Teaching Students To Make Connections While They Read Missing Tooth

Teaching our students to make connections while they read is such an important skill. When they stop to think how they can relate and connect to what is happening in their story, they are further understanding and deepening their comprehension. We can see them becoming stronger readers with every comprehension skill they learn and making connections is an important one. There are three different types of connections. They are: “This story reminds me of the time we went to the pumpkin patch.”

“This book reminds me of the book I read about a farm last weekend.” “My mom taught me about why it’s important to recycle to take care of our Earth and the book I’m reading is about more ways to take care of our planet.” One strategy to help our students discover a broader understanding of an inclusive society is for them to see what they might not have noticed before. These multi-leveled reflections encourage readers to pause and reflect on the cultural representation of characters, setting, and events in the books they read. Then they can compare, contrast, and develop a connection to their own culture while taking a deeper look at the representation of others. Each level includes spaces with default questions that you can customize to meet your learning objectives and goals.

View these templates to determine the best level for each student: Students consider cultural representation in the text by comparing and contrasting their own experiences with elements of the story using drawing and guided reflection. Students consider cultural representation in the text with Venn diagrams and guided reflection prompts that encourage them to consider the familiar and unfamiliar from their reading. Students consider diverse representation with guided reflection on what they see in their world and the experiences they notice in the text. This may include reflecting on concepts such as privilege, power, and/or bias that might be in the text. In this strategy guide, you'll learn how to model how students can make three different kinds of connections (text-to-text, text-to-self, text-to-world).

Students then use this knowledge to find their own personal connections to a text. A majority of students in the upper elementary and middle grades are beyond decoding instruction and need more assistance with comprehension to help them become successful, independent readers. Strategic reading allows students to monitor their own thinking and make connections between texts and their own experiences. Students who make connections while reading are better able to understand the text they are reading. It is important for students to draw on their prior knowledge and experiences to connect with the text. Students are thinking when they are connecting, which makes them more engaged in the reading experience.

Students gain a deeper understanding of a text when they make authentic connections. However, teachers need to know how to show students how a text connects to their lives, another text they have read, or the world around them. In this strategy guide, you will learn how to model text-to-self, text-to-text, and text-to-world connections for your students so that they may begin to make personal connections to a text on their own. Making connections to text is so important to help students understand what they are reading. When students are actively engaged in their reading, they are not simply reading the words on the page but interacting with what they are reading. This has a tremendous effect on student comprehension and understanding of the story and making connections with the text plays an important role in deeply thinking about the text.

Many times making connections comes naturally for students but others may need help making meaningful connections to the text. Modeling is so important to show students what meaningful connections look like. Carefully choosing text that showcase experiences that are close to students’ own experiences can be helpful in modeling connections. Some of the easiest connections for students to make are from text to self. Sharing their own experiences makes the text more relatable and understandable. Text to text connections come next because students sometimes naturally think about characters or events from other texts.

Model your thinking as you read, and watch your student’s “a-ha” moments as you connect to other books you’ve read together. And lastly, students must be challenged to make text to world connections which may be more difficult and challenge students’ thinking. Making text connections will lead to text comprehension and your modeling and thinking will support students as they learn to read more actively. These skills will build the foundation for other comprehension skills introduced down the road. Choose a favorite read-aloud picture book to read with your students. Think aloud as you read and make connections and activate students’ connections with your thinking.

Remind students that one of the best parts of making connections is that everyone’s connection may be different, there is no right or wrong answer here. We can use our own experiences and knowledge to connect in different ways. Create an anchor chart with the three types of connections students can make and discuss.

People Also Search

• Teaching Students To Make Connections While They Read - Missing Tooth Grins
• Missing Tooth Grins | Teachers Pay Teachers - TPT
• Teaching Students To Make Connections While They Read - Missing Tooth ...
• TeachingBooks Multi-Leveled Lesson | The Missing Tooth
• PDF The Lost Tooth - Scholastic
• Making Connections | Read Write Think
• Making Meaningful Connections while Reading - Two Little Birds Teaching
• Making Connections - Teaching Reading Comprehension Strategies
• Teaching Making Connections in Reading to Elementary Students
• How to Teach Making Connections in a Meaningful Way!