Making Meaningful Text Connections

“I’m Chloe the Connecting Coyote, and I make connections.
Connections help you understand your reading selections.
Link the story to your life or what you’ve read in a book.
These text connections are guaranteed to get you hooked.”

Chloe with text

Chloe the Connecting Coyote is one our comprehension strategy animals in Hazel’s Reading Roost. Chloe encourages students to make meaningful connections while reading.  Read more about Chloe’s strategy below…

WHAT are text connections? Efficient readers comprehend text through making strong connections to the story by using prior knowledge and linking it to something in their own lives, another text, or current events in their community or the world around them.

WHY are text connections important? Making text connections helps students strategically monitor their thinking as they draw on previous experiences and background knowledge. Text connections engage students, increasing comprehension and motivation.

Connecting Coyote 2

HOW do I teach text connections? Direct modeling of the active thought process is the first step in teaching the text connection strategy. Begin with an engaging passage or story to which students can easily relate. It is best to introduce and practice one type of connection at a time and then build upon each other. Teach text-to-self connections first as they are fairly easy for students to make. Once students are proficient, teach text-to-text connections, requiring that students make a text-to-self and a text-to-text connection.

Introduce Chloe and read accompanying poem. Set the purpose for reading by telling students that while listening to the story, they are to think of a connection or a similar experience in their own lives.

Chloe I Can Poster

Read Alexander and the Terrible, Horrible, No Good, Very Bad Day by J. Viorst. As you read, stop to model specific text-to-self connections. Be specific and detailed to avoid surface text connections.

alexander-terrible-day-cover

Strong text-to-self example: “I can connect to Alexander because I am short and so I always get stuck in the middle seat, which is so stuffy and claustrophobic.”

Surface text-to-self example: “I can connect to Alexander because I always get stuck in the middle seat.”

Use these sentence stems to help frame the think-aloud:

I can connect……
________________ reminds me of ……..
________________helps me understand……
A text-to-self connection I have is ……..
A text-to-world connection I have is …….
A text-to-text connection I have is ……..

After you model, allow students to try the making connections strategy. Read the rest of Alexander and the Terrible, Horrible, No Good, Very Bad Day by J. Viorst. Remind students to stay alert and listen for text-to-self connections. After reading aloud, prompt students to Think-Pair-Share to discuss their connections with partner.

Students can also record their connections on the Connecting Coyote Reproducible. Allow students to walk around the room and share connections with other classmates. Come back together as a class to discuss.

Connecting Coyote 3

If students create connections that do not make sense, prompt them to explain their connection and help them adjust accordingly. If students are still having difficulty, try another short read-aloud section.

As students grasp the making connections strategy, incorporate into daily reading activities. Making connections teaches students to become active readers and critical thinkers.

WHEN should I use text connections? Explicit reading strategy instruction should be included in a balanced literacy program. Chloe the Connecting Coyote can be incorporated into various components of literacy lessons. Here are some specific examples of when to use Chloe:

  • Guided Reading: Review the strategy by reading the Chloe Connecting Coyote Poem. Read a selected passage from your guided reading text. Model recording your connection(s) on the Connecting Coyote Reproducible. As you describe your connections to students, be sure to incorporate textual evidence. Distribute Connecting Coyote Reproducibles and copies of the guided reading text. Prompt students to read and create connection(s), recording on the Connecting Coyote Reproducible. After students are finished, discuss connections and encourage them to refer to the textual evidence used.

Chloe graphic organizer

  • Connecting Coyote Center: Create a portable reading center: Place Connecting Coyote Reproducibles and a book or text at students’ reading level in a large manila envelope with a copy of the Connecting Coyote Poem glued onto the front. Instruct students that during center time they are to take an envelope to their desks and use the Connecting Coyote Reproducible to record connection(s) created while reading the text.
  • Reading Response Journal: Use the Reading Response Journals to make independent reading accountable in school and at home. Instruct students to log independent reading information and respond to the text using one or more of comprehension strategy animal prompts. To reinforce the predicting strategy, encourage students to use Chloe the Connecting Coyote’s sentence stems in their responses.

