1_Reading_Quarter 2_Unit 3_Connections Unit 3 Connections Lesson 1 – Text‐to‐Self Lesson 2 – Questioning Prompts for Text‐to‐Self Lesson 3 – Developing Useful Text‐to‐Self Connections Lessons 4 & 5 – Text‐to‐Text Connections: Characters Lesson 6 & 7 ‐ Text‐to‐Text Connections: Characters Mentor Texts Lessons 1 – When the Relatives Came by Cynthia Rylant Lessons 2 & 3 – Ira Sleeps Over by Bernard Weber Lessons 4 & 5 – Amazing Grace by Mary Hoffman and Oliver Button Is a Sissy by Tomie de Paola Lessons 6 & 7 – Two of Them by Aliki and Now One Foot, Now the Other by Tomie de Paola Other Mentor Text Suggestions Text‐to‐Self Fireflies by Julie Brinkloe Koala Lou by Mem Fox The Snowy Day by Ezra Jack Keats Chrysanthemum by Kevin Henkes Not Norman: A Goldfish Story by Kelly Bennett Lilly’s Purple Plastic Purse by Kevin Henkes Wemberly Worried by Kevin Henkes Text‐to‐Text Julius, the Baby of the World by Kevin Henkes My Rotten Redheaded Older Brother by Patricia Polacco The Baby Sister by Tomie dePaola A Baby Sister for Francis by Russell Hoban Page 1 AKS Lesson Plan Academic Knowledge & Skills Lesson Plan Lesson Name Text‐to‐Self Lesson 1 Grade Subject Course Topic‐Strand First Grade Language Arts Reading Unit Name Estimated Time Needed for Lesson (Minutes/Hours/Days) Unit 3 – Connections 1 day AKS # Description 1LA_B2009‐6 recognize, listen to, and read a variety of literary and informational text for a variety of purposes including to answer questions 1LA_B2009‐15 ask and answer questions about essential narrative elements (such as beginning‐
middle‐end, setting, characters, problems, events, and resolutions) of a read‐aloud or independently read text 1LA_B2009‐17 compare and contrast content within and between stories and between stories and personal experiences Materials/Links/Text References When the Relative Came by Cynthia Rylant or book of your choice that is especially good for text‐to‐self connections. Appendix A ‐ Text‐to‐Self Poster Sticky notes for students Other Mentor Text Suggestions Fireflies by Julie Brinkloe Koala Lou by Mem Fox The Snowy Day by Ezra Jack Keats Chrysanthemum by Kevin Henkes Not Norman: A Goldfish Story by Kelly Bennett Lilly’s Purple Plastic Purse by Kevin Henkes Wemberly Worried by Kevin Henkes Essential Questions What should students know when unit or lesson is completed? How do I make a text‐to‐self connection to key details in the text? Page 2 AKS Lesson Plan Essential Vocabulary Text‐to‐self Connections Schema Background knowledge Key details Sensory Teacher Lesson Prep Suggestions (Optional) Select a book to read for the mini‐lesson and select the parts that you will use for an authentic text‐to ‐
self connection. Assessment Strategies Watch for students who need some redirection for making meaningful connections during the mini‐
lesson, independent reading time, and at share time. Required Background Knowledge for Students Previous lessons on text‐to‐self connections. Quality + Teaching Strategies X Assessment X Questioning X Modeling & Practice X Comparison & Contrast Summarizing Problem Solving X Literacy X Background Knowledge Student Goal Setting Non‐Verbal Presentation X Collaboration X Vocabulary Technology Page 3 AKS Lesson Plan CHECK ALL THAT APPLY Activating Strategy/Mini‐Lesson/Warm‐Up Connect: You might say…, 1.”Today we are going to learn more about what good readers do to better understand what they are reading.“ Teach: You might say.., 2. “One of the most important things readers do when they read is to make connections from what they already know to information in the text. Thinking about what you already know is called using your schema, or background knowledge. Schema is all the stuff that’s already inside your head, like places you’ve been, things you’ve done, books you’ve read, and all the experiences you’ve had that make you who you are and what you know. “ 3. “When you use your schema, you combine what you already know with the text you are reading.” 