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 (2022)
- EN4-URA-01: analyses how meaning is created through the use of and response to language forms, features and structures
Syllabus outcome (2012)*
- EN4-2A: effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different media and technologies
*Note: Visit the Leading curriculum K-12 website for more information on the syllabus implementation timeline.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); distils information from a number of texts according to task and purpose (e.g. uses graphic organisers) (comprehension); evaluates text features for relevance to purpose and audience (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: applies and articulates criteria to evaluate the language structures and features for relevance to purpose and audience (comprehension); integrates automatically a range of processes such as predicting, confirming predictions, monitoring, and connecting relevant elements of the text to build meaning (process); describes how sophisticated cohesive devices establish patterns of meaning (e.g. class-subclass) (process)
- UnT11: judiciously selects and synthesises evidence from multiple texts to support ideas and arguments (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.
Mapping it out
Students use mapping to organise key pieces of information in a text.
Connecting 3-2-1
Students use the ‘3–2–1’ strategy to focus on locating and connecting ideas in a text.
Text recommendations
Students learn about features of a factual text and how text, layout elements, navigation features and graphics connect to each other.
Pronoun referencing
Teacher models tracking pronominal references within a text extract using colour-coding and arrows to show connections, one at a time.
Lexical chains
Students identify 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.
Ellipsis
Students identify punctuation within text extracts and discuss their role in shaping meaning of the text. Students then determine what parts of an example sentence could be omitted so it would still make sense.
Linking ideas across text with connectives
Students brainstorm connectives and categorise into the six themes: temporal, causal, additive, comparative, conditional and clarifying. Students identify connectives in a text.
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.