Chloe journal sample

Helpful Hints:

  • Create Reading Response Journal. Print the Reading Response Journals to create individual journals for each student. Print cover page on cardstock and laminate. Use a blank piece of laminated cardstock for the back cover. Print several copies of the Reading Response Log page and staple or bind together to form a journal. These journals can be used in class during independent reading time or sent home to record reading time for homework. The Reading Response Journal sets a purpose for independent reading and promotes student ownership and accountability. Journal responses allow teachers and parents to easily assess understanding and engagement.
  • Purchase Quality Reading Response Journals.  Use these Astute Hoot Reading Comprehension Journals from Really Good Stuff to practice the questioning strategy along with other comprehension strategies. Hazel and friends guide students through a variety of comprehension strategies in this helpful journal that can be used with authentic literature or basal readers.

Journal

Chloe RGS sample 2

  • Display Connecting Coyote Anchor Chart. Print and post Connecting Coyote Anchor Chart located in the unit. Display near your guided reading center for easy reference. Encourage students to use the sentence stems during discussions and in their written response.

Chloe Connecting Coyote Anchor Chart

Chloe’s unit is perfect for general education, special education, RTI and reading intervention.  Download the complete unit here.

Jessica_blog_signature-SMALL

Teaching Visualization to Increase Comprehension

“I’m Vern the Visualizing Vulture; use me like a TV.
Events, characters, and settings are what I help you see.
If you picture these in your mind like your favorite movie,
Then understanding what you read will be so groovy!”

Visualizing Vulture_with text

Vern the Visualizing Vulture is one our comprehension strategy animals in Hazel’s Reading Roost. Vern supports students in visualizing what they read.  Read more about Vern’s strategy below…

WHAT is visualizing? Efficient readers use all 5 senses to visualize or create images in their mind as they read. These images help readers draw conclusions, make predictions, interpret information and assist with overall comprehension.

WHY is visualizing important? Visualizing helps students develop a thorough understanding of the text as they consciously use words to create mental images. Visualizing also creates personal connections between the readers and text; readers who can picture events or characters are more actively engaged and invested in their reading.

HOW do I teach visualizing? Direct modeling of the active thought process is the first step in teaching the visualization strategy. Begin with an engaging passage with several examples of descriptive language appropriate for students’ listening level.

Watch this video to see how to teach visualizing in three easy steps:

Visualizing I Can Chart

Introduce Vern and read accompanying poem. Then tell students to close their eyes and listen carefully to the passage being read aloud and ask them to see if they can imagine the scene the words describe. Tell them to pretend they are making a movie—what would they see behind the camera?

Read the passage aloud. After reading passage, share your visualization with a detailed think-aloud as you draw it for students. Be as specific as possible with your think-aloud, citing specific descriptive words and phrases from the text. Make connections and predictions as you share your visualization. Use this sentence frame to structure the think-aloud:

While reading, I visualized ______________________________________________
In my brain I can see ___________________________________________________
The author showed me _________________________________________________
I can taste/smell/feel/hear _____________________________________________

After you model, allow students to try the visualization strategy. Record a descriptive paragraph on the Visualization Reproducible and read aloud while students close their eyes and visualize. Remind students to stay alert and listen for what the characters smell, taste, feel, hear and think. After reading aloud, prompt students to draw their visualizations. Allow students to put up privacy folders while they are drawing so they aren’t tempted to look at others’ visualizations for inspiration.

The cutest dog visualization

After everyone is done, have students put down their privacy folders and take a Visualization Venture, a silent walk around the room while students study each others’ visualizations. Provide time to Think-Pair-Share to discuss similarities, differences and any other observations. Emphasize that everyone’s visualizations will differ somewhat because everyone has different background knowledge and experiences, but there should be some common elements based on evidence from the text.