4. “Today we are going to talk about one way of using schema, and that is text‐to‐self connections.” Show students the text‐to‐self poster. Appendix A 5. Model making text‐to‐self connections while you read a text of your choice. For this example we are using the book, When the Relatives Came. You might say something like this, “When I read the part… ‘They had an old station wagon that smelled like a real car, and in it they put an ice chest full of soda pop and some boxes of crackers and some bologna sandwiches…’ I immediately have a text‐to‐self connection. The phrase “bologna sandwich” brings back a sensory memory to me. It is the sense of smell. When I was a little girl we ate bologna sandwiches all the time. Bologna has a strong smell. We always had mustard on our bologna sandwiches. I can just smell the bologna and mustard sandwiches. It actually makes me hungry for one. “ “I also love this part… ‘The relatives weren’t particular about beds, which was good since there weren’t any extras, so a few squeezed in with us and the rest slept on the floor, some with their arms thrown over the closest person, or some with an arm across one person and leg across another.’ “That part makes me laugh. I start remembering how my two sisters and I would climb in one twin bed, so we could sleep together. That is exactly what it was like for us. Our arms and legs were all wound up with each other.” Active Engagement: 6. Read more of the book and stop periodically to ask students to make text‐to‐self connections. One of the prompts that may help students is: “The part in the book ______________________ makes me think about____________________. Link: You might say…, 7. “As you read today and any day, stop to think about your reading. Ask yourself what different parts make you think about. See if you have any text‐to‐self connections and place a sticky note at the point in the book where you had the connection. Write T‐S on the sticky note for text‐to‐self connections. Page 4 AKS Lesson Plan Instructional Activities (Independent Time) The students are reading independently, with a partner, or in a small group. They are focusing on making text‐to‐self connections. The teacher is conferring with students or working with small groups. Differentiation Scaffolds/Language/ESOL Interventions/Extensions/Enrichment/Other Some students may have difficulty making a meaningful connection. Redirect those connections into more tangential responses before they become the norm. Summarizing Strategies (Share) Remind students who want to share to bring their books. Students share their connections. Copyright/Citations (as needed) Reading With Meaning by Debbie Miller, pages 57-58 Teaching eVentures – www.effectiveteachingsolutions.com/ Page 5 AKS Lesson Plan 1_Reading_Quarter2_Unit3_Connections‐AppendixA Text to Self When I read this book, it reminds me of something in my own life. Page 6 AKS Lesson Plan Academic Knowledge & Skills Lesson Plan Lesson Name Questioning Prompts for Text‐to‐Self Connections Lesson 2 Grade Subject Course Topic‐Strand First Grade Language Arts Reading Unit Name Estimated Time Needed for Lesson (Minutes/Hours/Days) Unit 3 ‐ Connections 1 day AKS # Description 1LA_B2009‐6 recognize, listen to, and read a variety of literary and informational text for a variety of purposes including to answer questions 1LA_B2009‐15 ask and answer questions about essential narrative elements (such as beginning‐
middle‐end, setting, characters, problems, events, and resolutions) of a read‐
aloud or independently read text 1LA_B2009‐17 compare and contrast content within and between stories and between stories and personal experiences Materials/Links/Text References Appendix A – Text–to‐Self Connections Ira Sleeps Over by Bernard Waber or a book of your choice. Chart paper or white board to list student text‐to‐self connections Sticky notes for students Other Mentor Text Suggestions: When the Relative Came by Cynthia Rylant Fireflies by Julie Brinkloe Koala Lou by Mem Fox The Snowy Day by Ezra Jack Keats Chrysanthemum by Kevin Henkes Not Norman: A Goldfish Story by Kelly Bennett Lilly’s Purple Plastic Purse by Kevin Henkes Wemberly Worried by Kevin Henkes Page 7 AKS Lesson Plan Essential Questions What should students know when unit or lesson is completed? How can questioning prompts help make meaningful text‐to‐self connections? Essential Vocabulary Prompts Meaningful Useful connections Teacher Lesson Prep Suggestions (Optional) Select a read aloud for the mini‐lesson and select parts that you will use for an authentic text‐to‐self connection. Assessment Strategies Watch for students who need some redirection for making meaningful connections during the mini‐
