Connected Texts - What these look like in my class

In The Beginning

When I first started whole-class teaching a few years ago, I began to think more about connected texts. Many of the texts that were promoted as connected texts for use were simply connected based on the sound pattern being learned. I understand this focus—the point is practice, and practice is important. However, the texts were often simplistic and, honestly, made little sense.

Again, I get it. Those early texts for novice learners are important. With limited sounds, it is hard to create texts that are both relevant to learners’ needs and genuinely interesting. These decodable sentences absolutely have an important role to play when it comes to practice, as do word ladders and similar word-reading tasks. I still use these regularly as part of my literacy sessions.

However, when it came to whole-class reading, I wanted more of my “connected” texts to have a real connection to what we were learning—not just connected through sound patterns, but through meaningful content. I think this element of 'connected' text is often overlooked in favour of those that connect because of the sound patterns being practiced and wanted to bring a a greater balance back to the texts I was using.

I started with my character texts.

You can find out more about these and the intention behind them here. If you have been reading my posts, you will know these were wildly successful and had an unintentional impact on writing. You can read about that here.

It was this impact on writing that helped me see how powerful it is when everything is drawn together—when learning is connected rather than taught in ill-defined boxes. The more we connect it all up, the greater the impact on children’s progress.

Much of my early thinking that led to these connected texts can be found in this blog post.

Types of Connected Texts

I now have three quite distinct types of “connected texts” that I use regularly.

 

1. Character Texts (The OG)

Just like the originals, the aim is for these to be at least 60% decodable. For many of my children, they are 80–90% decodable. Within these texts I strive to have a sound pattern that we are practicing so that children are seeing and mapping this frequently.

We tackle these as a whole class, and for those who need extra support, they simply receive an extra dose—either before or after the class reading. With a strong focus on sentence-level comprehension and repeated reading, the ultimate goal of these texts is fluency.

Each time I write a new instalment, I make sure that children are only reading one new section, while the rest has already been read on previous days. This not only supports fluency development but also builds confidence allowing us to focus on prosody.

These stories revolve around the adventures of several animal friends, and the children often guide the direction of the stories through discussion and prediction. At times they even come up with new characters to be added to the stories.

Perhaps the most important factor in the success of these texts is a character called Pearl.

 

Meet Pearl

Pearl is a possum puppet who exists both in our world and in the world of the story.

She regularly “visits” the classroom, adding detail, context, and richness to the adventures—filling in the gaps that simple decodable texts cannot always capture.

It’s hard to overstate the impact of this. The moment Pearl appears, the energy in the room shifts. Children lean in, they listen more closely, and they invest more deeply in the story.

If you have not yet brought puppets into your classroom, I would strongly encourage you to give it a go. The level of engagement is something you truly have to see to believe.

 

Building Understanding

Each time we read the next instalment of the story, children draw a picture to show what is happening in the text.

This year, I have started adding a space for writing a gist. Essentially, we think about the new section of the story, consider the “who” and the “do”, and come up with a simple gist sentence. This is great practice and will link further into our Self-Regulated Strategy Development (SRSD) writing work as we move forward.

Some children may only be able to record a key word, while others choose to write their own sentence instead of the one we develop as a class.

The three images below show the first three instalments of our character stories. You can see how a new part is added each day, along with sound patterns and words we need to unpack as a class, as many of us do not yet have the code for these.

 

Our Reading Routine With These Texts

We follow a consistent routine for these stories. Children usually sit with a buddy they know they can work well with. When the stories are handed out, children read the earlier parts and attempt the new section. They underline words they are unsure of—especially those their buddy cannot help with.

1. We read the earlier parts together as a class. I then read the new section aloud, unpacking anything that needs attention.
2. We read the new section together, followed by the entire text as a group.
3. Children then read the whole text independently, and then again with their buddy.
4. As a class, we develop and record a gist sentence.
5. Children draw a picture to represent the text, while I check in with anyone who needs additional support.
6. The text goes home for further practice.

