A third-grade teacher would like to help students find information about butterflies in a book of insects. Which of the following instructional strategies is likely to be most effective for this purpose?

• A. Using an overhead transparency to demonstrate how to use the book's table of contents
• B. Reading the book aloud to the class
• C. Having students search the index first
• D. Creating their own glossary of terms

Answer: (A)

Understanding how a nonfiction book is organized helps students locate information quickly. Modeling how to use the table of contents shows where topics like insects and butterflies are discussed, usually in a specific chapter or section with page numbers. This gives students a practical map to follow and a strategy they can apply in future texts—start by looking for a relevant chapter, then turn to the indicated pages. Reading aloud can support listening, but it doesn’t teach navigation. The index can help with specific terms, but for a broad topic like butterflies, the table of contents points to the right place more directly. Creating a glossary focuses on vocabulary, not on finding information in the text.