lesson, independent reading time, and at share time. Required Background Knowledge for Students Previous text‐to‐self lessons. Quality + Teaching Strategies X Assessment X Questioning X Modeling & Practice X Comparison & Contrast X Summarizing Problem Solving X Literacy X Background Knowledge Student Goal Setting Non‐Verbal Presentation X Collaboration X Vocabulary Technology Page 8 AKS Lesson Plan CHECK ALL THAT APPLY Activating Strategy/Mini‐Lesson/Warm‐Up Connect: You might say…, 1. “The purpose of making a text‐to‐self connection is to help us better understand what we are reading. Today, I want to teach you how to use questioning prompts to help make strong text‐to‐self connections.” Teach: 2. Select a book for a read aloud that would be appropriate for teaching text‐to‐self connections. The book used for this example is Ira Sleeps Over. 3. Before reading, explicitly teach questioning prompts that help the reader make text‐to‐self connections. Create a chart for student reference or use the text‐to‐self poster, Appendix A. Example: What does this remind me of? What did the setting make me think of? Did something like that ever happen to me? Does the character remind me of myself? 4. Begin reading the story, and stop intermittently to share your personal text‐to‐self connections. Model using the prompts listed on the chart when possible. After you share your connection, tell how that helps you understand the book you are reading. Active Engagement: 5. After giving sufficient examples, continue reading, and stop periodically to ask students if they have a text‐to‐self connection. Remind students to look at the prompts to help themselves. 6. Begin scripting student connections on chart paper. Record the student’s name next to their response. Link: You might say…, 7. “Today when you are reading, I want you to stop at points in the story when you think you have a text‐to‐self connection. Record T‐S on your sticky note and place it on the part of the text where you had the connection.” Instructional Activities (Independent Time) The students are reading independently, with a partner, conferring, or in a small group. They are focusing in on making text‐to‐self connections. The teacher is conferring with students or working with small groups. Page 9 AKS Lesson Plan Differentiation Scaffolds/Language/ESOL Interventions/Extensions/Enrichment/Other Continue working with students individually or in small groups that have difficulty making meaningful connections. Model more examples and assist students in using prompts. Discuss whether the connections were helpful to understanding the text. Summarizing Strategies (Share) Remind students who want to share to bring their books. Students share their connections. Copyright/Citations (as needed) Teaching eVentures – www.effectiveteachingsolutions.com/ Page 10 AKS Lesson Plan Academic Knowledge & Skills Lesson Plan Lesson Name Developing Useful Text‐to‐Self Connections Lesson 3 Grade Subject Course Topic‐Strand First Grade Language Arts Reading Unit Name Estimated Time Needed for Lesson (Minutes/Hours/Days) Unit 3 ‐ Connections 1 day AKS # Description 1LA_B2009‐6 recognize, listen to, and read a variety of literary and informational text for a variety of purposes including to answer questions 1LA_B2009‐15 ask and answer questions about essential narrative elements (such as beginning‐
middle‐end, setting, characters, problems, events, and resolutions) of a read‐
aloud or independently read text 1LA_B2009‐17 compare and contrast content within and between stories and between stories and personal experiences Materials/Links/Text References Appendix A – Text–to‐Self Connections Ira Sleeps Over by Bernard Weber or a book of your choice List of student text‐to‐self connections from previous lesson Sticky notes for students Student copy of connections from previous mini‐lesson Other Mentor Text Suggestions: When the Relative Came by Cynthia Rylant Fireflies by Julie Brinkloe Koala Lou by Mem Fox The Snowy Day by Ezra Jack Keats Chrysanthemum by Kevin Henkes Not Norman: A Goldfish Story by Kelly Bennett Lilly’s Purple Plastic Purse by Kevin Henkes Wemberly Worried by Kevin Henkes Page 11 AKS Lesson Plan Essential Questions What should students know when unit or lesson is completed? Is my connection useful? Essential Vocabulary Useful connections Teacher Lesson Prep Suggestions (Optional) Make copies of connections from previous lesson. Assessment Strategies Watch for students who need some redirection for making meaningful connections during the mini‐
