Arkansas State Personnel Development Grant

1401 W. Capital Ave.
Suite #450
Little Rock, AR 72201
Phone: (501) 319-7333
Fax: (501) 379-8387

Lesson One


 

Essential Element: Comprehension

 

Framework(s):

  • R.9.5.1-R.9.81 Use previewing, activating prior knowledge, predicting

content of text, formulating questions, and establishing

purposes for reading

  • R.9.5.2 Describe the interrelationships between text and other content

areas

  • R.9.6.2 Analyze the interrelationships of text and world issues/events

by applying connection strategies

  • R.9.7.2 Infer the interrelationships of text and world issues/events by

applying connection strategies

  • R.9.8.2 Evaluate the interrelationships of text and world issues/events

by applying connection strategies

  • R.9.5.3 Generate questions to establish purposes for reading

  • R.9.6.3 Generate and revise questions to establish purposes for reading

  • R.9.7.3 Prioritize questions formulated and purposes established for

reading

  • R.9.8.4 Defend questions formulated and purposes established for

reading

 

Rationale:

Background knowledge and connections enhance a reader’s understanding of the text. As we introduce new topics or issues, we observe students struggling to understand unfamiliar ideas and information. Students who have background knowledge about a topic have a real advantage because they can connect to what they already know. (Miller). Our prior experiences and background knowledge fuel the connections we make. It is our responsibility to help build students’ background knowledge so that they can read independently to gain new information.

 

Materials:

  • Chart paper and easel

  • Markers

  • Sticky notes

  • Peppe the Lamplighter

 

 

Direct Explanation:

Today we are going to practice making meaningful text-to-self, text-to-text, and text-to-world connections. Please remember that meaningful connections are those that deepen or broaden our understanding of a topic or text. Meaningful connections usually help us predict how a character may react or what will happen next in the story.”

Model:

We have read the book, Peppe the Lamplighter. I am going to share with you some of the connections that other students made (Fountas and Pinnell). On the chart I am going to label three columns.”

 

Ways We Make Connections While Reading Peppe the Lamplighter

 

T-S Connections

T-T Connections

T-W Connections

  1. We have friends who come from other countries

 

  1. Relationship with brothers and sisters and how they help you

 

  1. Being respectful to your father

1. Lily’s Crossing (Giff 1994)- about immigrants

 

2. More than Anything Else (Bradby 1995)-illustrations are symbols of hope

 

3. Similar character-Booker T. Washington

1. What we knew about the Statue of Liberty

 

2.What we knew about times with no electricity

 

3. What we knew about living in apartments in cities

 

 

Guided/Independent Practice:

Today during independent reading time, I would like for you to take sticky notes and write any text-to-text and/or text-to-world connections that you find. We will share some of these connections tomorrow and post them on the chart under the appropriate columns.”

 

 

Assessment:

Teacher will observe the connections that students post on the chart. In their journals, students will explain how the connections helped them better understand the selection.

 

 

Tier II Additions/Accommodations:

  • Students will have a list of questions to help them make connections.

  1. Have you had any of the experiences that the main character has had?

  2. Did the main character get mad, happy, or sad? What do you do when you feel this way?

 

Assessment: Students will list the connections that they made.

 

 

Tier III Modifications:

  • Students will work with a partner to make connections.

 

Tier III Assessment: Students will list the connections they made with partners.

 

 

Tier IV Modifications:

  • Teacher, paraprofessional or parent volunteer will offer suggestions of possible connections prior to reading the text

  • Text will be shortened and simplified

  • Student will have text read to them

  • Cues (pictures/icons) to feeling words will be given using pictures of emotions (happy, mad, sad)

 

Assessment: Student will show the connections they made using the pictures

 

 

Tier V Modifications:

  • Teacher, paraprofessional or parent volunteer will offer suggestions of possible connections prior to reading the text

  • Text will be shortened and simplified further

  • Someone will read text to student

  • Cues to feeling words will be given using pictures of emotions (happy, mad, sad)

 

Assessment: Student will show one connection to the text using the pictures.

 

 

 

References:

Harvey, Stephanie, & Goudvis, Anne (2001) Strategies That Work,

Stenhouse Publishers.

 

TPRI, Texas Education Agency and the University of Texas System,

(2004-2006).

 

Miller, Debbie (2002) Reading with Meaning, Stenhouse Publishers.

 

Copyright © 2006 Arkansas Department of Education. All rights reserved. School districts may reproduce these materials for in-school student use only. No resale. Materials may not be reproduced, distributed or sold for Commercial use or profit. ADE employees are not authorized to waive these restrictions.

No Events To Display...
Privacy Statement | Site Map | Staff Login | Web site design and hosting by Web International
© Copyright 2010 Arkansas State Personnel Development Grant • All Rights Reserved
generic viagra uk pharmacy