Not real life
  3. Decide. It is made up, so it is fiction.
    made up
  4. Write the answer.
    Fiction

Check. Also accept: fiction. ✓

Watch out. A story can be made up, even with real things such as trees and squirrels.

Worked example 10.1.2
Is this a fact or made up? They bury food in the ground to eat later.

Method. Ask if you can check it.

  1. Read the sentence. It tells a true thing about squirrels.
    They bury food in the ground to eat later.
  2. Ask: can I check it? Yes. We can watch squirrels, and see if they do this.
    We can check it
  3. Decide. A sentence you can check, and that is true, is a fact.
    fact
  4. Write the answer.
    Fact

Check. Also accept: fact, true. ✓

Watch out. A fact can be checked. A story cannot be checked in the real world.

Worked example 10.1.3
Which sentence is a clue that a story is made up? A: Red squirrels live in woods. B: A squirrel pushed the kite with its nose.

Method. Find the clue that could not happen in real life.

  1. Read each sentence. One of them could not happen.
    A: Red squirrels live in woods.   B: A squirrel pushed the kite with its nose.
  2. Think about real life. A squirrel cannot push a kite with its nose. Sentence A is a true fact.
    B could not happen
  3. Write the letter. Sentence B is the clue that the story is made up.
    B
  4. Write the answer.
    B

Check. Check it against the text. ✓

Watch out. Look for a thing that could not really happen.

Watch out

Watch out: a story can have real things in it, such as a tree or a squirrel. That does not make the whole story a fact. Ask: could this really happen?

Talk together (for the grown-up and your child).

1. The grown-up reads one box aloud. Then your child reads the other box.

2. Your child says if the box is made up, or true, and why.

3. Swap turns. Listen to each other, and agree on one difference.

Exam tip

Grown-up tip. Read a storybook and a non-fiction book together. Ask: “Is this made up, or is it true?” Let your child point to a clue, such as Once upon a time, and say why it is a clue.

Exercise 10A  Stories and facts

1
FWrite the title of the story.
Look at the top ofthe story.
2
FWhich words at the start of the story show it is a story?
3
FWhich animal helps Ravi in the story?
4
PSCould a real squirrel push a kite down from a tree with its nose? Yes or no.
5
FIs Red Squirrels fiction or non-fiction?
6
FWhich sentence in Red Squirrels is a fact you can check? A: They can run and jump from tree to tree. B: They can talk to the birds.
7
FSort these sentences. Write Story or Fact for each one.
(a)A squirrel pushed the kite with its nose.
(b)Red squirrels bury food to eat later.
(c)Once upon a time, a boy had a red kite.
(d)Red squirrels eat nuts and seeds.
8
PSWrite one clue that shows Ravi’s Kite is made up.
9
RBefore you read Red Squirrels, what do you think squirrels eat?
10
RTake turns with a grown-up. Say one difference between the two boxes.
Take turns to talk.
11
PSElla says Red Squirrels has a talking squirrel. Is Ella right? Explain.
?Look at the words inthe text.
12
FWhich two words at the end of the story show that it has finished?
13
FWrite one fact from Red Squirrels that tells you where they live.
10.2

Contents, headings and the index

Year 2
Use the contents, headings and index to find the part I need
Video lesson: Contents, headings and the indexComing soon
A classroom bookshelf. A non-fiction book has a contents page and an index.

A non-fiction book is set out so you can find things quickly.

The contents is near the front. It lists each part of the book, and the page it starts on.

A heading tells you what one part is about. Headings help you find the part you need.

The index is at the back. It lists important words, with the page numbers.

Look at the garden book below. Start with the contents.

Creatures in My Garden

Contents

• Ladybirds: page 2

• Worms: page 3

• Frogs: page 4

Page 2

Ladybirds

Many ladybirds are red with black spots.

Ladybirds eat greenfly and other tiny bugs.

A ladybird can fly from plant to plant.

In winter, ladybirds find a sheltered place to sleep.

Gardeners like ladybirds, because they eat greenfly.