lesson, independent reading time, and at share time. Required Background Knowledge for Students Previous text‐to‐self lessons 1‐2. Quality + Teaching Strategies X Assessment X Questioning X Modeling & Practice X Comparison & Contrast X Summarizing Problem Solving X Literacy X Background Knowledge Student Goal Setting Non‐Verbal Presentation X Collaboration X Vocabulary Technology Page 12 AKS Lesson Plan CHECK ALL THAT APPLY Activating Strategy/Mini‐Lesson/Warm‐Up Connect: You might say…, 1. “We have used questioning prompts to help us make text‐to‐self connections. Today, we want to look at the connections we made yesterday and decide which connections were the most useful in understanding the story.” Teach: 2. Have students look at the text‐to‐self connections they made yesterday to the book Ira Sleeps Over, or the book you chose for the lesson. 3. You might say.., “Today, I am going to reread the book Ira Sleeps Over. As I read, I want us to look closely at the connections we made yesterday, and discuss which connections helped us understand the story best. We are going to put a “1” after the connections that helped us understand the text best and a “2” after the connections that didn’t help much.” 4. As you read the story, stop at places where students have made connections. Discuss whether each connection would receive a 1 or a 2. Discuss why the 1’s were helpful, and why the 2’s didn’t help very much. 5. Continue evaluating the usefulness of the connections, until you feel students are getting the idea. (Save some of the connections for partner work.) Active Engagement: 5. After giving sufficient examples, hand out a paper copy of yesterday’s connections and a pencil to each pair of students. Ask students to turn to their partner and continue evaluating the rest of the connections. 6. Ask students to share their evaluations and the reason for their evaluations. Discuss whether the group agrees or does not agree. Link: You might say…, 7. “Today when you are reading, I want you to stop at points in the story when you think you have a text‐to‐self connection. Record T‐S for text‐to‐self on your sticky note and place it on the part of the text where you had the connection.” Instructional Activities (Independent Time) The students are reading independently, with a partner, or in a small group. They are focusing in on making useful text‐to‐self connections. The teacher is conferring with students or working with small groups. Page 13 AKS Lesson Plan Differentiation Scaffolds/Language/ESOL Interventions/Extensions/Enrichment/Other Continue working with students individually or in small groups that have difficulty making useful connections. Model more examples, and assist students in using prompts. Summarizing Strategies (Share) Remind students who want to share to bring their books to the carpet. Ask students to share their connections and to share why or how their connection was useful. Copyright/Citations (as needed) Teaching eVentures – www.effectiveteachingsolutions.com/ Page 14 AKS Lesson Plan Academic Knowledge & Skills Lesson Plan Lesson Name Text‐to‐Text: Characters Lesson 4 & 5 Grade Subject Course Topic‐Strand First Grade Language Arts Reading Unit Name Estimated Time Needed for Lesson (Minutes/Hours/Days) Unit 3 ‐ Connections 2 days AKS # Description 1LA_B2009‐6 recognize, listen to, and read a variety of literary and informational text for a variety of purposes including to answer questions 1LA_B2009‐15 ask and answer questions about essential narrative elements (such as beginning‐middle‐end, setting, characters, problems, events, and resolutions) of a read‐aloud or independently read text 1LA_B2009‐17 compare and contrast content within and between stories and between stories and personal experiences Materials/Links/Text References Amazing Grace by Mary Hoffman Oliver Button Is a Sissy by Tomie de Paola Appendix B ‐ Text‐to‐text Poster Appendix C ‐ Three