Grades 3-6: Making Connections for Reading Comprehension

Overview

Making connections is a powerful reading comprehension strategy to help students relate to the text. This structured routine helps Grades 3-6 learners connect personally, textually, and globally to better understand and engage with what they read.

Materials

• Age-appropriate text (fiction or non-fiction)
• Chart paper or whiteboard
• Markers
• "Making Connections" anchor chart
• Sticky notes or a student worksheet for notes

Routine Steps

1. Introduction (5 min)

• Teacher does:
• Introduce the concept of making connections: text-to-self, text-to-text, and text-to-world.
• Display the "Making Connections" anchor chart and explain each type with examples.
• Share a quick personal example of each type of connection based on a familiar text.
• Students do:
• Listen and provide examples of texts they remember that connect to their lives (e.g., family, school).

2. Guided Practice (5 min)

• Teacher does:
• Read an excerpt or paragraph from a chosen text aloud while displaying it for the class.
• Pause and model making a connection aloud (e.g., "This reminds me of when I...").
• Ask guiding questions for each type of connection (e.g., "Have you ever experienced anything like this?" for text-to-self).
• Students do:
• Follow along and jot down one connection they can make to the excerpt on their sticky notes or worksheet.

3. Independent Practice (5 min)

• Teacher does:
• Provide students with another excerpt or paragraph from the text.
• Circulate and support students who need help making connections.
• Students do:
• Read the excerpt independently.
• Write one connection for each type (self, text, world) using sentence starters provided (e.g., "This reminds me of...").

4. Sharing and Reflecting (5 min, optional extension)

• Teacher does:
• Invite a few students to share their connections with the class.
• Provide positive reinforcement and clarify as needed.
• Students do:
• Share their connections aloud or with a partner.

Differentiation

Support

• Pair struggling learners with a buddy for guided discussions.
• Provide sentence starters for each type of connection.
• Use simpler texts for practice.

Challenge

• Encourage advanced learners to explain how a connection deepens their understanding of the text.
• Offer more complex texts or encourage students to make multiple connections per type.

SSP / Mixed-Level Adaptation

• Use visuals on the "Making Connections" anchor chart (e.g., emojis, simple drawings).
• Provide scaffolded worksheets that include pre-filled examples for students to reference.
• Allow verbal instead of written responses for students who struggle with writing.
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Copy-Paste Plan

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Objective: Students will use the "Making Connections" strategy to deepen their comprehension of a text.

Materials: Text excerpt, "Making Connections" anchor chart, student worksheets/sticky notes.

Steps:

1. Teach the 3 connection types (text-to-self, text-to-text, text-to-world) with examples (5 min).

2. Model making connections while reading an excerpt aloud (5 min).

3. Have students independently read and jot down their own connections (5 min).

4. Optionally, let students share connections with the class or a partner (5 min).

Differentiation:

• Support: Provide sentence starters and use simpler texts.
• Challenge: Encourage deeper explanations of connections or use complex texts.

Adaptation: For SSP, use visuals, simplify tasks, and allow verbal responses.

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Quick Check

• Students identify at least one type of connection (self, text, world) for the given text.
• Students explain how their connection relates to the text.
• Students engage in sharing their connections verbally or in writing.

FAQ

Q: What types of texts work best for this routine?

A: Texts with relatable themes, characters, or real-world connections work best for fostering engagement.

Q: How can I keep students engaged during sharing time?

A: Limit the sharing portion to a few students or use think-pair-share to involve everyone.

Q: What if a student can’t make any connections?

A: Use guiding questions like "Have you ever felt like this character?" or "Does this remind you of something we’ve learned in class?"

Q: Can I use this routine with non-fiction?

A: Absolutely! For non-fiction, focus on how the information connects to the world or prior knowledge.

Q: How often should I use this routine?

A: Start with weekly practice and incorporate it into other lessons as students become comfortable.

Q: What if my SSP students struggle to write their connections?

A: Use verbal prompts or allow them to draw their connections instead.

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