Making Connections
Educator Definition:
Readers relate what they read to personal experiences (text-to-self), to information from other text (text-to-text), and to information about the world (text-to-world) in order to enhance understanding of self, text, and life.
Readers relate what they read to personal experiences (text-to-self), to information from other text (text-to-text), and to information about the world (text-to-world) in order to enhance understanding of self, text, and life.
Student Definition:
Make connections between different things I read.
For this activity, students move an avatar through a 3D landscape as they attempt to "climb" the Mountain of Understanding. Each time they come to a chasm, a stone
guardian offers to help them across if they can make a connection that will help him understand what he is reading. They must choose a sentence from their bag of connections; if it is a meaningful
connection that helps the guardian understand, he bridges a chasm to let them continue. In level two, students are instructed whether to choose a text-to-self, text-to-text, or text-to world connections.
In level three, students must type their own connections.
Common Core State Standards for English Language Arts
This activity meets the following grade 3 Common Core State Standards for English Language Arts:
Print Version (PDF)
Foundational Skills
Phonics and Word Recognition
3.RF.3
Know and apply grade-level phonics and word analysis skills in decoding words.
- Decode multisyllable words.
Fluency
3.RF.4
Read with sufficient accuracy and fluency to support comprehension.
- Read grade-level text with purpose and understanding.
- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Literature
Craft and Structure
3.RL.4
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
Range of Reading and Level of Text Complexity
3.RL.10
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently
and proficiently.
Language
Vocabulary Acquisition and Use
3.L.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
- Use sentence-level context as a clue to the meaning of a word or phrase.
Students attempt to clear the smog from a city by leaping between buildings—but the length of their jump depends on making a strong connection. In order to slingshot the
character to another building, the player must choose connections that help them understand the anchor text, a student essay. Choosing a strong connection makes their slingshot strong and sends them
far; a weak connection only propels them a short distance, and a distracting one takes them nowhere.
Common Core State Standards for English Language Arts
This activity meets the following grade 3 Common Core State Standards for English Language Arts:
Print Version (PDF)
Foundational Skills
Phonics and Word Recognition
3.RF.3
Know and apply grade-level phonics and word analysis skills in decoding words.
- Decode multisyllable words.
Fluency
3.RF.4
Read with sufficient accuracy and fluency to support comprehension.
- Read grade-level text with purpose and understanding.
- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Literature
Craft and Structure
3.RL.4
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
Integration of Knowledge and Ideas
3.RL.7
Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
Range of Reading and Level of Text Complexity
3.RL.10
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently
and proficiently.
Informational Text
Key Ideas and Details
3.RI.2
Determine the main idea of a text; recount the key details and explain how they support the main idea.
Integration of Knowledge and Ideas
3.RI.7
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
Range of Reading and Level of Text Complexity
3.RI.10
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band
independently and proficiently.
Language
Vocabulary Acquisition and Use
3.L.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
- Use sentence-level context as a clue to the meaning of a word or phrase.
Speaking and Listening
Comprehension and Collaboration
3.SL.2
Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Download these short, lesson plans to practice the strategy.
Code the Text (PDF)
Connection Stems (PDF)
Double-Entry Journal (PDF)
Drawing Connections (PDF)
Is it a Meaningful Connection? (PDF)
Connection Stems (PDF)
Double-Entry Journal (PDF)
Drawing Connections (PDF)
Is it a Meaningful Connection? (PDF)
Making Connections Booklist
Theme: Family
Ada, Alma Flor. I Love Saturdays y domingos. Illustrated by Elivia Savadier. Atheneum, 2002. 32 pages
Hamanaka, Sheila. Grandparents Song. HarperCollins, 2003. 32 pages
Jenkins, Emily. Five Creatures. Illustrated by Tomek Bogacki. Scholastic, 2001. 32 pages
Kuklin, Susan. Families. Hyperion, 2005. 40 pages
Little, Jean. Emma's Yucky Brother. Illustrated by Jennifer Plecas. (An I Can Read Book ) HarperCollins, 2001. 64 pages
Nye, Naomi. Sitti's Secrets. Illustrated by Nancy Carpenter. Four Winds Press, 1994. 32 pages
Theme: School
Ajmera, Maya and John D. Ivanko. Back to School. Charlesbridge, 2001. 32 pages
Creech, Sharon. A Fine, Fine School. Illustrated by Harry Bliss. HarperCollins, 2001. 32 pages
Choi, Yansook. The Name Jar. Alfred A. Knopf, 2001. 32 pages
Edwards, Michelle. Pa Lia's First Day. (A Jackson Friends Book) Harcourt, 1999. 50 pages
Moss, Peggy. Say Something. Illustrated by Lea Lyon. Tilbury House, 2004. 32 pages
Paterson, Katherine. Marvin One Too Many. Illustrated by Jane Clark Brown. (An I Can Read Book) HarperCollins, 2001. 48 pages
Theme: Friendship
Grimes, Nikki. Danitra Brown Leaves Town. Illustrated by Floyd Cooper. HarperCollins, 2002. 32 pages
English, Karen. A Hot Day on Abbott Avenue. Illustrated by Javaka Steptoe. Clarion, 2004. 32 pages
Kasza, Keiko. The Rat and the Tiger. Putnam, 1993. 32 pages
Pinkney, Andrea Davis. Solo Girl. Illustrated by Nneka Bennett. Hyperion, 1997. 51 pages
Rogers, Fred. Extraordinary Friends. Photographs by Jim Judkis. Putnam, 1999. 32 pages
Zolotow, Charlotte. My Friend John. Illustrated by Amanda Harvey. Random House, 2000. 32 pages
Into the Book has nine 15-minute educational videos that help teach children how to use eight different reading strategies.
In this episode, Mrs. Pingel teaches students how to make text-to-self, text-to-text, and text-to-world connections using a newspaper article. During self-selected reading, Julia goes into their book "Solo Girl," where she is able to help a character named Cass by making connections. Later the strategy is useful in her karate class.
Video Clips
Learn about Making Connections
Practice Making Connections
Apply the Strategy
©Copyright 2018
Wisconsin Educational Communications Board and University of Wisconsin Extension
Wisconsin Educational Communications Board and University of Wisconsin Extension