Making Connections
There are three main types of connections that students can make during reading:
- Text-to-self – connection made between the text and the student’s personal experience
- Text-to-text –connection made between a text a student is reading and a text that was previously read.
- Text-to-world – connection made between a text a student is reading and somethink that occurs in the world.
It is important that teachers are helping students make connections between their prior knowledge and what they are reading in a text. Before the lesson, a teacher could choose a few words that students will encounter and write the words on the board in the order students will encounter them. Then, have the student predict how the words may be connected. Students could write their predictions in a journal and draw a picture to add to the description (Reading Resource, 2009). Once students are finished with all of the words written on the board, have them share with an elbow partner to help students make a stronger connection with the words. This strategy will help students comprehend the text better and increase their writing skills.
Another great strategy to help students make a connection is through creating mental images or visualizing the events they encounter during reading. In order for students to make an image, they have to understand the text, which build comprehension (Reading Resource, 2009). A teacher could have the students read a text without any illustrations provided and then assign them to draw a picture with details to represent the information in the text. Once students are completed with their pictures, they could write a detailed description of why they create the picture they did. Then, they could share with a classmate. Each student's picture is going to look different, so it is beneficial for the students to backup and explain why they drew the picture they did based off of information from the text. While students are sharing, the teacher can observe students and collect their work to see how well the class comprehended the text.
Imaging Ideas:
(Moore, D., Moore, S., Cunningham, P., & Cunningham, J., 2011)
Another great strategy to help students make a connection is through creating mental images or visualizing the events they encounter during reading. In order for students to make an image, they have to understand the text, which build comprehension (Reading Resource, 2009). A teacher could have the students read a text without any illustrations provided and then assign them to draw a picture with details to represent the information in the text. Once students are completed with their pictures, they could write a detailed description of why they create the picture they did. Then, they could share with a classmate. Each student's picture is going to look different, so it is beneficial for the students to backup and explain why they drew the picture they did based off of information from the text. While students are sharing, the teacher can observe students and collect their work to see how well the class comprehended the text.
Imaging Ideas:
- Draw, paint, or sculpt
- Create a diorama of a scene
- Create a musical piece
- Create a skit or play to act out a scene
(Moore, D., Moore, S., Cunningham, P., & Cunningham, J., 2011)
Videos
https://www.teachingchannel.org/videos/student-motivation-techniques
Melina Johnson is a middle school teacher from California that explains why it is important to relate instruction to students lives to allow them the opportunity to make connections. Allowing students to make a connection to a text can motivate them to read and want to understand the material. If students are not interested in what they read, learning become difficult. Johnson holds a discussion with her students to find out their interests and what is occurring in their lives. Once students are given a text that students can make a connection to, Johnson can assess for their comprehension skills (Teaching Channel, 2013).
http://www.youtube.com/watch?v=bDgiZ79KKK0
In the video below, the teacher explains how to make a text-to-self connection. She explains to students how to make a connection to the story she reads. After reading the book, she engages the students by using a think aloud about how she made a connection to the information presented in the book. Teachers could use this strategy with middle school students by using a higher level text and having the students read individually or in small groups. Once students read the text, they could write down the connections they made with the book. Based on the connections make with the text, a teacher can assess each student's comprehension (The Balanced Literacy Diet, 2011).
Melina Johnson is a middle school teacher from California that explains why it is important to relate instruction to students lives to allow them the opportunity to make connections. Allowing students to make a connection to a text can motivate them to read and want to understand the material. If students are not interested in what they read, learning become difficult. Johnson holds a discussion with her students to find out their interests and what is occurring in their lives. Once students are given a text that students can make a connection to, Johnson can assess for their comprehension skills (Teaching Channel, 2013).
http://www.youtube.com/watch?v=bDgiZ79KKK0
In the video below, the teacher explains how to make a text-to-self connection. She explains to students how to make a connection to the story she reads. After reading the book, she engages the students by using a think aloud about how she made a connection to the information presented in the book. Teachers could use this strategy with middle school students by using a higher level text and having the students read individually or in small groups. Once students read the text, they could write down the connections they made with the book. Based on the connections make with the text, a teacher can assess each student's comprehension (The Balanced Literacy Diet, 2011).