Column Graphic Organizer (Optional for electronic projection.) Other Mentor Texts for Text‐to‐Text Connections Julius, the Baby of the World by Kevin Henkes My Rotten Redheaded Older Brother by Patricia Polacco The Baby Sister by Tomie dePaola A Baby Sister for Francis by Russell Hoban The Two of Them by Aliki Now One Foot, Now the Other by Tomie de Paola Page 15 AKS Lesson Plan Essential Questions What should students know when unit or lesson is completed? How do I make text‐to‐text connections? Essential Vocabulary Text‐to‐text connections Characters Assessment Strategies Observe students during the mini‐lesson, conferences, small groups, and share time to see if they understand the concept. Required Background Knowledge for Students Previous lessons on text‐to‐self and text‐to‐text . Quality + Teaching Strategies X Modeling & Practice X Questioning X Assessment X Comparison & Contrast Summarizing Problem Solving X Literacy X Background Knowledge Student Goal Setting Non‐Verbal Presentation X Collaboration X Vocabulary X Technology Page 16 AKS Lesson Plan CHECK ALL THAT APPLY Activating Strategy/Mini‐Lesson/Warm‐Up Day 1 – Lesson 4 Connect: You might say…, 1. “You have become very good at making meaningful text‐to‐self connections. I think it is time to teach another way to use your schema. I would like to teach you more about text‐to‐text connections. In order to learn how to make text‐to‐text connections, we need to be familiar with two related books. We are going to read Amazing Grace by Mary Hoffman and Oliver Button is a Sissy by Tomie de Paola. Let’s start off today by reading Oliver Button is a Sissy. Teach: 2. Read aloud the book Oliver Button is a Sissy. The first time, read it straight through without interruptions. The second time review the story while making text‐to‐self connections about, teasing, bullies, talent shows, and moms and dads. Active Engagement: 3. Show students the cover of the book that will be read in Day 2 of this lesson. Read the title, Amazing Grace. Ask students what they notice on the title page. 4. Ask students to make predictions about what this book may be about, since they know it is in some way related to the book Oliver Button is a Sissy. Link: 5. Students will continue using sticky notes to make T‐S connections. Page 17 AKS Lesson Plan Day 2, Lesson 5 Connect: You might say…, 1. “Yesterday we read the book Oliver Button is a Sissy. I also gave you a peek of the book we are going to read today. You predicted that this book was going to be about________________. Today as I read Amazing Grace we are going to look for text‐to‐text connections. Teach: 2. Tell students that a text‐to‐text connection is when you connect the characters, setting, or events from one story to another story. (See Appendix B, Text‐to‐Text connections poster.) 3. Explain that they are going to be making text‐to‐text connections between the characters in the books Oliver Button is a Sissy and Amazing Grace. 4. Begin reading the book Amazing Grace until you come to the part where Raj tells Grace she can’t be Peter Pan because she isn’t a boy, and Natalie whispers that Grace can’t be Peter Pan because she’s black. You might stop right there and say, “You know, when I read these last two pages, where Raj told Grace she couldn’t be Peter Pan because she isn’t a boy and Natalie said she couldn’t because Peter Pan isn’t black, it reminded me of something in Oliver Button Is a Sissy.” “Remember the part where all the boys are making fun of him because he loves to dance.” Take out the book Oliver Button is a Sissy, and show students that part. “In our story today, I noticed that Grace kept her hand up, even though both Raj and Grace thought she couldn’t be Peter Pan. Oliver Button did not give up either, when the boys were teasing him.” 5. “This is one way we can make a text‐to‐text connection. We can connect a character from one book to a character in another book.” 6. Continue going through the book Amazing Grace sharing other character text‐to‐text connections. Active Engagement: 7. Together compare and contrast the characters Grace and Oliver using a graphic organizer or a Venn diagram. (See Appendix C graphic organizer.) Example: Amazing Grace by Mary Hoffman and Oliver Button Is a Sissy by Tomie de Paola Amazing