Below are some images of the stories that are finished with the picture and gist. As you can see, early on our 'gist' is very similar to the new sentence, children will be supported to develop independence with this to a greater degree over the year. Finding the who and the do, along with the what, where and when is a skill we work on when reading a text that then flows through to our writing.

 



As we progress through the year, these texts will become more complex and there will also be speech. This is a good opportunity to turn them into short plays that can be acted out, nothing helps comprehension like bringing the text to life.





Below are a couple of examples of the stories that we are reading at the end of the year. By this stage, children are having a lot of say 'via Pearl' about what happens in the stories. You can also see the connection to our class chapter book in this piece.

2. Poems, Rhymes and Songs

I am a huge fan of Reader’s Theatre and approaches such as storytelling schools and Talk for Writing. Poems, rhymes and songs are a regular part of our classroom, and they provide a natural way to integrate music with reading.

Over a period of one to three weeks (depending on time), we focus on learning a new song, rhyme or poem. The goal is for students to know it by heart. Along the way, we draw pictures to represent each part—similar to the Talk for Writing approach—and, where it fits, we incorporate instruments to bring the piece to life.

By the time we come to use the text as a whole-class reading, the children already know it well. This familiarity builds confidence and allows them to focus more on fluency and expression.

As part of the process, we revisit the text together and often include activities such as word hunts. These usually focus on words that appear frequently throughout the piece, helping to reinforce recognition and understanding in a meaningful context.

We also make time to perform the piece—either as a whole class or by taking on different parts. This is always a highlight, and the children absolutely love it.

Below is an example of one of the songs we learned, performed, and then used as a shared reading text.

3. Knowledge Reads

These texts link directly to our wider topics and are often more complex in nature. The purpose of these reads is to build knowledge, unpack vocabulary, and develop comprehension together.

They are not intended to be independent reading texts. Instead, I read them aloud, with some children contributing by reading selected sections where appropriate. This allows all students to access the content, regardless of their reading level.

Our knowledge reads are usually connected across a sequence, meaning key vocabulary and ideas are revisited and reinforced over multiple texts. This repetition supports both understanding and retention.

These texts also link strongly to our writing. As we progress through the year, they increasingly become model texts. We use them to identify the gist and draw out important ideas, which then feed directly into our writing work.

Children take these texts home to share and discuss with their whānau. There is no expectation that they will read them independently. That said, many children naturally begin to see these texts as a welcome challenge and, with a little support, are able to read parts independently.

From these knowledge reads, we build knowledge webs around each topic. Once a topic is complete—whether it runs for two weeks or up to half a term—I create a short quiz, which the children absolutely love. They also like to be in charge of making a quiz for others.

Our Own Written Texts

Alongside these three types of “connected” texts, we also create our own.

As we progress with Releasing Writers (SRSD), we spend a lot of time on whole-class writing, often using frameworks such as CSPACE or TIDE. These pieces are developed collaboratively, with ideas shared, discussed and refined as a group.

Once completed, I publish the texts so students can take them home to use as reading material. They absolutely love this. There is a real sense of ownership and pride in reading something they have helped to create.

We craft and edit these pieces together, making the writing process visible and supported. This shared approach provides a valuable opportunity for students to learn how writing works—how ideas are shaped, improved and refined over time.

You will have to excuse how messy the images below are—they very much reflect my teacher scrawl while leaning across the board! The stories themselves, however, are written in the children’s words. I type and lightly edit them as the students share and agree on their ideas, ensuring the final piece remains true to their thinking.

The Link to Writing

What I have found over the years of developing this approach is that the spin-off benefits for writing are significant. What we are reading about, we are writing about—and what we are writing about, we are reading.

Because of this, children rarely struggle to come up with ideas. The strong connection between reading and writing provides a constant source of inspiration and purpose.

What About Decodable Books?

Decodable books still have an important place in our programme. We use them as practice tools, and children spend time throughout the day building their skills with these texts.

