There are so many different ways to help learners make text-to-self connections. Here, fifth graders will create tableaus that show an event from a chapter in the class reader. They'll discuss why they chose that event to dramatize and...

Learners discuss their personal connections with stories they've read in the past and identify techniques to connect with more stories. They create illustrations, construct task cards, and complete sentence stems based on books they read...

Model for young readers how to make the shift from passive to active reading by making text-to-self and text-to-text connections. After a series of activities that provide guided practice, the focus shifts to making text-to-words...

Model  for your class how to make text-to-text connections by following the script presented by this resource. No specific texts are offered as examples.

Readers draw connections between Bud, Not Buddy and Steve Jobs' 2005 Stanford University commencement address and cite evidence from the two texts to support their analysis.

Readers learn how to choose specific details drawn from a primary source (Steve Jobs' 2005 Stanford University commencement address) to support an analysis of informative text.

Everyone has a different point of view, even when it comes to the enormity of the universe. Two separate text passages explain the scope of a galaxy, prompting young readers to write an essay about each author's argument and how the...

If you have a favorite author, you probably recognize their style. Conduct a close read of the text, marking it up as they go. Collaborative sharing time and a summary writing prompt follow the main activity.

Scholars refer to a British Dialect/Slang anchor chart as they answer text-dependent questions over section eight of Pygmalion. While learners work on the questions, the teacher conducts check-ins on the progress of their independent...

Show your scholars that they make inferences every day and might not even know it. Through scaffolded instruction, they break down the process of drawing information from context. Using example sentences and didactic questioning,...

Upper graders identify five forms of transportation and describe how Kansans are connected to the rest of the country using transportation and communication. They complete a graphic organizer for each type of text structure given to them...

During this lesson, which is all about making connections, learners watch a documentary about the teenage brain and connect it to Phineas Gage: A Gruesome but True Story About Brain Science, their own lives, and the world.

Help your class transition as the setting in the novel Esperanza Rising, by Pam Muñoz Ryan, moves from Mexico to California. Beginning with prior knowledge, and moving into jigsaw research groups, class members add to and create posters...

Readers complete a mid-unit assessment by reading the text How Do Hurricanes Form? They answer text-dependent questions about hurricanes with short answer and sequencing. Learners then participate in a read aloud and text chunking...

Signal words are one way that authors make the relationships between their ideas clear. Allow your learners the chance to investigate cause and effect in texts by identifying signal words. They locate and analyze cause-and-effect...

In preparation for the unit exam, groups employ the strategies they have been practicing to formulate an interpretative claim about the connections between Christopher Paul Curtis's " Bud, Not Buddy, and Steve Jobs' 2005 Stanford...

For the end-of-unit assessment, scholars engage in small group Socratic seminars to connect the lyrics of two songs to texts they read and studied. They discuss how the songs "Ain't Gonna Let Nobody Turn Me Around" and "Lift Every Voice...

Scholars work in groups to compare Brown v. Board of Education excerpts and A Mighty Long Way. They use the Paired Text note catcher to organize their thoughts and divide the work using a jigsaw activity to track Carlotta's journey.

Pupils consider the varying perspectives of people in different cultural groups as they read an informational text about the Dinka tribe of Southern Sudan and complete graphic organizers. They also respond to a constructed-response...

What does it mean to mourn something? Scholars continue reading paragraph four from "Refugee and Immigrant Children: A Comparison" to better understand the mourning process for refugee children. Working with a partner, pupils then read...

Expert groups discuss the theme of their myths and the life lessons people learn from it. They then regroup their triads so that there is a pupil from each expert myth group and share details about their myths. The class also talks about...

After reading the section about medicine and healing in The Inuit Thought of It, leaners determine what they feel was the most important resource to surviving in the Arctic environment. They support their opinions with details from...

Do young scholars really need to be taught how to read cartoons, comic books, and comic strips? Yes. Just as they need to learn how to read other forms of graphic text such as diagrams, photos, timetables, maps, charts, and tables....

Learning to recognize the importance of the features of information text (i.e., titles, subtitles, endnotes, sidebars, etc.) is the focus of a reading activity designed for middle schoolers. Learners examine how these text features...