Grace Like to play doctor Love to act Alike Love stories Play dress up Acting/costumes Practiced Believe in themselves Teased Wanted to do things people didn’t think they should – and did them! People changed their minds about them. Oliver Button Like to take walks Jump rope Love to dance 8. Help students see that the phrases listed under “Alike” are the areas where we can make text‐to‐text connections with the characters Grace and Oliver. Link: You might say…, 9. “As you as reading today think about the characters in your story. Ask yourself if they remind you of a character in another story.” Page 18 AKS Lesson Plan Instructional Activities (Independent Time) The students are reading independently, with a partner, or in a small group. They are focusing in on making text‐to‐text connections. The teacher is conferring with students or working with small groups. Differentiation Scaffolds/Language/ESOL Interventions/Extensions/Enrichment/Other Review examples of text‐to‐text connections in small groups or during conferences with students who are having difficulty making connections. For enrichment have students make text‐to‐text connections with other books they have read. Summarizing Strategies (Share) At this point students may have some difficulty sharing independently. You may want to start out by asking students if the character Oliver makes them think about any other book they have read. Copyright/Citations (as needed) Reading With Meaning by Debbie Miller, pages 63‐65 Page 19 AKS Lesson Plan 1_Reading_Quarter2_Unit3_Connections‐AppendixB Text‐to‐Text This book reminds me of something I read in another book. Page 20 AKS Lesson Plan 1_Reading_Quarter2_Unit3_Connections‐AppendixC Compare and Contrast Alike
Page 21 AKS Lesson Plan Academic Knowledge & Skills Lesson Plan Lesson Name Text–to‐text Connections Lesson 6 & 7 Grade Subject Course Topic‐Strand First Grade Language Arts Reading Unit Name Estimated Time Needed for Lesson (Minutes/Hours/Days) Unit 3 ‐ Connections 2 days AKS # Description 1LA_B2009‐6 recognize, listen to, and read a variety of literary and informational text for a variety of purposes including to answer questions 1LA_B2009‐7 make predictions using prior knowledge 1LA_B2009‐15 ask and answer questions about essential narrative elements (such as beginning‐
middle‐end, setting, characters, problems, events, and resolutions) of a read‐
aloud or independently read text 1LA_B2009‐17 compare and contrast content within and between stories and between stories and personal experiences Materials/Links/Text References The Two of Them by Aliki Now One Foot, Now the Other by Tomie de Paola or a pair of related books so that students can easily see text‐to‐text connections. Appendix B Text‐to‐text Poster Appendix D Two column Graphic Organizer (Optional for electronic projection.) Other Mentor for Text‐to‐Text Connections Julius, the Baby of the World by Kevin Henkes My Rotten Redheaded Older Brother by Patricia Polacco The Baby Sister by Tomie de Paola A Baby Sister for Francis by Russell Hoban Page 22 AKS Lesson Plan Essential Questions What should students know when unit or lesson is completed? How can I make text‐to‐text connections? Essential Vocabulary Text‐to‐text connections Setting Problem Solution Events Teacher Lesson Prep Suggestions (Optional) Use suggested texts or select two related books so students can easily see connections. Decide on the connections you would like to model. Assessment Strategies Observe students during the mini‐lesson, conferring, small groups, and share time. Required Background Knowledge for Students Previous lesson on text‐to‐text connections. Quality + Teaching Strategies X Assessment X Questioning X Modeling & Practice X Comparison & Contrast Summarizing Problem Solving X Literacy X Background Knowledge Student Goal Setting Non‐Verbal Presentation X Collaboration X Vocabulary X Technology Page 23 AKS Lesson Plan CHECK ALL THAT APPLY Activating Strategy/Mini‐Lesson/Warm‐Up Day 1, Lesson 6 Connect: 1. Review the Text‐to‐Text poster, (Appendix B) Reread the definition for text‐to‐text connections. “You are connecting the characters, setting, and events from one story to another.” You might say…, “Yesterday we connected the character Grace in one story to the character Oliver