Linking Ideas Clearly

Overview

Students examine how linking words connect information in an informative paragraph. They then improve a short text about native birds by combining a range of sentence types and using “also”, “another” and “together with” to group related ideas.

Learning intentions

• WALT use linking words and phrases to connect related information.
• WALT organise information into a clear paragraph.
• WALT use different sentence structures and sentence types to make informative writing effective.
• WALT choose language that suits the purpose of informing the reader.

Success criteria

• I can use “also”, “another” or “together with” to link ideas.
• I can write a paragraph with a clear topic sentence and related facts.
• I can use more than one sentence structure or type.
• I can reread my writing and check that it informs the reader clearly.

Curriculum links

• Writing to inform: introduce a topic and group related information into simple paragraphs.
• Writing to inform: begin to use linking words and phrases such as “also”, “another” and “together with”.
• Writing to inform: develop a topic with facts and related examples, using precise vocabulary and a concluding sentence.
• Writing: use personal experiences and knowledge, supported by simple visuals where appropriate.

Lesson structure (30 minutes)

1. 0–4 min · Hook and notice. Teacher displays two versions of a short text using the opening comparison slides: one with disconnected sentences and one with linking words. Read both aloud and ask, “Which text helps the reader understand the topic more easily, and why?” Students discuss with a partner and identify the words that connect ideas.

2. 4–9 min · Direct teach. Teacher uses the linking words teaching slides to model a paragraph about tūī. Explain that “also” adds information, “another” introduces an additional point, and “together with” joins two related details. Model sentence variety: a statement (“Tūī have curved beaks.”), a question for reader interest (“Have you noticed their loud calls?”), and a longer sentence using a conjunction (“Tūī use their curved beaks to reach nectar in flowers.”). Clarify that informative writing mainly uses statements, while questions can add interest when used sparingly. Students orally combine two facts with a suitable linking phrase.

3. 9–14 min · Guided construction. Teacher displays a simple fact bank about the kererū on the guided paragraph slides and jointly builds a paragraph, thinking aloud about order, linking and sentence structure. Students help decide which fact should come first, suggest a linking word, and identify the topic and concluding sentences. Record the class paragraph, briefly revising one sentence to make it more precise.

4. 14–24 min · Independent writing. Teacher distributes the native bird information worksheet and explains that students will write one informative paragraph about a chosen native bird: tūī, kererū, kiwi or pīwakawaka. Students select facts from the worksheet or their own knowledge, write a topic sentence, add three related facts using at least two linking words or phrases, and finish with a concluding sentence. They include at least two sentence structures, such as a short factual sentence and a sentence joined with “because”, “and” or “which”. Teacher conferences with individuals and prompts: “How are these ideas connected?” and “Could you join or vary these sentences?”

5. 24–28 min · Partner check. Teacher displays the checking questions on the peer-check slides. Students read their paragraph to a partner. Partners identify the topic sentence, underline linking words, and give one specific suggestion about sentence variety or clarity. Writers make one improvement.

6. 28–30 min · Plenary and exit check. Teacher shows the final reflection slide and asks students to complete the sentence: “One linking phrase I used was ___ because it helped me ___.” Students write one improved sentence on the back of their worksheet, using “also”, “another” or “together with”, and hand it in as they leave.

Resources

• the complete teaching slide deck
• the native bird information worksheet
• Whiteboard and markers
• Pens or pencils
• Highlighters or coloured pencils
• Timer
• Optional native bird photographs for display

Assessment

• Listen during oral sentence combining and guided construction for correct use of linking phrases and understanding of sentence purpose.
• During writing, check for a clear topic sentence, grouped facts, at least two linking phrases, varied sentence structures and a concluding sentence.
• Use the paragraph and exit sentence to identify students needing further support with linking, paragraph organisation or sentence construction.

Differentiation

• Support writers with a word bank, sentence frames such as “Another feature of the ___ is ___” and “Together with ___, ___ helps ___”, and a reduced choice of facts.
• Allow students who need it to rehearse sentences orally, dictate ideas to an adult or use speech-to-text. Pair them with a supportive peer for the check.
• Provide visual bird cards and explicit explanations of unfamiliar vocabulary, including “habitat”, “nectar”, “native” and “beak”, for English language learners.
• Extension: challenge advanced writers to organise their paragraph around two subtopics, use three different linking phrases accurately, and include a sentence with a dependent clause (for example, using “because”, “although” or “when”) while keeping the information clear.