Exploring Text Connections

Overview

• Unit: Text Connections Uncovered (Lesson 1 of 8)
• Lesson Title: Introduction to Text Connections
• Year Level: Year 1–2
• Duration: 45 minutes
• Subject: English
• Class Size: 20 students

Australian Curriculum Alignment

Learning Area: English

Strand: Literacy

Sub-strands:

• Interacting with others (ACELY1656, ACELY1667): Listen to and contribute to conversations and discussions to share information and ideas.
• Text structure and organisation (ACELA1463, ACELA1447): Understand that texts can draw on readers’ or viewers’ knowledge, experience and ideas.
• Literature (ACELT1581, ACELT1582): Respond to texts drawn from a range of cultures and recognise how texts reflect personal and world experiences.

---

Lesson Objectives

By the end of the lesson, students will:

• Identify and describe the three types of text connections.
• Make a basic text-to-self connection to the picture book The Forgotten Song – Saving the Regent Honeyeater.
• Share a personal experience that relates to a theme in the story.
• Begin using connection language (e.g., “This reminds me of…” “I remember when…”).

---

Materials Needed

• Big Book or digital version of The Forgotten Song – Saving the Regent Honeyeater (by Corinne Fenton)
• Large chart: "Our Text Connections Tree" (paper tree on wall)
• Connection cards (images and prompts for each connection type)
• Sticky notes (cut into speech bubble shapes)
• Whiteboard and markers
• Soft toy bird mascot (Reg the Regent Honeyeater)

---

Vocabulary to Teach

• Text-to-self connection – when something in the story reminds you of your own life.
• Text-to-text connection – when a part of the story reminds you of another book or movie.
• Text-to-world connection – when something in the story reminds you of something happening in the world.

---

Lesson Sequence

1. Welcome & Warm-Up (5 mins)

Activity: "Connection Clues Circle"

• Sit the students in a circle.
• Teacher holds up objects (leaf, newspaper, small bird toy) and asks: “What does this make you think of?”
• Encourage students to respond with a personal or imaginative connection.
• Use this to introduce: "Our brains make connections to everything we see, hear or read!"

---

2. Introduction to Learning Intentions (3 mins)

Use visual icon cards to present and say:

“Today, we are going to start learning how to connect with what we read. That means finding little sparks between the story and what we already know.”

Write the lesson goal on the board:

“I can make a connection between my own life and what happens in a story.”

---

3. Read Aloud & Think-Aloud (15 mins)

Book: The Forgotten Song – Saving the Regent Honeyeater

• Teacher reads aloud selected pages (or whole book depending on time)
• Pause to model making each type of connection on different pages:
  • Text-to-self: “This reminds me of the birds in my backyard.”
  • Text-to-text: “This story reminds me of another book I’ve read about saving animals.”
  • Text-to-world: “This might be like when we talked about endangered animals on the news.”

Use "Reg the Regent Honeyeater" soft toy to share connections in a fun way, as though Reg is ‘thinking aloud’ his thoughts.

---

4. Explicit Teaching: Types of Text Connections (5 mins)

Use a large laminated poster with icons and explanations of:

• Text-to-self (picture of a heart + person)
• Text-to-text (2 books talking)
• Text-to-world (globe image)

Introduce a chant with actions:

“Self, Text, World — Connect and swirl!”

Display these on the wall for future reference.

---

5. Group Discussion Activity: Connection Circle (10 mins)

Setup:

• Students sit in groups of 4 with their Connection Cards.

Task:

• Each student chooses one connection type after revisiting a page from the book (teacher rereads or shows picture).
• Students use a sentence starter:
  • "This reminds me of when I…"
  • "This is just like the story about..."
  • "This made me think of animals in the wild because…"

Support:

• Teacher floats between groups modelling where needed, encouraging quieter students.

---

6. Class Reflection with the 'Connection Tree' (5 mins)

Activity:

• Students write one connection on a sticky speech bubble and place it on the “Our Text Connections Tree” on the wall.
• Prompt: “Choose the strongest connection you made today!”
• Teacher reads 2-3 aloud to celebrate learning.

---

Differentiation

• Support: Provide templates with sentence starters; allow verbal rather than written responses; use visuals.
• Extension: Ask higher-level students to identify two types of connections about one event in the story, or connect to broader environmental themes.

---

Assessment Opportunities

• Observing student discussion for relevance and clarity of connection
• Student contribution to Connection Tree
• Recording student responses as anecdotal records

---

Teacher Reflection Questions (Post-lesson)

• Did students respond independently or require heavy prompting?
• Which connection type seemed most accessible? Which needs deeper modelling?
• Were all students engaged in discussion? How could I support quieter thinkers?

---

Next Steps

In Lesson 2, students will revisit the types of text connections using a different text, and begin to identify connection types in pairs, preparing for more independent comprehension strategies.

---

Display Suggestion

Create a laminated “Text Connections Toolbox” poster with clip-on mini cards for sentence stems under each type of connection to support future lessons.

---

Thanks for engaging minds and fostering connections — one story at a time!