Visualization Venture 3

If students create images that do not fit the words, help them question their image and adjust. If students are having difficulty, try another short read-aloud section.

As students grasp the visualization strategy, incorporate into daily reading activities through drawings and mental imagery. Be sure to use not only physical images but also characters’ feelings and ideas. Visualization teaches students to become active readers and critical thinkers.

The Visualizing Vulture Reproducible has 2 options to allow for differentiation:

  1. You can write the descriptive paragraph or passage on the lines below Vern’s TV and make copies for class. Students will read this paragraph and highlight key words and phrases that helped them create visualization. Instruct students to draw their visualization inside Vern’s TV. This is ideal for introducing the visualization strategy.

Vern-Vulture-visual-3

  1. As students become more proficient with the visualization strategy, prompt them to record the evidence used to create the visual, citing directly from the text.

WHEN should I use visualizing? Explicit reading strategy instruction should be included in a balanced literacy program. Vern the Visualizing Vulture can be incorporated into various components of literacy lessons. Here are some specific examples of when to use Vern:

  • Guided Reading: Review the strategy by reading the Vern Visualizing Poem. Read a selected passage from your guided reading text. Model recording your visualizations on the Visualizing Reproducible. As you describe your visualization to students, be sure to incorporate textual evidence and make personal connections. Distribute Visualizing Vulture Reproducibles and copies of the guided reading text in which you have pre-selected passages. Any illustration should be covered with Post-Its. Prompt students to read and create visualization, recording in Visualizing Vulture Reproducible. After students are finished, discuss visualizations and encourage them to refer to the textual evidence used in the visualization.
  • Visualizing Vulture Center: Create a portable reading center: Place Visualizing Vulture Reproducibles and a book or text at students’ reading level in a large manila envelope with a copy of the Vern the Visualizing Vulture Poem glued onto the front. Instruct students that during center time they are to take an envelope to their desks and use the Visualizing Vulture Reproducible to record a visualization created while reading the text.
  • Reading Response Journal: Use the Reading Response Journals to make independent reading accountable in school and at home. Instruct students to log independent reading information and respond to the text using one or more of comprehension strategy animal prompts.

Visualizing Vulture 2
To reinforce the predicting strategy, encourage students to use Vern the Visualizing Vulture’s sentence stems in their responses.

Vern Visualizing Vulture Anchor Chart

Helpful Hints:

  • Create Reading Response Journal. Print the Reading Response Journals to create individual journals for each student. Print cover page on cardstock and laminate. Use a blank piece of laminated cardstock for the back cover. Print several copies of the Reading Response Log page and staple or bind together to form a journal. These journals can be used in class during independent reading time or sent home to record reading time for homework. The Reading Response Journal sets a purpose for independent reading and promotes student ownership and accountability. Journal responses allow teachers and parents to easily assess understanding and engagement.
  • Purchase Quality Reading Response Journals.  Use these Astute Hoot Reading Comprehension Journals from Really Good Stuff to practice the questioning strategy along with other comprehension strategies. Hazel and friends guide students through a variety of comprehension strategies in this helpful journal that can be used with authentic literature or basal readers.

Journal

  • Display Visualizing Vulture Anchor Chart. Print and post Visualizing Vulture Anchor Chart located in the unit. Display near your guided reading center for easy reference. Encourage students to use the sentence stems during discussions and in their written responses.

Vern’s unit is perfect for general education, special education, RTI and reading intervention.  Download the complete unit here.

Jessica_blog_signature-SMALL

Literature Studies Made Easy

Wondering how to integrate multiple strategies within context of authentic literature? Are you overwhelmed at thought of planning a comprehensive literature study? At last, the secret to successful literature studies is revealed in 5 simple steps.  Sound too good to be true?  It’s not!

Read our guest blog at Really Good Stuff to learn how to expertly plan and implement effective, engaging literature studies.

Sign up for
blog updates

© 2020 – Astute Hoot. All rights reserved.