Stage 3 reading - Connecting ideas

Learning intention

Students will learn to identify devices that link information across and within texts.

Syllabus outcome

  • RECOM-01: fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension

National Literacy Learning Progression

Understanding texts

  • UnT8: reads and views some moderately complex texts (see Text Complexity) (comprehension); uses knowledge of cohesive devices to track meaning throughout a text (e.g. connectives such as however, on the other hand) (see Grammar) (process); uses knowledge of the features and conventions of the type of text to build meaning (e.g. recognises that the beginning of a persuasive text may introduce the topic and the line of argument) (process); skims and scans texts for key words to track the development of ideas (process)

  • UnT9: builds meaning by actively linking ideas from a number of texts or a range of digital sources (comprehension); uses knowledge of a broader range of cohesive devices to track meaning (e.g. word associations) (see Grammar) (process); selects reading/viewing strategies appropriate to reading purpose (e.g. scans text for evidence) (process)
  • UnT10: integrates automatically a range of processes such as predicting, confirming predictions, monitoring, and connecting relevant elements of the text to build meaning (process)

NAPLAN item descriptors

The relevant NAPLAN item descriptors are included in the resource, available for download on this page.

Task outline

Full task descriptions are included in the resource, available for download on this page.

Pronoun referencing

Students learn to track pronouns, proper nouns, and nouns in texts.

Linking images to information

Students drawing connections between various elements of the text.

Editor recommendations

Students recommend features that add meaning and enhance reader understanding of content.


  • Teaching and learning

Business Unit:

  • Educational Standards
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