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Text Connections Posters
1 2 3 4 Pre & Primary Essentials Resources Classroom Displays English Phonic & Word Knowledge Examining Literature Creating Literature Literature & Contexts Engaging With & Responding to Literature Texts in Context Analysing, Interpreting & Evaluating History Health and Physical Education 3 Pages

Text Connections Posters

These Text Connection posters provide a clear and easy to understand explanation of the 3 types of text connections. They are a terrific resource for your students to refer to throughout the Making Connections unit.

Display each poster as you introduce each connection strategy. These posters can also be used with the Text Connection  paper chains to display the different connections your students are able to make.
 

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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 understand the techniques that authors use to make stories exciting and hold the readers’ interest, e.g. character development and plot tension.
  • We are learning to discuss texts and the authors’ reasons for character depictions, settings and events.
  • We are learning to draw connections between personal experiences and the worlds of texts, and share responses with others.
  • We are learning to make connections between the ways different authors may represent similar storylines, ideas and relationships, e.g. comparing fables from different cultures.
  • We are learning to create imaginative texts based on familiar characters, settings and events from various cultures drawing from and innovating on texts we have read, e.g. revising an ending.
  • 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 discuss literary experiences with others, sharing responses and expressing a point of view.
  • We are learning to create texts that explore students’ own experiences and imagining.
  • We are learning to identify the audience and purpose of imaginative, informative and persuasive texts.
  • We are learning to identify characteristic features used in imaginative, informative and persuasive texts.
  • We are learning to recognise and know how to write most high frequency words including some single-syllable homophones, e.g. eight, ate.
  • We are learning to recognise the importance of Country/Place to Aboriginal and/or Torres Strait Islander Peoples who belong to a local area.
  • We are learning to read and write a large core of high frequency words and use context to make correct spelling choices, e.g. homophones – know, no.
  • We are learning to describe how respect, empathy and valuing diversity can positively influence relationships.
  • We are learning to use comprehension strategies to find literal and inferred meaning in texts and to begin using our growing knowledge base to evaluate texts.
  • We are learning to confidently read different types of texts aloud with fluency and intonation and use our knowledge of reading strategies, vocabulary, grammar and phonics when reading.
  • We are learning to understand the days and weeks celebrated or commemorated in Australia (including Australia Day, Anzac Day and National Sorry Day) and the importance of symbols and emblems, e.g. flags.
  • We are learning to identify the point of view in a text and suggest alternative points of view.
  • 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 describe the settings in texts and character traits using descriptive adjectives that influence the mood of the narrative.
  • We are learning to discuss characters, events and settings in different contexts and the authors’ reasons for these depictions.
  • We are learning to draw connections between personal experiences and the worlds of texts and share responses with others.

Curriculum alignment

AC9E2LY05 9 Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning 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 AC9E3LE02 9 Discuss connections between personal experiences and character experiences in literary texts and share personal preferences 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 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 ACHASSK062 8.4 The importance of Country/Place to Aboriginal and/or Torres Strait Islander Peoples who belong to a local area 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 ACELY1675 8.4 Identify the point of view in a text and suggest alternative points of view ACHASSK064 8.4 Days and weeks celebrated or commemorated in Australia (including Australia Day, Anzac Day, and National Sorry Day) and the importance of symbols and emblems ACELY1679 8.4 Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting ACELY1680 8.4 Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features ACPPS037 8.4

Describe how respect, empathy and valuing diversity can positively influence relationships

 ACELA1780 8.4 Read and write a large core of high frequency words including homophones and know how to use context to identify correct spelling 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 ACELA1486 8.4 Recognise and know how to write most high frequency words including some homophones ACELY1690 8.4 Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text ACELY1678 8.4 Identify the audience and purpose of imaginative, informative and persuasive texts ACELT1607 8.4 Create literary texts that explore students’ own experiences and imagining ACELT1603 8.4 Discuss literary experiences with others, sharing responses and expressing a point of view ACELT1599 8.4

Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative

 ACELT1601 8.4 Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle ACELT1602 8.4 Make connections between the ways different authors may represent similar storylines, ideas and relationships ACELT1596 8.4 Draw connections between personal experiences and the worlds of texts, and share responses with others ACELT1594 8.4 Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons ACELT1605 8.4 Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension
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
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 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

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

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