Students who need Tier 2 support receive additional time with me, reading decodable books at an appropriate stage for their needs, connected to the sounds they are currently learning.

I also recommend this short podcast by Tim Shanahan, which explores the role of complex texts for young readers. It is well worth a listen and is only eight minutes long:
https://shanahan-on-literacy.cohostpodcasting.com/episodes/won-t-challenging-texts-discourage-young-readers

Rethinking “Connected” Texts

Traditionally, connected texts are defined by their role in reinforcing a specific sound pattern. While we still use texts in this way—through fluency sentences, reading ladders and decodable books—I think it important that we also think of connected texts in the broader sense.

For me, these texts that are connected to understanding, connected to the curriculum, and a way of bringing everything together are just as important.

While novice learners do need to develop strong decoding skills, using these types of texts with my Year 1 and 2 class also allows us to focus on all the other strands of the reading rope. At the same time, we are strengthening connections across our classroom curriculum.

I have found this approach to be incredibly powerful.

As children build a solid foundation in the code, you begin to see a great deal of self-teaching emerge. These connected texts create even more opportunities for that to happen, allowing children to apply what they know in meaningful and supported ways.

Exciting Times Ahead

If you know me, you will know that I am a huge fan of dramatic inquiry. I am really excited to begin weaving this approach into our character texts.

There is already trouble brewing on the farm… A large old tree—home to Pearl and many other animals—is set to be cut down to make way for a road.

What will our animal friends do? And more importantly, how can we help?

Coverage - learning should not be about ticking boxes!

The narrowing of the curriculum "winners and losers"

Over recent years, significant changes have taken place within New Zealand’s education system under the banner of improving “achievement.” These shifts—often framed around The Science of Learning and promoted as best practice—have driven widespread curriculum reform and reshaped and narrowed professional development. While we all would acknowledge that change in pursuit of improvement is both necessary and expected, concern arises when its direction is leading us down a path where only certain achievement is valued and the gap between those winning and losing only widens.

It is very apparent that these reforms appear to be influenced by perspectives that prioritise standardisation, comparison, and measurable outcomes over the complex realities of teaching and learning.  I know that many educators (myself included) who put their hands up to be part of this conversation were ignored in favour of those with little understanding of the classroom.

This has fostered an environment where schools are positioned within narrow parameters of success, reinforcing distinctions between “winners” and “losers”—where those that win, were already winning and those that lose maintain their position.   In fact the changes have only served to put those schools who prioritise actual achievement for all, actual progress and take time to understand and nurture individuals at a further disadvantage.  Current approaches risk overlooking the lived experience of classrooms and the professional expertise of educators working directly with diverse learners. 

The consequence has been a significant narrowing of the curriculum, where certain domains are elevated at the expense of others, and learning is treated as a series of discrete components rather than a deeply interconnected process. In striving to measure achievement, we risk losing sight of the broader purpose of education: to support the growth, curiosity, and success of every learner in a holistic and meaningful way.

There are many concerns with the current direction of education that could be explored at length. However, rather than attempting to address everything at once, this post focuses on one key issue: coverage.

Despite a growing emphasis on literacy and mathematics, the number of expectations—of “boxes to tick”—has only increased. The pressure to demonstrate coverage has become a dominant theme in professional conversations.

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The Problem with “Coverage”

Every day, educators are asking the same questions:
“How do I cover everything?”
“Has anyone created an overview?”
“How many weeks should I spend on this?”

These are understandable concerns. If we are dedicating substantial blocks of time each day to reading, writing, and mathematics—often under the assumption that more time equals better outcomes—then it becomes increasingly difficult to meaningfully address the rest of the curriculum.

The only way to “cover” everything, under this model, is to reduce learning to a checklist: to move quickly through content, ticking off areas without truly engaging with them. In this sense, we are not uncovering or discovering learning—we are simply skimming its surface.

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Rethinking What It Means to Cover the Curriculum

It may seem counterintuitive, but genuine coverage requires a shift in thinking. A curriculum, no matter how well designed, is ultimately a collection of knowledge and priorities determined at a particular moment in time. To truly meet it, we may first need to step back from it.