Index (at the back of the book)

• frogs, 4

• greenfly, 2

• ladybirds, 2

• winter, 2

• worms, 3

Key ideas

  • The contents is near the front, and it shows the page for each part.
  • A heading tells you what one part of the page is about.
  • The index is at the back, and it lists words with their page numbers.
  • Use the contents for a part, and the index for a word.
Worked example 10.2.1
Which page is about frogs? Use the contents.

Method. Find Frogs in the contents.

  1. Find the part of the text that answers the question. The contents gives the page after the name.
    It is under the heading Contents.
  2. Read the words that answer it. Read them aloud, then check them.
    “Frogs: page 4”
  3. Write the answer.
    4

Check. Also accept: page 4. ✓

Worked example 10.2.2
Which page tells you about greenfly? Use the index.

Method. Find greenfly in the index.

  1. Find the part of the text that answers the question. The index gives the page after the word.
    It is in the text.
  2. Read the words that answer it. Read them aloud, then check them.
    “greenfly, 2”
  3. Write the answer.
    2

Check. Also accept: page 2. ✓

Worked example 10.2.3
Which is the better place to look for the word worms: the contents or the index?

Method. Think about what each one is for.

  1. Think about the contents. It lists the parts of the book, with pages.
    parts
  2. Think about the index. It lists the words in the book, with pages.
    words
  3. Decide. To find a word, the index is the better place to look.
    Index
  4. Write the answer.
    Index

Check. Also accept: the index. ✓

Watch out. The contents is for parts. The index is for words.

Watch out

Watch out: the contents lists parts of the book. The index lists words. Check which one you need before you look.

Talk together (for the grown-up and your child).

1. Your child looks at the contents, and says which part they would open first.

2. The grown-up asks: “Why did you choose that part?”

3. Take turns. Each of you says one reason, and listens to the other.

Exam tip

Grown-up tip. Open a non-fiction book with your child. Ask: “Where is the contents? Which page is about dogs?” Then open the index together, and find one word.

Exercise 10B  Contents, headings and the index

1
FWhich page is about frogs? Use the contents.
2
FWhich page is about worms? Use the contents.
3
FWhat is the title of the whole book?
4
FWhat is the heading at the top of page 2?
Look at the top ofthe page.
5
FLook at the index. Which page is winter on?
6
FWhat do ladybirds eat?
7
FWhere do ladybirds sleep in winter?
8
FWhy do gardeners like ladybirds?
9
FLook at the index. Which word is on page 4?
10
PSSam says worms are on page 2. Is Sam right? Explain.
11
RTake turns with a grown-up. Say how the contents helps you find a part.
Take turns to talk.
12
RWhy is a heading useful? Give one reason.
13
FWrite the three page numbers in the contents, in order.
10.3

Words to know and the glossary

Year 2
Use the words to know, and link a new word to a word I already know
Video lesson: Words to know and the glossaryComing soon
Woods at dusk. Some animals are awake when it is dark.

A glossary is a short list of hard words, with what they mean. It helps you when you read a new word.

When you meet a new word, look for a clue in the text. Then think of a word you already know. Does it help?

Read the bat text. Then read the words to know, under it.

Bats

Bats are mammals, and they are the only mammals that can fly.

Bats sleep in the day, in a roost.

Bats are nocturnal, so they are awake at night.

They hunt for insects at night.

Bats make sounds that people cannot hear.

They listen to the echoes to find insects.

Many bats live in woods, parks and gardens.

Words to know (glossary)

• insect: a small animal with six legs.

• mammal: an animal with fur or hair that feeds its babies milk.

• nocturnal: active at night, and asleep in the day.

• roost: a place where bats or birds rest.

Key ideas

  • A glossary tells you what a hard word means.
  • Insect: a small animal with six legs.
  • Nocturnal: active at night, and asleep in the day.
  • A new word can link to a word you know, such as night.
Worked example 10.3.1
What does insect mean? Use the words to know.

Method. Look in the words to know for insect.

  1. Find the part of the text that answers the question. The glossary tells you what the word means.
    It is in the text.
  2. Read the words that answer it. Read them aloud, then check them.
    “insect: a small animal with six legs”
  3. Write the answer.
    A small animal with six legs

Check. Also accept: a small animal with six legs. ✓

Worked example 10.3.2
Bats are nocturnal. When are they awake?

Method. Find the sentence with nocturnal in it.

