Text Connection Paper Chains
These paper chain strips can be used to make a whole class display of the different connection skills. They pair perfectly with the Text Connection posters and once pasted together to create chains, make a terrific display of your class’ text connections comprehension skills.
These chains can be used as exit tickets and an informal assessment tool. After a whole class read aloud, have students make a connection using the paper chain strips. Sort the strips according to the connection type and create paper chains - these can then be attached to the 3 text connection posters. Students can also add a new chain link each time they read independently and make a connection.
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Learning goals
- We are learning to use comprehension strategies to find literal and inferred meaning in texts.
- We are learning to use comprehension strategies to find literal and inferred meaning in texts.
- We are learning to use comprehension strategies to find literal and inferred meaning in texts and begin to analyse texts by drawing on our knowledge.
- We are learning to draw connections between personal experiences and the worlds of texts and share responses with others.
- We are learning to describe the settings in texts and character traits using descriptive adjectives that influence the mood of the narrative.
- We are learning to identify the effect of imagery in texts when reading aloud, e.g. the use of nature in haiku poems and language devices such as rhythm and onomatopoeia to add momentum to poetry.
- We are learning to discuss characters, events and settings in different contexts and the authors’ reasons for these depictions.
Curriculum alignment
AC9E2LY05
9
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning
AC9E3LE02
9
Discuss connections between personal experiences and character experiences in literary texts and share personal preferences
AC9E3LE03
9
Discuss how an author uses language and illustrations to portray characters and settings in texts, and explore how the settings and events influence the mood of the narrative
AC9E3LE04
9
Discuss the effects of some literary devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose
AC9E3LE01
9
Discuss characters, events and settings in different contexts in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators
AC9E1LY05
9
Use comprehension strategies such as visualising, predicting, connecting, summarising and questioning when listening, viewing and reading to build literal and inferred meaning by drawing on vocabulary and growing knowledge of context and text structures
ACELY1670
8.4
Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures
ACELY1660
8.4
Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features
EN1-4A
old
Draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
EN1-RECOM-01
new
Comprehends independently read texts that require sustained reading by activating background and word knowledge, connecting and understanding sentences and whole text, and monitoring for meaning
EN2-UARL-01
new
Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts
EN2-RECOM-01
new
Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension
EN2-VOCAB-01
new
Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words
EN2-OLC-01
new
Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting
EN1-VOCAB-01
new
Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas
VCELY222
Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures
VCELY186
Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
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