Link the Sentences
Learners add or change connectors to show cause, contrast or sequence, then explain the choice.
Worked classroom example
Geography
Connect a rainfall pattern to its effect using because, therefore or although.
Use this example to make the language move visible. Select subject content appropriate to the class’s age and prior knowledge.
Teaching sequence
- Give learners three short sentences from a subject explanation.
- Ask them to connect the sentences using a precise linking word.
- Compare versions and discuss how each connector shapes the relationship.
Materials and purpose
three related sentences
Cohesive links help readers see relationships between ideas.
Try it in your next lesson
Prepare
Use three related sentences. Choose a second example that checks the same language move without repeating the original answer.
Classroom task
Learners add or change connectors to show cause, contrast or sequence, then explain the choice.
Check independent transfer
Compare versions and discuss how each connector shapes the relationship.
Collect a response on fresh content. Note what was achieved without the model, partner or teacher prompt, then choose one next teaching step.
Teacher language
Teacher language
Which link best expresses the relationship you mean?
“What does your reader need to understand at this point?”
“Which revision makes the relationship between your ideas clearer?”
Respond to the learner
Identify one successful meaning or language choice. Ask about one gap, allow thinking time, then invite a revision. Check the revised move again on a fresh example.
Adjust support and challenge
Offer a brief model, useful vocabulary and partner rehearsal where needed. Keep the subject goal; reduce one prompt on fresh content and record what was independent.
Teaching this skill → · Age and language support →
More support
Use oral rehearsal, a brief model and a limited sentence frame. Remove one support for the fresh writing task. Allow familiar-language notes or another response mode when checking subject understanding.
Greater independence
Change the content, evidence or audience. Remove the completed model and ask learners to explain a choice. Increase subject complexity only when it fits the curriculum and prior knowledge.
Choose the next step
If subject meaning is insecure, reteach the concept. If the concept is understood but the English is unclear, model one useful language relationship and invite a fresh response.