  1. Find the part of the text that answers the question. The sentence tells us when bats are awake.
    It is in the text.
  2. Read the words that answer it. Read them aloud, then check them.
    “Bats are nocturnal, so they are awake at night.”
  3. Write the answer.
    At night

Check. Also accept: at night. ✓

Worked example 10.3.3
What does roost mean? Link it to a word you know.

Method. Think about the word roost and the words you know.

  1. Read the words to know. The glossary says what roost means.
    roost: a place where bats or birds rest
  2. Link it to a word you know. Rest is a word you know, and it is in the meaning.
    rest
  3. Write the meaning. A roost is a place where a bat can rest.
    A place where bats or birds rest
  4. Write the answer.
    A place where bats or birds rest

Check. Also accept: a place to rest or sleep. ✓

Watch out. Linking a new word to a known word, such as rest or sleep, helps you remember it.

Watch out

Watch out: a glossary word may look like a word you know, but have a different meaning. Read the whole meaning in the words to know, then check it in the text.

Talk together (for the grown-up and your child).

1. Your child reads one word from the words to know, and says what it means.

2. The grown-up asks: “Which word do you already know that is like it?”

3. Take turns, and agree on the meaning together.

Exam tip

Grown-up tip. Read the bat text together. When you meet a hard word, ask: “What is a word you already know that is like it?” Let your child say the meaning in their own words, then check the words to know.

Exercise 10C  Words to know and the glossary

1
FWhat kind of animal is a bat?
2
FWhere do bats sleep in the day?
3
FWhat do bats hunt for at night?
4
FWhat does nocturnal mean? Use the words to know.
?Look in the words toknow.
5
PSThe word nocturnal tells us when bats are awake. Which word in the text gives this time?
6
FWhich word in the words to know means a small animal with six legs?
7
FWhich caption fits a picture of a bat in a garden? A: Many bats live in woods, parks and gardens. B: Bats are a kind of fish.
8
FWhat does roost mean?
9
RDo bats have feathers? Yes or no. Use what you know about mammals.
?Think about mammals.
10
RTake turns with a grown-up. Say one fact about bats from the text. Write the fact you said.
Take turns to say afact.
11
RExplain why bats sleep in the day. Use the word nocturnal.
12
PSMia says all bats are birds. Is Mia right? Explain.
10.4

Finding facts

Year 2
Find a fact in a non-fiction text, Explain my understanding of what I read
Video lesson: Finding factsComing soon
A seaside. Otters live by water, such as rivers, lakes and some coasts.

To find a fact, read the question first. Then look for its key words in the text.

The headings help too. A heading tells you which part of the text has the fact you need.

Read the otter text. Then find the facts. Ask: which heading is this part under?

Otters

Where otters live

Otters live by rivers and lakes, and along some coasts.

What otters eat

Otters eat fish, frogs and crabs.

Keeping warm

An otter has thick fur to keep it warm in cold water.

How otters move

Otters are very good swimmers.

Key ideas

  • Read the question first, then look for its key words.
  • A heading tells you which part of the text to read.
  • Some questions need an answer in your own words.
  • You can explain your answer with a fact from the text.
Worked example 10.4.1
Which heading tells you what otters eat?

Method. Find the sentence, then the heading above it.

  1. Find the sentence in the text. Look at the words.
    “Otters eat fish, frogs and crabs.”
  2. Look up to the heading above it. The heading tells us the part is about food.
    What otters eat
  3. Write the answer.
    What otters eat

Check. Check it against the text. ✓

Worked example 10.4.2
What keeps an otter warm?

Method. Find the words about keeping warm.

  1. Find the part of the text that answers the question. The sentence tells us what keeps an otter warm.
    It is under the heading Keeping warm.
  2. Read the words that answer it. Read them aloud, then check them.
    “An otter has thick fur to keep it warm”
  3. Write the answer.
    Thick fur

Check. Also accept: its thick fur. ✓

Worked example 10.4.3
How many animals does the text say otters eat?

Method. Read the question, then look for the number of animals.

  1. Find the sentence about food. It is under the heading What otters eat.
    Otters eat fish, frogs and crabs.
  2. Count the animals. Count each animal once.
    fish, frogs, crabs
  3. Give the number. There are three animals in the list.
    3
  4. Write the answer.
    3

Check. Also accept: three. ✓

Watch out. Count each animal once. Do not count the word eat.

