Making Connections Unit (10 days)
Making Connections Unit (10 days)
|Day |Mini Lesson |Activities |
|1 |What is a Wow Page? | Explain to students that a Wow page is one that gives the reader a type of reaction. |
| | |It could make them sad, happy, or surprised. You could have learned something or it could |
| | |have reminded of something that has happened to you or reminds you of something that |
| | |happened in another book. |
| | |Model finding a Wow page is First Day Jitters. Explain that you had it marked with a post |
| | |it on the page where you learned that the teacher was the character who was nervous about |
| | |the first day of school. Explain why that was a WOW page for you. |
| | |Teach children how to use the post it notes and what to write on the post it. (For now they|
| | |can just write WoW) |
| | | |
| | | |
| | |Give children post its and ask them to read to themselves for 15 minutes and to mark a page |
| |Independent Reading |that they may find a WOW moment. |
| | | |
| | | |
| | | |
| |Shared Reading |Predicting Outcomes page 1. Read and complete together. |
|2 |What does connection | Review what a WOW page is with the students. Allow students to share any WOW pages |
| |mean? |they have marked. |
| | |Remind students that a WOW page is also one that reminds you of something that has happened |
| | |to you. This is called a Text to self connection. |
| | |Read “Lilly’s Purple Plastic Purse.” As your reading the part where Lilly plays with her |
| | |purse when she is supposed to be listening to her teacher, stop and mark it with a WOW post |
| | |it. Explain why you are marking this page. Tell them this is a text to self because what |
| | |happened in the book is similar to something that has happened to me. |
| | | |
| | |Students read to themselves for at least 15 minutes. They should mark any text to self |
| |Independent Reading |connections they may have. Allow children to share with the class any text to self |
| | |connections they encountered. |
| | | |
| |Shared Reading |Predicting Outcomes p. 2. Read and complete together. |
|3 |A good reader explains | Remind children that a connection is something that happens in a book reminds you of |
| |his/her connection |something. A text to self connection is when something that happens in a book reminds you |
| |well. |of something that happened to you. |
| | |Explain that we have to explain our connections to book and ourselves by talking about two |
| | |things: what happened in the book and what happened to me. |
| | |Show the children the anchor chart. “In the book, (title) this happened. This reminds me |
| | |(what happened to me.) |
| | |Reread Lilly’s Purple Plastic Purse. Allow children to share their connections, but insist |
| | |they use the anchor chart wording. |
| | | |
| |Independent Reading |Students read to themselves for at least 15 minutes. They should mark any text to self |
| | |connections they may have. Allow children to share with the class any text to self |
| | |connections they encountered. |
| |Shared Reading | |
| | |Predicting Outcomes p. 82 (AAC) |
|Day |Mini Lesson |Activities |
|4 |A good reader explains | Remind children that a connection is something that happens in a book reminds you of |
| |his/her connections to |something. A text to self connection is when something that happens in a book reminds you |
| |a book well. |of something that has happened to you. |
| | |Remind children that when we explain our connections to others, we must talk about two |
| | |things in order for people to understand what we are talking about. We must explain what |
| | |happened in the book and what happened to me. |
| | |Allow a couple students to share any connections they had yesterday. Insist that the |
| | |wording on the anchor chart is used. |
| | |Read, Friends, by Helme Heine. Model your own text to self connections. |
| | | |
| | |Students read to themselves for at least 15 minutes. They should mark any text to self |
| | |connections they may have. Allow children to share with the class any text to self |
| |Independent Reading |connections they encountered. |
| | | |
| | |Predict outcome of Liz and George. Underline the clues in the story. Write a sentence of |
| |Shared Reading |what the children predict will happen. |
|5 |What other connections | Remind children that a connection is something that happens in a book reminds you of |
| |can readers make to |something. A text to self connection is when something that happens in a book reminds you |
| |books? |of something that has happened to you. |
| | |Read aloud “Chester’s Way,” by Kevin Henkes. As you read, you will find the common theme |
| | |found in the book Friends read yesterday. Explain to children that this book reminds you of|
| | |the book Friends because something similar in the book happened. This is not a text to self|
| | |connection because what happened in the book did not happen to me but happened in another |
| | |book. This is called a text to text connection. |
| | |Finish reading the book, but only make text to text connections. |
