Activity Description

Preparation:

1.  Prepare the Schema chart
   1. Write the heading “Schema” at the top of a piece of chart paper
   2. Below the heading write “Thinking about what you already know is called using your schema”
   3. Provide a list of examples below the definition
      • For example: places you have been, things you have done, books you have read
2. Prepare the Making Connections chart
   1. Write the heading “Making Connections” at the top of another piece of chart paper
   2. Below the heading write the following 3 sentence starters
      • The part when...
      • Reminds me of...
      • This helps me understand the story better because...
3. Select a fiction text that provides opportunities for students to make text-to-self connections
   1. For example: Alexander and the Terrible, Horrible, No Good, Very Bad Day, by Judith Viorst

Implementation:

1. Introduce the activity by telling students that they will be learning about making connections
   1. Emphasize making connections is a strategy that they can use to help them become better readers and understand what they are reading
2. Explain the meaning of “schema”
   1. A “schema” is the background knowledge you already have about a topic from your personal experiences
   2. Have students think about an experience they have had and relate it to a text they are reading
3. Refer to the Making Connections chart
   1. Discuss how making connections is an important comprehension strategy to use as a reader
      • Explain that making text-to-self connections means thinking about how the text reminds you of a personal experience
   2. Read the 3 sentence starters aloud and explain how they can help make connections to a text that they are reading
4. Read aloud a fiction text
5. After you have read the story aloud, refer back to the Making Connections chart
   1. Model making a text-to-self connection by orally completing each sentence starter
   2. Invite students to share their own connections orally using the sentence starters from the Making Connections chart
6. Have students practice making connections using the sentence starters while they read

Adaptations For

English Language Learners/ESL:

- Prior to whole class discussion provide thinking stems to students and allow time to practice speaking aloud
- Pre-teach the terms schema and making connections and provide synonyms of each word to students while they practice the strategy

LD/Reading & Writing Difficulties:

- Provide visual cues or symbols for each sentence starter
- Provide student with an individual reference chart that reflects the Making Connections chart

Cultural Appropriateness & Diversity:

- Select a text that is culturally inclusive
- Select a text that includes information with which students will be familiar and make personal connections

Differentiated Instruction:

- Provide 2-3 options for each sentence starter
- Encourage varied connections during whole class discussion

Related References

Source:
Harvey, S. & Goudvis, A. (2007). Strategies that Work: Teaching Comprehension for Understanding and Engagement. Portland, ME: Stenhouse Publishers.

Evidence:
Hirsch, E. D. (2003). Reading comprehension requires knowledge-Of words and the world. American Educator, 10-44.