Watch out

Watch out: read the heading above the sentence. The heading tells you what the sentence is about, and it can help you choose the right fact.

Talk together (for the grown-up and your child).

1. The grown-up asks a question, such as: “Where do otters live?”

2. Your child looks at the headings, and says which heading they would read first.

3. Take turns to say one fact from the text, and explain why it is the answer.

Exam tip

Grown-up tip. Read the otter text together. Ask: “Which heading would help us find where otters live?” Let your child find the sentence, then say it back in their own words.

Exercise 10D  Finding facts in the otter text

1
FWhich heading tells us where otters live?
Find the sentenceabout rivers.
2
FWhich heading tells us about keeping warm?
3
FName two things that otters eat.
4
FName one place where otters live.
5
FWhat are otters very good at?
6
FHow many animals does the text say otters eat?
7
FWhich heading is above the sentence Otters are very good swimmers?
8
FIs Otters are very good swimmers a fact? Yes or no.
9
PSSam says otters have thin fur to keep warm. Is Sam right? Explain.
10
RYou know that fish live in water. Where might an otter find fish?
11
RTake turns with a grown-up. Which heading would help you find where otters live? Say why.
Take turns to talk.
12
RExplain in your own words why thick fur helps an otter in cold water.
13
RWhy is it useful to read the question first? Give one reason.
10.5

Instructions and reports

Year 2
Follow simple instructions, and read a short report
Video lesson: Instructions and reportsComing soon
A kitchen. A grown-up helps with the cutting when we make a fruit salad.

An instruction tells you how to make or do something. The steps go in order.

Each step starts with a command word. It tells you what to do, such as wash, cut, put or stir.

A report gives facts about one thing. A report often has headings, so you can find each part.

Read the fruit salad instructions first. Then read the oak trees report.

How to Make a Fruit Salad

You will need:

• 1 banana

• 1 apple

• 1 orange

• 6 grapes

• a spoon and a bowl

A grown-up helps with the cutting.

Step 1. Wash your hands with soap.

Step 2. Wash the fruit under cold water.

Step 3. Ask a grown-up to cut the apple and the orange.

Step 4. Put all the fruit in a bowl.

Step 5. Stir the fruit gently with a spoon.

Step 6. Eat your fruit salad with a spoon.

Oak Trees

What oak trees look like

Oak trees have wavy-edged leaves and rough, grey-brown bark.

Acorns

Oak trees make acorns in autumn. The acorns fall to the ground.

Animals that eat acorns

Squirrels, jays and mice all eat acorns.

How long oaks live

Some oak trees live for hundreds of years.

Key ideas

  • An instruction has steps, and the steps go in order.
  • A command word tells you what to do: wash, cut, put, stir.
  • A report gives facts about one thing.
  • A report often has headings, so you can find the part you need.
Worked example 10.5.1
Which step tells you to put the fruit in a bowl?

Method. Find the step with the bowl in it.

  1. Find the words in the list of steps. Look for the words in the list of steps.
    “Put all the fruit in a bowl.”
  2. Read the number in front of the step. The number tells you which step it is.
    Step 4
  3. Write the answer.
    Step 4

Check. Check it against the text. ✓

Watch out. Read the steps from the top, starting with step 1.

Worked example 10.5.2
Which heading tells you about acorns?

Method. Find the sentence, then the heading above it.

  1. Find the sentence in the text. Look at the words.
    “Oak trees make acorns in autumn.”
  2. Look up to the heading above it. The heading says what the part is about.
    Acorns
  3. Write the answer.
    Acorns

Check. Check it against the text. ✓

Worked example 10.5.3
Is the oak text a report or a story?

Method. Think about what a report and a story are.

  1. Read the oak text. It gives facts about oak trees, under headings.
    Oak Trees: facts
  2. Think about a story. A story is made up, and it has characters.
    No characters, no story
  3. Decide. It gives facts, so it is a report.
    Report
  4. Write the answer.
    Report

Check. Also accept: a report. ✓

Watch out. A report gives facts about one thing. It does not tell a made-up story.