| | |Explain that text to text connections is when something that happens in a book reminds you |
| | |of something that happened in another book. The events could even remind you of something |
| | |that happened on a t.v. show, a movie, or in a magazine. |
| | | |
| | |Instruct children to read for 15 minutes and to mark any of their pages with a WOW page. If|
| | |they have a text to self, they should right T-S. If they have a Text to text, they should |
| |Independent Reading |write T-T. |
| | | |
| | |Predict Outcome p. 20 and 22 |
| |Shared Reading | |
|6 |How do I explain a text| Remind children of the two types of connections. |
| |to text connection? |Explain that when they explain a connection to a friend, family member, or teacher, they |
| | |must talk about two things. What happened in the book and what happened to me or what |
| | |happened in another book. |
| | |Model how to write and explain a text to text connection. In the book, (title) this |
| | |happened. This reminds me of the book, (title) because this happened. |
| | |Reread, Friends, and allow children to share their text to text connections to Chester’s Way|
| | |or any other book they have a connection to. |
| |Independent Reading |Instruct children to read for 15 minutes and to mark any of their pages with a WOW page. If|
| | |they have a text to self, they should right T-S. If they have a Text to text, they should |
| |Shared Reading |write T-T. |
| | |Predicting Outcome p. 122 and 6 (Take a grade) |
|Day |Mini-Lesson |Activities |
|7 |Writing Text to text or|Review the two types of connections. |
| |text to self |Tell children you are going to read aloud a book named, Wemberley Worried. Tell the |
| |Connections |children that you want them to make connections, but you want them to think about them in |
| | |their minds, and not share orally with the class. |
| | |Read Wemberley Worried aloud to the class. As you read, you can give them some hints about |
| | |books we have read that may provide them connections. (Hopefully, we will have copies of |
| | |the book jackets and summaries on the wall for them) |
| | |After reading, the children will be given a text to text frame worksheet to fill out at |
| | |their desks. |
| | | |
| | |Children may need to use this time to complete their text to text frame worksheets. If they|
| |Independent Reading |do finish, they should read their books and mark any WOW pages with T-T or T-S. |
| | | |
| | |Read Shipwreck Saturday. Stop reading before the boat wrecks. TSW write what they predict |
| |Shared Reading |will happen and the clues from the book that helped them decide that. |
|8 |Connections help us | Review the anchor chart with student’s responses from yesterday. Introduce how some |
| |understand the book |connections help us understand the story better than others. As a class number the response|
| |better |1- it helped me understand the story better or 2- it didn't help us. |
| | |The whole reason we do WOW pages or connections is because it make us understand the book |
| | |better. Reading is thinking- if our WOW or connection does not help us think about the BOOK|
| | |(not our friend who also has a red shirt). Usually these help us with what we think will |
| | |happen next (prediction), why the character did something (this can actually be the |
| | |beginning of inference) or how a character is feeling. |
| | | |
| | |Instruct children to read for 15 minutes and to mark any of their pages with a WOW page. If|
| |Independent Reading |they have a text to self, they should right T-S. If they have a Text to text, they should |
| | |write T-T. |
| | | |
| |Shared Reading |Allow students to share their predictions of what they thought was going to happen in the |
| | |rest of Shipwreck Saturday. Finish the story. AAC complete sequencing bubbles of Little |
| | |Bill’s day. (You can make this a paper for a grade) |
|9 |Writing my connections |Once again review the connections and how to explain them. |
| | |Today, read A Weekend With Wendell by Kevin Henkes. |
| | |The children listen to and write a text to self connection on the text to self frame |
| | |worksheet. |
| | | |
| |Independent Reading |Children may need to use this time to complete their text to self frame worksheets. If they|
| | |do finish, they should read their books and mark any WOW pages with T-T or T-S. |
| | | |
| |Shared Reading |Play the tape to go with Shipwreck Saturday. The children complete the character trait |
| | |worksheet for Little Bill. (Take a grade if you choose.) |
|10 |Mini Lesson |Activities |
| |Writing My Connections |Once again review the connections and how to explain them. |
| | |Today, read Bootsie Barker Bites. |
| | |The children listen to and write their text to text connection on the text to text frame |
| | |worksheet. |
| |Independent Reading | |
| | |Children may need to use this time to complete their text to self frame worksheets. If they|
| | |do finish, they should read their books and mark any WOW pages with T-T or T-S. |
| |Shared Reading | |
| | |None today or catch up. |
| | | |
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