Making Connections
This video is a great introduction example of making connections between the content and the reader. They demonstrate three different ways to content the content to the student's personal life. Within the video they have examples of connections made. They are modeling how to connect the curriculum to personal life.
This video is pretty corny, but it is a great example. It started by showing a student's personal, social activity. The teacher in the video allows for a lot of "think" time for the students and explains what she is asking the students. The teacher allowed for a lot of discussion. The teacher also worked with students individually to get to know that and help with making connections for students. The students were very engaged, but they were actors, I believe. The video has a graphic each time a student makes a connection, this is a great example for students.
\
\
Example questions/statements
This story reminds me of a holiday to my grandfather’s farm.
This character has the same problem that I read/saw/heard in another text.
I saw a program on television that presented things described in this text.
Does this remind me/you of something?
Has something like this ever happened to me/you?
Example teaching idea:
Book and me: Students create two columns with headings Book/Me.
Prior to and during reading students add details about the connections between the book and their lives.
Teaching Ideas
Coding Strategy
As students read, they stop at each sentence or paragraph and indicate their reactions to their reading by using symbol codes to represent (I already knew this, new information, wow, I don’t understand).After coding, students find a partner to share and compare codes and justify their codes..
Memorable Moments
Before reading a story, students anticipate a memorable moment. When they finish the story, they reflect on the most memorable moment and note another moment. Students take down a quote from the story.
Connection Stems
After reading a section of text aloud, show students a sentence stem, e.g. That reminds me of … and think aloud about the process you use for completing it. For support use the text-self, text-text, or text-world connection.
Double-Entry Journal
Distribute copies of the journal. Students read or listen to a text. Ask students to select a key vent, idea, word, quote or concept from the text to note down in the left hand side of the journal. Ask students to write their response or connection to the item in the left column.
Writing and Making a Connection
Students write about the connections they have made throughout the text and personal lives. This helps the writer to add specific detail in their papers.
Teaching Standards
4.1.7.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
8.5.3.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
9.5.3.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
9.7.2.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
9.9.1.1 Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, including those by and about Minnesota American Indians, building on others’ ideas and expressing their own clearly and persuasively. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new \connections in light of the evidence and reasoning presented.
9.14.2.2 Write informative/explanatory texts, as they apply to each discipline and reporting format, including the narration of historical events, of scientific procedures/ experiments, or description of technical processes. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Students write about the connections they have made throughout the text and personal lives. This helps the writer to add specific detail in their papers.
Teaching Standards
4.1.7.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
8.5.3.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
9.5.3.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
9.7.2.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
9.9.1.1 Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, including those by and about Minnesota American Indians, building on others’ ideas and expressing their own clearly and persuasively. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new \connections in light of the evidence and reasoning presented.
9.14.2.2 Write informative/explanatory texts, as they apply to each discipline and reporting format, including the narration of historical events, of scientific procedures/ experiments, or description of technical processes. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
References
Comprehension Strategies. (n.d.). Retrieved June 1, 2015.
Comprehension Strategies - Making connections, questioning, inferring, determining importance, and more. (n.d.). Retrieved June 2, 2015, from
http://www.busyteacherscafe.com/literacy/comprehension_strategies.html
English Language Arts K-12. (2011, November 29). Retrieved June 2, 2015, from file:///C:/Users/JOHNSTO/Downloads/wordELA Standards_bold version 9 18 13.pdf
How Now Brown Cow: Phoneme Awareness Activities for Collaborative Classrooms by Patricia J. Edelen-Smith Intervention in School and Clinic Volume 33, Number 2, pp.
103-111, Copyright by PRO-ED, Inc.
Learning the Comprehension Strategies | Scholastic.com. (n.d.). Retrieved June 2, 2015, from http://www.scholastic.com/teachers/lesson-plan/learning-comprehension-strategies
Miller, M. & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students in grades 5-12. Pearson.
Moore, D. (n.d.). Reading Comprehension Strategies. Best Practices in Secondary Education, 1(1), 1-4.
Pennell, D. (2002). Explicit Instruction for Implicit Meaning: Strategies for Teaching Inferential Reading Comprehension. Inferential Comprehension, 16-16.
Put Reading First: The Research Building Blocks for Teaching Children to Read by Armbruster, Lehr, and Osborn, published in September 2001 by the Partnership for Reading.
Reading Comprehension: Strategies That Work. (2001). In Reading Comprehension: Strategies That Work (Vol. 1, pp. 421-483). Duke and Pearson.
Teaching comprehension strategies. (2010). New South Wales: NSW Department of Education and Training.
Wheedleton, Kim. (2015, February 21). Making Connections in Reading Comprehension. Retrieved from https://youtu.be/YaXSArreF0A
Wisconsin Media Lab. (2009, January 26). Into the Book / Making Connections. Retrieved from https://www.youtube.com/watch?v=sYN5PGiUy8M
Comprehension Strategies. (n.d.). Retrieved June 1, 2015.
Comprehension Strategies - Making connections, questioning, inferring, determining importance, and more. (n.d.). Retrieved June 2, 2015, from
http://www.busyteacherscafe.com/literacy/comprehension_strategies.html
English Language Arts K-12. (2011, November 29). Retrieved June 2, 2015, from file:///C:/Users/JOHNSTO/Downloads/wordELA Standards_bold version 9 18 13.pdf
How Now Brown Cow: Phoneme Awareness Activities for Collaborative Classrooms by Patricia J. Edelen-Smith Intervention in School and Clinic Volume 33, Number 2, pp.
103-111, Copyright by PRO-ED, Inc.
Learning the Comprehension Strategies | Scholastic.com. (n.d.). Retrieved June 2, 2015, from http://www.scholastic.com/teachers/lesson-plan/learning-comprehension-strategies
Miller, M. & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students in grades 5-12. Pearson.
Moore, D. (n.d.). Reading Comprehension Strategies. Best Practices in Secondary Education, 1(1), 1-4.
Pennell, D. (2002). Explicit Instruction for Implicit Meaning: Strategies for Teaching Inferential Reading Comprehension. Inferential Comprehension, 16-16.
Put Reading First: The Research Building Blocks for Teaching Children to Read by Armbruster, Lehr, and Osborn, published in September 2001 by the Partnership for Reading.
Reading Comprehension: Strategies That Work. (2001). In Reading Comprehension: Strategies That Work (Vol. 1, pp. 421-483). Duke and Pearson.
Teaching comprehension strategies. (2010). New South Wales: NSW Department of Education and Training.
Wheedleton, Kim. (2015, February 21). Making Connections in Reading Comprehension. Retrieved from https://youtu.be/YaXSArreF0A
Wisconsin Media Lab. (2009, January 26). Into the Book / Making Connections. Retrieved from https://www.youtube.com/watch?v=sYN5PGiUy8M