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: |

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|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. |

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|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: |

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|Visual |

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|Auditory |

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|Kinesthetic/Tactile |

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|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.” |

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|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. |

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|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?” |

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|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. |

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|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. |

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|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. |

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|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?” |

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|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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