Making Connections to Text


ELAR-Grade-8 Personal Narrative Making Connections to Text
Students identify the different types of connections that can be made while reading. Then, they read an assigned text and monitor the connections they make while reading. Next, they use active reading strategies on a self-selected text, monitoring their comprehension and evaluating how their connections help contribute to their overall understanding of the 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
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Overview

In this experience, students identify the different types of connections that can be made while reading (text-to-self, text-to-text, and text-to-world). Then, they read an assigned text and monitor the connections they make while reading. Next, they use active reading strategies on a self-selected text, monitoring their comprehension and evaluating how their connections help contribute to their overall understanding of the text.

Note that in scene 3 students make connections to a self-selected text. You should have them select the text before the beginning of the experience. They should choose a story or a novel that they have read or are reading.

Objectives

  • Identify and define connections that can be made while reading.
  • Monitor comprehension and adjust reading to maintain understanding.
  • Evaluate how making connections contribute to the overall understanding of the text.

Duration

One or two class periods.

Vocabulary Words in “The Lumber Room”

  • tactician: someone who makes clever moves
  • depravity: moral corruption
  • trivial: meaningless, insignificant
  • stealth: secretive
  • intrusion: an unwelcome arrival
  • sauntered: walked at a slow pace
  • unmerited: not worthy


Good readers are active readers, interacting with the text, thinking about what they are reading, and adjusting their reading to maintain comprehension and understanding. In this experience, you will be making connections to both assigned and self-selected texts. While making connections, you will evaluate how these connections help you to better understand what you are reading.

Objectives

  • Identify and define connections that can be made while reading.
  • Monitor comprehension and adjust reading to maintain understanding.
  • Evaluate how making connections contribute to the overall understanding of the text.


someone holding an open book that is glowing

Do you have a favorite character from a book you read? Close your eyes and envision that character. Why did you connect to this character?


State your favorite character’s name and what book they are from. Then write a brief letter to the character, explaining why you would like to meet him or her.

Post your answer

Have students share their responses. Draw attention to responses that focus on connecting and relating to the character.


In this experience, you are going to evaluate your use of various connections while reading. You will monitor your thinking while reading and analyze how making these connections helps you develop a deeper understanding of the text.


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

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The Complete List of Learning Experiences in Personal Narrative Unit.
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