in another story. There are many more ways we can make text‐to‐text connections. To make a good text‐to‐text connection, we need to read two books that are somewhat connected. The two books we are going to read are The Two of Them by Aliki and Now One Foot, Now the Other by Tomie de Paola. (Or two other related books of your choice.) Today we will read The Two of Them.” Teach: 2. Read aloud the book The Two of Them. The first time, read it straight through without interruptions. The second time, flip through the pages and discuss the setting, characters, problem, solutions, etc. Active Engagement: 3. Show students the cover of the book that will be read on Day 2 of this lesson. Read the title, Now One Foot, Now the Other. Ask students what they notice on the title page. 4. Ask students to make predictions about what this book may be about, since they know it is in some way related to the book The Two of Them. Link: You might say…, 5. “As you are reading today, really think about the characters, events, setting, problems and solution. Does anything in the book remind you of something in another book? If so, use a sticky note, and write T‐
T on it. Put the note on the spot where you have a connection to another book. Write the name or draw a picture of the other book on the sticky note.” Page 24 AKS Lesson Plan Activating Strategy/Mini‐Lesson/Warm‐Up Day 2, Lesson 7 Connect: You might say…, 1. “Yesterday we read the book The Two of Them. I also gave you a peek of the book we are going to read today. You predicted that this book was going to be about________________. As I read Now One Foot, Now the Other we are going to look for text‐to‐text connections. Remember the connections can be in the settings, events, characters, problems, illustrations, or solutions. Teach: 2. Make a graphic organizer by drawing a line down the center of your paper. Leave space at the top of each section for the title and the author of each book. The top of the first section might say; When I read (or heard) the part where… The top of the second section might say; It reminded me of… Example: The Two of Them by Aliki When I read (or heard) the part where….. Now One Foot, Now the Other by Tomie de Paola It reminded me of… 3. Read the book Now One Foot, Now the Other by Tomie de Paola or another related book of your choice. Stop several times during the read aloud to discuss and record what you read and what it reminded you of. Prior to the lesson, think about where you want to make the connections. You can select from the setting, events, problems, illustrations, whatever you feel makes some type of connection to the book The Two of Them. Model several examples before you ask students to make connections. Active Engagement: 4. Continue reading the book, stopping at points where you know there are obvious connections. Stop and ask students to turn to their partner and share a text‐to‐text connection they see. 5. Share connections and record. Link: You might say…, 6. “As you are reading today, think about the characters, events, setting, problems, and solution. Does anything in the book remind you of something in another book? If so, use a sticky note, and write T‐T on it. Put the note on the spot where you have a connection to another book. Write the name or draw a picture of the other book on the sticky note.” Instructional Activities Page 25 AKS Lesson Plan (Independent Time) The students are reading independently, with a partner, or in a small group. They are focusing on making text‐to‐text connections. The teacher is conferring with students or working with small groups. Differentiation Scaffolds/Language/ESOL Interventions/Extensions/Enrichment/Other Review samples of text‐to‐text connections in small groups or during conferences with students who are having difficulty making connections. For enrichment have students make text‐to‐text connections with other books they have read. Summarizing Strategies (Share) Ask volunteers to share text‐to‐text connections. Copyright/Citations (as needed) www.brighthub.com Page 26 AKS Lesson Plan 1_Reading_Quarter2_Unit3_Connections‐AppendixD Text‐to‐Text Connections The Two of Them by Aliki Now One Foot, Now the Other by Tomie de Paola When I read or heard the part… It reminded me of… Page 27 AKS Lesson Plan