Name: Clear Headings and Helpful Links - Year 3
Brand: Sukindi Learning
Price: 4.99 AUD
Availability: InStock

Clear Headings and Helpful Links - Year 3

$4.99

Preview Resource

Curriculum

Explore the curriculum links for this resource. Choose a curriculum to view its codes.

Australian Curriculum v9.0

AC9E3LA05 identify the purpose of layout features in print and digital texts and the words used for navigation

Australian Curriculum v8.4

ACELA1790 Identify the features of online texts that enhance navigation

Victorian Curriculum 2.0

VC2E3LA05 identify the purpose of layout features in print and digital texts and the words used for navigation

New South Wales

EN2-OLC-01 communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting

EN2-RECOM-01 reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension

EN2-VOCAB-01 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

Western Australia

WA3ELAT3 Identify the purpose of layout features in print and digital texts, and the words and symbols used for navigation

New Zealand

NZ-Y3-ENG-R-C-TSSF-1 explore how texts are structured (problem-solution, compare-contrast), the use of text features (visual elements, headings, glossaries, chapters, scenes) and how language is used (tense, figurative and topic-specific language) explore how texts are structured, the use of text features, and how language is used in texts from their own and others’ cultures

NZ-Y3-ENG-R-C-TFG-1 identify the audience and purpose of texts that entertain, inform, and persuade identify the audience and purpose of texts from their own and others’ cultures

United Kingdom

UK-LKS2-ENG-R-C Pupils should be taught to: develop positive attitudes to reading, and an understanding of what they read, by: listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks reading books that are structured in different ways and reading for a range of purposes using dictionaries to check the meaning of words that they have read increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally identifying themes and conventions in a wide range of books preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action discussing words and phrases that capture the reader’s interest and imagination recognising some different forms of poetry [for example, free verse, narrative poetry] understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding, and explaining the meaning of words in context asking questions to improve their understanding of a text drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied identifying main ideas drawn from more than 1 paragraph and summarising these identifying how language, structure, and presentation contribute to meaning retrieve and record information from non-fiction participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say

US Common Core (CCSS)

CCSS.ELA-LITERACY.RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

CCSS.ELA-LITERACY.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

CCSS.ELA-LITERACY.RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

CCSS.ELA-LITERACY.RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

Texas (TEKS)

TEKS-ELAR-G3-10C explain the author's use of print and graphic features to achieve specific purposes;

TEKS-ELAR-G3-9D recognize characteristics and structures of informational text, including:

TEKS-ELAR-G3-9F recognize characteristics of multimodal and digital texts.

Ontario

CAN-G3-LANG-C1.2 identify and describe some characteristics of literary and informational text forms and their associated genres

CAN-G3-LANG-C1.3 identify some text patterns, such as order of importance and cause and effect, and text features, such as headings and an index, associated with various text forms, and explain how they help readers, listeners, and viewers understand the meaning

CAN-G3-LANG-C1.4 describe ways in which images, graphics, and visual design are used in a given text, and demonstrate an understanding of their purpose and connection to the content of the text

Modifications

Something Easier

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Something Harder

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Help students explain why navigation words are useful. Readers ask a question, predict from a label, follow a route, read the destination and check a fact. They compare print and screen actions, improve vague words and justify choices without changing the underlying information.

What's included

64-page Unit Plan PDF, including the Table of Contents.
Editable 20-slide teaching presentation.
Editable 22-slide quiz: ten question slides, ten answer slides, cover and closing slide.
106-page watermarked Preview PDF, combining the Unit Plan, presentation and quiz in that order. Preview pages repeat the included content.
Clean Table of Contents JPEG.

The PDF includes five detailed 50-minute lessons; original Riverbank and Hillview sources; prediction, heading, chapter and repair tasks; twelve colour sentence cards; a Label and Link game with twelve questions, twelve destinations and twenty-four proposed labels; recording pages; worked answers; fresh-source assessment; and a four-criterion rubric.

Learning focus

Content prediction and checking; main headings and subheadings; useful link wording; destination evidence; narrative chapter hints; comparison of print/screen navigation; reasoned label revision.

Classroom use

Year 3, usually ages 8–9. Five 50-minute lessons, with teacher guidance, optional word banks, support and extension. Students may respond orally, by pointing or in writing. No live website or student internet access is required. The numbered paper screens represent real digital connections; appearance alone is not treated as proof of a working hyperlink. Assess the explanation and source evidence, and record support separately.

Formats and answers

PDF, editable PPTX and JPEG. Unit Plan: 64 PDF pages. Presentation: 20 slides. Quiz: 22 slides. Preview: 106 pages containing those same sources. Red worked answers accompany the response activities and assessment; game keys and a worked record are included. Quiz answers appear in black native text on separate slides. Alternative accurate headings and predictions are accepted when supported by the source. Unit Plan PDF is not described as editable.

Teacher benefits

Complete destination texts let students verify answers.
Print and screen versions retain the same facts for a useful comparison.
Unclear versions change words while preserving the underlying information.
A fresh source set checks transfer after guided practice.
Oral, pointing and written response options support classroom access.

Digital product and licence

Digital download; no physical product. PDF viewer and PowerPoint-compatible software required. Presentation and quiz text is editable. Use and sharing are subject to Sukindi's published licence terms.