Makes appropriate connection to text. However, unlike the character in Green Eggs and Ham, they are too scared to follow through and urge the cat to leave, hiding all evidence of him. Schema is the background knowledge and experience readers bring to the text. J Lesson Resources No resources at this time. And all the time, we'd just be talking.
When you are able to successfully interpret a story and then connect it to another, you will become more confident not just in your critical thinking but your reading abilities. Or we'd rake the cool, damp dirt on top of our feet and pack it down tight, then slide our feet out, leaving a little cave we called a frog house. Seuss' books Green Eggs and Ham and The Cat in the Hat. As students read, they look for connections between themselves and the main character, Nhamo. Lillie's married sister, Isabel, lived next door to me, and when Lillie would come in the summer to spend the day with her, I'd go over, and we'd sit on the bottom step of Isabel's front porch with our bare feet on the ground. And her name was Janice Riker.
At the top left of the page write the title of the book. Introduce how some connections help us understand the story better than others. There are many elements to literature, but some key elements to use as part of the analysis are: Plot, the main events of the story: When you analyze the plot, you should look at how the main events are presented. A great way to see this type of connection is to look at Fractured Fairy Tales! When we analyze, we are separating the writing into parts and then seeing how these parts are related. Setting, where the story takes place: What historical era or location? Opening: As good readers we are always looking to understand what we read. Our two stories are written around the same time, but there is no emphasis on historical period or setting.
From now on, you will be able to connect to everything you read! Sometimes when we read, we are reminded of other texts we have read. By discussing your own connections to things you read, your child will learn as well! Or rather than saying, the stories both made me feel sad, explain how these stories made you feel this emotion. Reading should activate prior experiences, and allow students to relate the text or story they are reading now to something they have done, seen, or read before. Day 4 Read aloud another picture book. The Text-to-Text, Text-to-Self, Text-to-World strategy helps students develop the habit of making these connections as they read. In compliance with Federal Law, Rockingham County Schools administers all education programs, employment activities and admissions without discrimination against any person on the basis of gender, race, color, religion, age or disability.
The last step in making connections between the texts is to reflect on the writing. Explain to students that these two books really remind me of something. Review text to self connections. At the end of the lesson call on a few students to tell about a connection they made when listening to the story. Neither you, nor the coeditors you shared it with will be able to recover it again.
This may be gender, age, background, race, or culture. What were my feelings when I read this? Day 1 Begin teaching text-to-self connections by model making connections during a read aloud. This unit is based off of what I actually did this school year 2002-2009. Tell students to make some connections in their heads, but we are not going to share them aloud just yet. } and by Kevin Henkes are both about imaginary friends and the power of making a new friend. Mark example connections on the anchor chart from the post it notes yesterday. An extension of this activity would be to have students draw the connections they find between a text and other ideas, events, or experiences.
Makes appropriate connection to text. How is this text similar to things that happen in the real world? Make a personal connection about how hard that must have been for Lily. Students are thinking when they are connecting, which makes them more engaged in the reading experience. In Thunder Cake the little girl was terrified of thunderstorms until her grandmother helped her. How does this relate to my life? Readers gain insight during reading by thinking about how the information they are reading connects to other familiar text. Closing: Discuss how making text-to-text connections help readers to understand text? Teachers should model text-to-self connections initially with selections that are relatively close to the student's personal experiences.
Ask student to share orally t2w connections and add to chart. My feet were stuck to the ground like I was standing in twin buckets of mortar. I have revised it and made some changes so that hopefully next year it will go even smoother. Do the stories have the same point of view or different ones? As you analyze, you see that the two stories share the idea of being disrupted by someone. Now let's practice using our read aloud text.