Making Connections to Text


ELAR-Grade-4 Personal Narrative Making Connections to Text
Students identify and define the various connections that can be made while reading: text-to-self, text-to-text, and text-to-world. Then, they identify the connections they are making in assigned texts. Next, they evaluate how these connections help them to better understand what they are reading. Finally, students read a self-selected text and make connections to that text.

This learning experience is designed for device-enabled classrooms. The teacher guides the lesson, and students use embedded resources, social media skills, and critical thinking skills to actively participate. To get access to a free version of the complete lesson, sign up for an exploros account.

1:1 Devices
Teacher Pack

The Pack contains associated resources for the learning experience, typically in the form of articles and videos. There is a teacher Pack (with only teacher information) and a student Pack (which contains only student information). As a teacher, you can toggle between both to see everything.

Here are the teacher pack items for Making Connections to Text:

Preview - Scene 1
Exploros Learnign Experience Scene Navigation


Engage


Overview

In this experience, students identify and define the various connections that can be made while reading: text-to-self, text-to-text, and text-to–world. Then, they identify the connections they are making in assigned texts. Next, they evaluate how these connections help them to better understand what they are reading. Finally, students read a self-selected text and make connections to that text.

In Scene 3, you will read aloud a passage from Do Not Feed the Troll, by Ryan Cartwright. The full novel is included in the Student Pack.

Note that in scene 6, students make connections to a self-selected text. You should have them select and bring the text before the beginning of the experience. They may choose a story or a novel that they have read or are reading.

Objectives

  • Identify and define the different types of connections that can be made while reading.
  • Describe connections made while reading both assigned and self-selected texts.
  • Evaluate how making connections improves understanding while reading.

Duration

One class period.

Vocabulary Words Used in the Texts

Do Not Feed the Troll

  • hoist: to raise up, sometimes with effort
  • torch: British name for a flashlight
  • brew-house: a place for making beer

“The Orphan Girl and the Fair”

  • encounter (noun): meeting

“School Lunches Around the World”

  • plantains: a variety of banana
  • orzo: a rice-shaped pasta


In this experience, you will be reading a variety of passages to identify the different types of connections you make during reading. You will also evaluate how these connections help you better understand what you are reading.

  • Identify and define the different types of connections that can be made while reading.
  • Describe connections made while reading both assigned and self-selected texts.
  • Evaluate how making connections improves understanding while reading.


family watching TV together

Think about the last movie or TV show you watched. Did it remind you of anything? Another movie you had watched? A book you read? Something in your life?


Describe in a sentence or two how the movie or TV show reminded you of another show, movie, book, or something in your life.

Post your answer

If students have difficulty making connections at this point, ask a student to name a popular movie or TV show. Then discuss as a class what connections they make with the show that help make it so popular. 


You just made a connection. A connection is a link between what you are reading (or watching) and what you already know. Good readers make connections while they read. In this experience, you will learn all about making connections and how you can apply the strategy while you read.


When everyone is ready to continue, unlock the next scene.

End of Preview
The Complete List of Learning Experiences in Personal Narrative Unit.
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