Name: Navigating Online Texts Unit
Brand: Sukindi Learning
Price: 4.99 AUD
Availability: InStock

Navigating Online Texts Unit

$4.99

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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

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Navigating Online Texts gives teachers a coherent week of explicit instruction, guided practice, independent application and assessment. Students learn how written text, graphics, navigation tools, links and layout work together on a digital page. They compare print and online formats, choose precise search words, interpret navigation vocabulary, follow a website map and explain how design choices suit a reader and purpose.

The teaching sequence includes an editable PowerPoint presentation and paired question-and-answer quiz. Six worksheet groups build from feature identification to purposeful online-page planning, with Year 4 extensions where appropriate. Colour displays, navigator cards, safe-device posters, matching cards and the Website Explorer game support whole-class modelling and collaborative review. The final Design a Helpful Online Page assessment asks students to plan and prototype a clear digital page, supported by model answers and a five-level marking rubric.

Student worksheets, assessment pages and the rubric are black and white for economical printing. Classroom displays, cards, activities and the game are in colour. Meaningful answer pages duplicate the student layout and show the ANSWERS label and model responses in red.

What’s Included

Editable 18-slide presentation: Navigating Online Texts
Editable 22-slide quiz with 10 question-and-answer pairs
38-page unit plan PDF with 37 classroom resource pages
Five Features of Online Texts display
Eight online-text navigator reference cards
Eight safe digital-device rule posters
Stop, Check, Tell online-safety poster
Worksheet 1: Spot the Features — two student pages and two answer pages
Worksheet 2: Print and Digital Texts — comparison and Venn-sort pages with answers
Worksheet 3: Search Smarter — keyword and query practice with answer page
Worksheet 4: Website Search Record — open-response research and reliability record
Worksheet 5: Navigation Words — matching and site-map route pages with answers
Worksheet 6: Purpose, Audience and Layout — two planning pages with answers and extension prompts
Online Text Feature Match-Up activity — term cards, clue cards and answer page
Website Explorer game — colour board, 24 question cards and answer page
Design a Helpful Online Page assessment — planning page, prototype page and two model answer pages
Navigating Online Texts five-level marking rubric
13 answer and model pages in total

Learning Focus

Purpose of layout features in print and digital texts
Text, graphics, navigation, links and layout
Navigation words and site-map pathways
Effective search words and information needs
Print and digital text comparison
Purpose, audience and reading order
Author, date, evidence and web-address reliability checks
Planning and designing a helpful online page

Classroom Use

Use the presentation for explicit teaching and modelling, select worksheet pages for guided or independent practice, display the reference materials during device sessions, use the matching activity and board game for collaborative consolidation, and finish with the two-page assessment and rubric. The unit is designed for approximately 5–7 lessons plus assessment and can be adapted for mixed Year 3 and Year 4 classes.

Formats, Counts and Answers

PDF and editable PPTX formats
38-page unit plan
18-slide presentation
22-slide quiz
78-page combined protected preview
13 answer and model pages included

Teacher Benefits

A sequenced teaching pathway from feature recognition to applied design
Print-friendly student pages and assessment materials
Colour materials for modelling, display and collaborative review
Support, core and Year 4 extension opportunities
Model answers placed directly in the matching response spaces
A practical assessment and aligned five-level rubric

Digital Product and Licence

This is a digital product; no physical item is supplied. Purchase permits use by one educator and that educator’s students under Sukindi’s standard licence. Files may not be shared, resold, redistributed or posted publicly. School-wide or multi-teacher use requires the appropriate additional licence.