Year 4 Cohesive Language & Text Connectives Unit | Worksheets, Games & Assessment

Year 4 Cohesive Language & Text Connectives Unit | Worksheets, Games & Assessment

$4.99
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Year 4 Cohesive Language & Text Connectives Unit | Worksheets, Games & Assessment
  • Year 4 Cohesive Language & Text Connectives Unit | Worksheets, Games & Assessment
Year 4 Cohesive Language & Text Connectives Unit | Worksheets, Games & Assessment

Year 4 Cohesive Language & Text Connectives Unit | Worksheets, Games & Assessment

$4.99

Curriculum

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

Australian Curriculum v9.0
AC9E4LA04 identify how text connectives including temporal and conditional words, and topic word associations are used to sequence and connect ideas
Australian Curriculum v8.4
ACELA1491 Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives
Victorian Curriculum 2.0
VC2E4LA04 understand how text connectives, including temporal and conditional words, and topic word associations, are used to sequence and connect ideas
New South Wales
EN2-RECOM-01 reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension
Western Australia
WA4ELAT2 Identify how text connectives, including temporal and conditional words, and topic word associations, are used to sequence and connect ideas
New Zealand
NZ-Y4-ENG-W-C-WTI-1 draw on their own experiences and knowledge, as well as acquired knowledge to write texts to inform that:introduce a topic, and group information together using simple paragraphs begin to use linking words and phrases (also, another, together with) use topic-related vocabulary have a concluding statement
NZ-Y5-ENG-W-C-WTI-1 draw on their own experiences and knowledge, as well as acquired knowledge to write texts to inform that:begin to use some simple visuals to support meaning (drawings, photos) develop the topic with facts and related examples use precise and domain-specific vocabulary provide concluding sentences related to the information
NZ-Y4-ENG-W-C-WTP-1 draw on their own experiences and knowledge, as well as acquired knowledge, to write texts to persuade that:introduce a topic and state their opinion organise writing into one or more paragraphs, with supporting reasons for their opinion begin to use some linking words and phrases (e.g., because, for example, also) to connect their opinions with the reasons provide a concluding statement
NZ-Y5-ENG-W-C-WTP-1 draw on their own experiences and knowledge, as well as acquired knowledge, to write texts to persuade that:introduce a topic and state an opinion on it, using the first person organise writing into two or more paragraphs, grouping related opinions and reasons support opinions with facts and details use linking words and phrases (e.g., in addition, for instance) to connect the opinion with the reasons provide concluding sentences related to the opinion
NZ-Y4-ENG-W-C-WTE-1 draw on their own experiences and knowledge, as well as acquired knowledge, to write texts to entertain that:contain narrative elements: character, setting, problem/ purpose, plan, action, resolution, and conclusion begin to use paragraphs to organise events use time connectives begin to use dialogue describe characters’ thoughts and feelings provide a sense of closure
United Kingdom
UK-UKS2-ENG-W-V Pupils should be taught to: develop their understanding of the concepts set out in English appendix 2 by: recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms using passive verbs to affect the presentation of information in a sentence using the perfect form of verbs to mark relationships of time and cause using expanded noun phrases to convey complicated information concisely using modal verbs or adverbs to indicate degrees of possibility using relative clauses beginning with who, which, where, when, whose, that or with an implied (ie omitted) relative pronoun learning the grammar for years 5 and 6 in English appendix 2 indicate grammatical and other features by: using commas to clarify meaning or avoid ambiguity in writing using hyphens to avoid ambiguity using brackets, dashes or commas to indicate parenthesis using semicolons, colons or dashes to mark boundaries between independent clauses using a colon to introduce a list punctuating bullet points consistently use and understand the grammatical terminology in English appendix 2 accurately and appropriately in discussing their writing and reading
UK-UKS2-ENG-R-C Pupils should be taught to: maintain positive attitudes to reading and an understanding of what they read by: continuing to read and discuss an increasingly 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 increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions recommending books that they have read to their peers, giving reasons for their choices identifying and discussing themes and conventions in and across a wide range of writing making comparisons within and across books learning a wider range of poetry by heart preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience understand what they read by: checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context asking questions to improve their understanding 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 summarising the main ideas drawn from more than 1 paragraph, identifying key details that support the main ideas identifying how language, structure and presentation contribute to meaning discuss and evaluate how authors use language, including figurative language, considering the impact on the reader distinguish between statements of fact and opinion retrieve, record and present information from non-fiction participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary provide reasoned justifications for their views
US Common Core (CCSS)
CCSS.ELA-LITERACY.RI.4.3 CCSS.ELA-LITERACY.RL.4.3 CCSS.ELA-LITERACY.W.4.2.c CCSS.ELA-LITERACY.RI.4.5 CCSS.ELA-LITERACY.RL.4.5 CCSS.ELA-LITERACY.W.4.3.c CCSS.ELA-LITERACY.W.4.1.c
Texas (TEKS)
TEKS-ELAR-G4-6C make and correct or confirm predictions using text features, characteristics of genre, and structures;
TEKS-ELAR-G4-7D retell, paraphrase, or summarize texts in ways that maintain meaning and logical order;
TEKS-ELAR-G4-8C analyze plot elements, including the rising action, climax, falling action, and resolution; and
Ontario
CAN-G4-LANG-B3.1 identify and construct various sentence types and forms, including simple and compound sentences formed with prepositional phrases and/or independent and dependent clauses
CAN-G4-LANG-B3.2 demonstrate an understanding of the functions of parts of speech in sentences, including relative pronouns, the perfect verb tense and interrogative and imperative verbs, and the use of pronouns as adjectives, and use this knowledge to support comprehension and communicate meaning clearly
CAN-G4-LANG-C2.6 summarize the main idea of a text and the supporting details in sequence, and draw a simple conclusion

Modifications

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Cohesion in Texts Year 5 Unit

$4.99

Teach Year 4 students how cohesive language helps a text flow with this complete English unit on determiners, pronouns and text connectives.

Students recognise and use cohesive devices that link ideas across sentences and paragraphs, then apply their learning to paragraph rewrites and persuasive writing.

What’s Included

  • Editable PowerPoint teaching presentation
  • Editable 10-question PowerPoint quiz with answer slides
  • 17-page unit plan PDF
  • Cohesive Devices at a Glance classroom display
  • Cohesion Quest board game
  • Text Connective Card Sort activity
  • Five student worksheets covering determiners, pronouns, text connectives, repetition and persuasive cohesion
  • Matched answer pages with sample responses where appropriate
  • Cohesive Language Check-In assessment
  • Year 4 marking rubric

Learning Focus

  • Recognise cohesive devices in sentences and paragraphs
  • Use determiners and pronouns to connect ideas
  • Select text connectives for sequence, cause and contrast
  • Repair unnecessary repetition
  • Apply cohesive language in persuasive writing

Classroom Use

Designed for a practical week of teaching, with explicit teaching slides, quick checks, printable support, hands-on sorting and game activities, differentiated written practice, assessment and a rubric.

This is a digital resource supplied in PDF, PowerPoint and PNG formats. No physical product will be shipped.

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