Stage 4 reading - Connecting ideas

Learning intention

Students will learn to identify devices that link information across and within texts and develop an understanding of how authors connect ideas.

Syllabus outcome

  • EN4-2A: effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different media and technologies

National Literacy Learning Progression

Understanding texts

  • UnT9: builds meaning by actively linking ideas from a number of texts or a range of digital sources (comprehension); interprets and integrates visual, auditory and print elements of multimodal texts (comprehension); uses knowledge of a broader range of cohesive devices to track meaning - paragraph markers, topic sentences - see Grammar (process)
  • UnT10: recognises layers of meaning (comprehension); recognises when ideas or evidence have been omitted from a text to position the reader (comprehension); describes how sophisticated cohesive devices establish patterns of meaning - class-subclass, cause-effect. (comprehension)
  • UnT11: derive a generalisation from abstract ideas in texts; identifies relevant and irrelevant information in texts (comprehension)

NAPLAN item descriptors

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

Task outline

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

Task 1: Mapping it out

Student use mapping to organise key pieces of information in a text (one activity).

Task 2: Connecting 3-2-1

Students use the ‘3–2–1’ strategy to focus on locating and connecting ideas in a text (two activities).

Task 3: Text recommendations

Students learn about features of a factual text and how text, layout elements, navigation features and graphics connect to each other (three activities).

Task 4: Pronominal referencing

Teacher models tracking pronominal references within a text extract using colour-coding and arrows to show connections, one at a time (two activities).

Task 5: Lexical chains

Students identifying lexical chains in texts by highlighting a key word then highlighting other words or word-groups that mean the same thing, drawing arrows to show the 'chain' that runs through the text (five activities).

Task 6: Ellipsis

Students identify punctuation within text extracts and discuss their role in shaping meaning of the text. Student then determine what parts of an example sentence could be omitted so it would still make sense (six activities).

Task 7: Linking ideas across text with connectives

Students brainstorm connectives and categorise into the six themes: temporal, causal, additive, comparative, conditional and clarifying and identify connectives in a text (four activities).

Task 8: Linking ideas across texts

Students draw on pronominal referencing, ellipsis and connectives to analyse texts and track ideas across paragraphs and whole texts connected to current unit of learning (one activity).

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