This is not about disregarding the curriculum. Rather, it is about temporarily setting it aside in order to focus on how learning actually occurs—then returning to it with a deeper understanding of what has been achieved.

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Learning Is Connected, Not Siloed

Learning does not happen in isolated boxes. It is interconnected, layered, and built through experience.

Consider the child who enters the classroom with a deep passion for living things. That passion was not developed through isolated lessons or pre-determined units. It emerged through rich, immersive experiences—moments that sparked curiosity, built knowledge, and led to further questions.

An interest in the beach may lead to a fascination with shells. That fascination may evolve into curiosity about the creatures that inhabit them, their habitats, and their life cycles. From there, the child begins to understand ecosystems, interdependence, and environmental impact. Along the way, they develop a genuine desire to read, write, and communicate what they are learning.

This is what connected learning looks like. One idea leads naturally to another, and knowledge builds in meaningful, lasting ways.

By contrast, working through a curriculum as a sequence of isolated experiences—designed primarily for the purpose of coverage—does not produce the same depth or engagement, in fact it is highly likely what has been learned, is quickly forgotten.  Meaningless.  

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The Reality for Many Learners

Unfortunately, fewer children are arriving at school with these kinds of rich, real-world experiences. This is a reality we must acknowledge.

The question then becomes: Can we recreate these immersive, connected experiences within the classroom?

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The Role of the Arts in Creating Experience

The answer is yes—and the arts provide a powerful way to do so.

Through the arts, we can place students inside experiences they may never otherwise have. A child may never participate in a whale rescue, but through drama and creative exploration, they can step into that world—experiencing its urgency, emotion, and complexity. This fosters curiosity and builds knowledge in a way that is both engaging and memorable.

Similarly, a child may never have the opportunity to snorkel on a coral reef. Yet through carefully designed dramatic moments we can immerse them in that environment. They can develop an emotional connection to the place, understand the ecological pressures it faces, and even explore the perspectives of those whose livelihoods depend on it.

Drama, in particular, allows students to:

• Step into different roles and perspectives
• Explore past and future contexts
• Engage in dialogue with characters and ideas
• Consider cultural viewpoints and complexities

These experiences naturally integrate multiple areas of the curriculum, while also building deep understanding along with a desire to learn more.

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Planning for Connected Learning

Planning in this way begins not with the curriculum, but with clear end goals for learning. These goals focus on what we want students to be able to do and understand, rather than what content must be “covered.”

Examples might include:

• Exploring multiple perspectives
• Forming and justifying opinions using evidence
• Revising viewpoints in light of new information
• Understanding ecosystems and their interdependence
• Recognising the significance of environments such as coral reefs

From these goals, a flexible sequence of experiences can be developed. Some elements will be carefully planned, while others will emerge organically as students engage with the process.

Teachers might:

• Build foundational knowledge before entering an imagined context
• Move in and out of dramatic scenarios
• Introduce problems, texts, or perspectives to deepen thinking
• Use literature or visual prompts to extend understanding and further pique curiousity.

As these experiences unfold, connections between areas of learning begin to form naturally.

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Returning to the Curriculum

At the conclusion of such learning, the curriculum can be revisited. What often becomes clear is that far more has been “covered” than initially expected—across multiple learning areas and competencies.

Coverage, in this sense, is no longer about ticking boxes. It is the result of meaningful, connected learning experiences that engage students deeply and authentically.

And perhaps most importantly, it brings us closer to the true purpose of education: not simply to cover content, but to cultivate understanding, curiosity, and a lifelong capacity to learn.  Developing children with emotional connections, knowledge and competencies that will later mean they become adults that can and will make a difference in our world.

P.S - One of the best things about teaching this way is that 'management' is not an issue.  This approach sees children immersed in the learning process, in control, the balance of power is shifted and the dynamic changes.  Those children often most 'disengaged' become your most avid participants.