Cohesion within paragraphs
Use cohesive devices within a paragraph — including pronouns, adverbials (then, after that, firstly), and synonyms — to link sentences and build a coherent flow of ideas
Share and support
Teaching Table
Set out your lesson
Connect sentences without changing facts or losing clear reference.
Use the diagnostic card before Show. Record actual answers and support. Pause for earlier paragraph or reference teaching when needed.
R1. Nell put down a book. She opened it. Who does she refer to? R2. What does it refer to? R3. First, Nell opened the book. Then she read a page. Which word signals the next action?
R1. Response: ____ R2. Response: ____ R3. Response: ____
Original Gakuva fictional text cards and worked paragraphs. Canonical content: Marble Skill Taxonomy v1, Generative Spark, Inc. Supplier commit: 96a7933754af672e1bfdbf7ecb05c325860c6e0d. Content: CC-BY-SA-4.0. Database: ODbL-1.0.
Read only the active card on screen. Write on plain paper or type the response. Record adult reading, hints, and transcription. Spoken planning does not establish independent written composition. No printer or purchase is needed.
Use this check before the worked examples. Record actual reading, hints, and scribing.
Use paper and a pencil or a text editor. These are fictional paper tasks, not activities to perform. Keep adult keys off the learner’s screen and paper. Split the cards across sessions.
How this lesson works
Complete text cards, actual paragraph breaks, and owned blank writing regions carry the lesson. No external image or custom interaction is needed.
Record the learner’s actual response and any help used. These activities do not establish mastery.
Use the complete materials on screen or print only the current sheet. Keep adult guidance out of learner view. Retain an earlier model only when the current step supplies it as context.
Teaching limits and safe use
These are finite task opportunities, not proof of mastery. Record what was attempted and what support was used.
Fact cards and requested relation families provide support.
An oral plan or adult transcription does not establish independent written composition.
Fictional examples are not learner observations. Valid alternative language remains acceptable when it preserves facts and clear relationships.
Paragraph counts and response positions are supplied. Writing within those frames does not establish independent paragraph planning or layout.
Record the learner’s actual response and any help used. These activities do not establish mastery.
Compare teaching approaches
Teaching approaches
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1 approach
Connect sentences without changing facts or losing clear reference.
Connect sentences without changing facts or losing clear reference.
Family records and proof options
Keep a record of your learning
Save photos, notes, and attendance. Export a proof packet for compliance or portfolio reviews.
Learning resources
External links for extra practice. They do not replace Gakuva’s teaching approach.
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The teaching approach appears above.
Check understanding
- Replace repeated nouns with pronouns or synonyms to maintain cohesion without ambiguity, e.g. 'The explorer found a cave. She examined it carefully'
- Use adverbials of sequence (firstly, then, next, finally) and cause (therefore, as a result, consequently) to connect ideas within a paragraph
- Identify where cohesion breaks down in a paragraph and insert appropriate linking devices to improve the flow
“When your child writes a paragraph, do the sentences flow together smoothly — using words like "however", "after this", or "in contrast" to link ideas, rather than every sentence starting with "And then"?”
Curriculum record
- Type
- Procedural
- Subject
- English
- Domain
- Grammar & Punctuation
- Age range
- Ages 9–11
Standards