Watch out

Watch out: do the steps in order. If you skip a step, or do step 4 before step 3, the fruit salad will not be right.

Talk together (for the grown-up and your child).

1. Your child reads step 1 aloud, and points to where it is in the list.

2. The grown-up reads the next step, and your child says what the command word is.

3. Take turns through the steps, then say the last step together.

Exam tip

Grown-up tip. Make the fruit salad together, with your child reading each step out loud. You do the cutting, and wash your hands before you start. Ask: “What do you do next?”

Exercise 10E  Instructions and reports

1
FWhat is the first step?
2
FWhich step tells you to wash the fruit?
3
FWhat is the command word in step 6?
4
FWhich two fruits does a grown-up cut?
5
FWhat do you put in the bowl?
6
FWhat do you do after step 4?
7
PSPut these in order. Write the letters.
(a) Stir the fruit gently with a spoon.   (b) Wash your hands with soap.   (c) Put all the fruit in a bowl.
8
RWhy do we wash the fruit?
9
FHow many grapes do you need? Count the picture.
10
FIs the fruit salad text a story or instructions?
11
FWhich heading tells us how long oaks live?
12
FIn which season do oak trees make acorns?
?Think about theseason.
13
FName one animal that eats acorns.
14
RWhy does a report have headings? Give one reason.

Chapter summary

SkillMethod
Fiction and non-fictionFiction is made up. Non-fiction gives facts, which are true and can be checked.
Contents and indexThe contents is at the front and lists the parts. The index is at the back and lists words.
HeadingsA heading tells you what one part of the text is about.
GlossaryA glossary tells you what a hard word means. Link it to a word you know.
Finding factsRead the question first, then look for its key words in the text.
Instructions and reportsInstructions have steps in order. A report gives facts about one thing.

Can you…?

  • I can tell a story from a fact text, and say how I know
  • I can use the contents, headings and index to find the part I need
  • I can find a fact in a non-fiction text
  • I can use the words to know, and link a new word to a word I know
  • I can follow simple instructions in the right order, and read a short report
  • I can talk about a text with a grown-up, take turns, and explain what I understood

Key terms

fiction
writing that is made up, such as a story
non-fiction
writing that gives facts about the real world
fact
something that is true, and that we can check
contents
a list at the front of a book that shows the page for each part
heading
a short line that tells you what one part of the text is about
index
a list at the back of a book that shows the pages for words
glossary
a short list of hard words, with what they mean
caption
a sentence under a picture that tells us about it
instruction
a step that tells you what to do
command word
the first word of a step, which tells you what to do
report
a text that gives facts about one thing
insect
a small animal with six legs
mammal
an animal with fur or hair that feeds its babies milk
nocturnal
active at night, and asleep in the day
roost
a place where bats or birds rest

Exercise 10Z  Check-up

1
Is this fiction or non-fiction? Bats are the only mammals that can fly.
2
Which heading tells us which animals eat acorns?
3
Look at the index. Which word is on page 3?
4
Write the word from the words to know that means a place where bats or birds rest.
5
Which step tells you to eat?
6
In the otter text, which heading is above Otters eat fish, frogs and crabs?
7
Explain how a heading helps you find a fact.
8
Which sentence in the otter text tells you where otters live? Write the first three words.
9
Kai says Ravi's Kite is a fact text. Is Kai right? Explain.
10
Write one fact from the otter text.

Total 13 marks. Allow about 13 minutes.

Exercise 10X  End-of-chapter quiz

1
FIs this fiction or non-fiction? Once upon a time, a bear went for a walk.[1 mark]
2
FOn which page does the contents say the Ladybirds part starts?[1 mark]
3
FLook at the index. Which word is listed on page 3?[1 mark]
4
FWhat does nocturnal mean? Write two words.[1 mark]
?Look in the words toknow.
5
FWhat is the first word of step 3 in the fruit salad?[1 mark]
6
FWrite one fact from the bat text.[2 marks]
7
FWrite two things red squirrels eat.[2 marks]
8
FWhat is a report? Write a short answer.[1 mark]
9
FWhich heading is above the sentence about acorns falling to the ground?[1 mark]
10
RWhy are the steps in the fruit salad numbered? Explain.[2 marks]
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