Lesson plan - Study Island
|Reading Lesson: Making Connections |Grade Level: 5 |
|Lesson Summary: Students create charts to keep track of Text to Self, Text to Text, and Text to World connections. Students read “Helping Hand” and write about how|
|a connection helped them understand the text; they continue to make connections while reading a newspaper or magazine article. Advanced learners will illustrate a |
|connection they visualized while reading and compare images. Struggling learners will fill in a KWL (What do I know? What do I want to learn? What did I learn?) |
|chart. |
|Lesson Objectives: |
| |
|The students will know… |
|that good readers make logical connections between ideas within a text and across two or three texts representing similar or different genres. |
|that good readers make connections between ideas within a text and something that has occurred in the world. |
| |
|The students will be able to… |
|make connections to characters, themes, and issues to something that has happened before or to something that they have experienced. |
|Learning Styles Targeted: |
| |
| |
|Visual |
| |
|Auditory |
| |
|Kinesthetic/Tactile |
| |
|Pre-Assessment: |
|Review with students the three main connections they make as they read. They can make a connection between the text and their own personal experiences, between the|
|text and previous texts that they have read, or between the text and something that has occurred in the world. Write the three types of connections on the board: |
|Text to Self, Text to Text, and Text to World. |
| |
|Invite students to share examples of their connections to the text by modeling. “When the author wrote ___, it made me think of a time when….” “When I read ___, it|
|reminded me of….” “When I saw the cover illustration/photograph, it made me think about….” |
|Whole-Class Instruction |
|Materials Needed: Copies of “Helping Hand,”* pencil, paper, ruler, and sections of newspaper or magazines |
|Procedure: |
|Presentation |
|Tell students they will be making charts to keep track of the three types of connections they encounter while reading. Demonstrate how to divide the paper in half |
|and how to draw horizontal lines to create blank boxes. On the left-hand side of the paper, students should title the column “Words from the text.” On the |
|right-hand side of the paper, students should title the column “What the words remind me of.” |
| |
|Ask students to fill in their charts using examples they offered during pre-assessment. Encourage them to continue filling in the charts as they read additional |
|texts. |
| |
|Guided Practice |
|Ask for volunteers to read “Helping Hand.”* Then model the three types of connections for students. “Does this story remind you of anything that has happened in |
|your own life? Have you ever started a new school or been lost like Aubrey? Does this story remind you of another story you read or heard? How is the plot or the |
|main character similar to that story? What connection can you make between this story and something that has occurred to another person? How can you relate to this|
|story through Aubrey’s eyes and connect to her feelings?” |
| |
|Have students write a brief paragraph about how they used a connection to understand and comprehend the text more effectively. Invite students to share their |
|connections with the class. |
| |
|Independent Practice |
|Explain that students can use the Text to Self, Text to Text, and Text to World connections during their daily reading. Distribute sections of newspaper or |
|magazines and invite students to select an article to read. After reading, they should fill in their charts that they made during the presentation. Encourage them |
|to make at least two different types of connections. |
| |
|Closing Activity |
|Ask students to share how making connections while reading helps them to become better readers. |
|Advanced Learner |
|Materials Needed: poster board and markers |
|Procedure: |
|Ask students to recall a connection that they visualized while reading “Helping Hand” and to illustrate that connection. |
| |
|Then have students hang their images on a bulletin board. Discuss why all of the images are different. |
|Struggling Learner |
|Materials Needed: nonfiction article |
|Procedure: |
|Distribute copies of a nonfiction article and have students create a KWL chart. The first column (K) is labeled “What Do I Know;” the second column (W) is labeled |
|“What Do I Want to Learn;” the third column (L) is labeled “What Did I Learn?” |
| |
|Read aloud the article. Students should fill in each column of the KWL chart. Review their answers as a group. |
*see supplemental resources
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