Time To Complete
I Can Statements
- I can:
- Make connections that help me figure out what a text is about when the material is not familiar to me
- Explain to someone else how to make text-to-text connections
- I will know my text-to-text connections are of high quality when they:
- Help me figure out what a text is about
Suggestions for Assessing Student Readiness to Move Forward:
- Confer with students, asking them to share their text-to-text connections and explain how the connections deepened their understanding of the text(s).
- Ask students to self-evaluate their work after completing one of the activities below.
Model reading a text aloud, while displaying it to the students. As you read, stop occasionally to think aloud about connections you notice between what you are reading and other moments in the same text, and also between what you are reading and other texts that the class has read.
Students should practice making text-to-text connections in groups and individually by reading texts and stopping periodically to make connections within and between texts.
- In groups of two to four, students should take turns reading a text aloud, with each student sharing text-to-text connections as they read. They may want to begin with within-text connections, and then move on to between-text connections. They can record their connections on chart paper and present some of them to the class.
- Have students read a text individually, and record text-to-text connections in two-column notes or on Post-its.
- Have students make a T-chart or Venn diagram to identify the similarities and differences between a pair of texts. The similarities are the domain of text-to-text connections.
- Students should continue various forms of practice until they are adept at making text-to-text connections
After several days of practice and once they have achieved mastery, students should write a reflective summary of their chosen text including: a summary, a discussion of theme, questions, text-to-text connections, and text-to-text connections. This reflective summary should be included in their portfolio.
- Strategies That Work by Stephanie Harvey and Anne Goudvis
- I Read It, but I Don’t Get It by Cris Tovani
- Mosaic of Thought by Ellin Oliver Keene and Susan Zimmermann