English Language Arts · 6th Grade

Active learning ideas

Informational Writing: Using Linking Words

Active learning works for this topic because students need to practice matching logical relationships with precise language. Transitions feel abstract until students test them in real sentences and paragraphs, where misfires become visible and correctable.

• Common Core State Standards
• CCSS.ELA-Literacy.W.6.2.c

• 15–25 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Graffiti Wall
• 20 min · Pairs

Transition Tournament

Pairs receive pairs of sentences where the relationship is clear from context but the transition has been removed. Each pair chooses the most precise transition from a provided bank and explains why their choice is better than the alternatives. Pairs share choices and reasoning with the class.

How do linking words improve the flow and coherence of an informational essay?

Facilitation Tip

During Transition Tournament, have students justify their word choices aloud to reinforce the habit of naming relationships before selecting transitions.

What to look for

Provide students with two simple sentences, such as 'The dog barked loudly. The cat ran away.' Ask them to write one sentence combining these using a linking word that shows cause and effect, and another sentence using a linking word that shows sequence. Collect and review for correct linking word usage and understanding of relationships.

• Remember
• Understand
• Create
• Self-Awareness
• Relationship Skills

Activity 02

• Graffiti Wall
• 25 min · Small Groups

Flow Check: Read-Aloud Pass

Students read their informational paragraphs aloud to their group. Listeners raise a hand whenever a transition feels missing or wrong. The writer marks those spots and revises with the group's help, then re-reads after revision to confirm the improvement.

Differentiate between transition words used for comparison and those used for cause/effect.

Facilitation Tip

During Flow Check, model pausing to ask, 'How are these ideas connected?' to normalize the reasoning process.

What to look for

Display a short paragraph with several missing linking words. Ask students to identify where a linking word is needed and suggest an appropriate word from a provided list (e.g., 'however,' 'therefore,' 'also,' 'then'). Discuss their choices as a class, focusing on why one word fits better than another.

• Remember
• Understand
• Create
• Self-Awareness
• Relationship Skills

Activity 03

• Graffiti Wall
• 20 min · Whole Class

Relationship Sorting

Post sentence pairs on the board with no transitions. The class categorizes each pair's relationship , contrast, cause/effect, addition, example, emphasis, or sequence , before selecting a transition. This separates the reasoning step from the word-choice step.

Construct sentences that effectively use linking words to connect complex ideas.

Facilitation Tip

During Relationship Sorting, circulate and prompt students to verbalize why they grouped certain transitions together.

What to look for

Have students exchange drafts of a short informational paragraph they have written. Instruct them to highlight all the linking words used and write one sentence next to each, explaining the relationship that linking word signals. Partners then discuss if the signaled relationship is clear and accurate.

• Remember
• Understand
• Create
• Self-Awareness
• Relationship Skills

Activity 04

• Graffiti Wall
• 15 min · Individual

Transition Upgrade Challenge

Students receive a paragraph that uses only basic transitions , also, then, first, next. They rewrite it substituting more precise transitions that better signal the actual logical relationships, then share their revision with a partner and discuss the differences.

How do linking words improve the flow and coherence of an informational essay?

Facilitation Tip

During Transition Upgrade Challenge, ask students to revise their own sentences first, then compare with a partner to build metacognitive awareness.

What to look for

Provide students with two simple sentences, such as 'The dog barked loudly. The cat ran away.' Ask them to write one sentence combining these using a linking word that shows cause and effect, and another sentence using a linking word that shows sequence. Collect and review for correct linking word usage and understanding of relationships.

• Remember
• Understand
• Create
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Teach this topic by modeling your own thinking aloud when selecting transitions. Use think-alouds to show how you ask, 'Is this contrast or addition?' before choosing a word. Research shows that explicit instruction in naming relationships leads to more accurate transition use than rote memorization of lists.

Successful learning looks like students selecting transitions that match the intended relationship between ideas, not just inserting any transition word. Their writing should flow smoothly with no gaps or misdirections in logic.

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Watch Out for These Misconceptions

• During Transition Tournament, watch for students who insert any transition word to 'win' the round, regardless of logical fit.

  Prompt students to state the relationship first (e.g., 'This is a contrast because...') before selecting a transition. Use the tournament scorecard to record reasoning, not just the word.

• During Flow Check, watch for students who assume transitions only belong at sentence beginnings.

  Provide examples of embedded transitions (e.g., 'The experiment failed, although the hypothesis was strong.') and ask students to locate and label them in mentor texts.

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Methods used in this brief

• Graffiti Wall