Making Connections between Literary and Informational Texts
Grade 3 and 4
Figure 19 (F) make connections (e.g. thematic links, author analysis) between literary and
informational texts with similar ideas and provide textual evidence
Resources: Baseball Saved Us by Ken Mochizuki and Nana’s Story (Boy’s Life June 1999), OR
Teammates by Peter Golenbock and Hero on the Ball Field (Boys’ Life, April 1997), How Jackie
Robinson Changed America (Scholastic News, March 2007)
Day 1: (Before this lesson, it is assumed that “Wrap Your Mind Around the Big Ideas” was
taught from Comprehension Toolkit) Connection: Today we are going to read Baseball Saved
Us by Ken Mochizuki. As we read, we are going to make inferences about the themes in this
book. (see anchor chart) Teach: As you read with students, stop and discuss themes they
notice and the textual evidence that supports their thought. Students will infer themes such
as fear, courage, prejudice, discrimination, perseverance, hardship, creative solutions. Record
themes and textual evidence on the chart. Active Engagement: Turn and talk (to a partner) is
a great strategy to use for this lesson so that all students get a chance to discuss/support their
ideas with a partner. This is also time for teacher to rove, listen in on conversation, and assess
understandings. Link: As you read independently today, think about your book. What themes
are present, and what text evidence leads your thinking?
Day 2: Connection: Yesterday we read Baseball Saved Us and inferred themes which helped
us think on a deeper level about the text. We discussed our ideas about theme and used text
evidence to back them up. Today we are going to read an informational piece, Nana’s Story.
While we read this, can you make connections between themes in this article and themes we
discovered in Baseball Saved Us? Teach: As you read, stop and discuss the themes that
connect to Baseball Saved Us and what text evidence supports their conclusion. Record text
evidence to yesterday’s anchor chart. Active Engagement: Turn and talk (to a partner) is a
great strategy to use for this lesson so that all students get a chance to discuss/support their
ideas about text connections with a partner. This is also time for teacher to rove, listen in on
conversation, and assess understandings. Link: Readers, from now when you bump into text
evidence think of the themes revealed. When we think of themes, we push ourselves to think
deeper about the text.
Sample Anchor Chart:
Making Connections : Theme
Theme
Text Evidence
Hardship
“I tried to play, but I wasn’t that good. Dad said I just had to try harder.” “All
the time I practiced, the man in the tower watched. So I tried better because he
was looking.” (Baseball Saved Us)
“There was no privacy, and families had to share living space. The
food was terrible. Many old people died because of the harsh
conditions.” (Nana’s Story) –use a different color marker
Discrimination
“I ask him again why we were here. Because, he said, America is at war with
Japan, and the government thinks that Japanese Americans can’t be trusted.”
(Baseball Saved Us)
“To be imprisoned because of your race is a shameful part of
American history.” (Nana’s Story)
(This is a sample only. Chart would continue as other themes appear in text. )
Possible Extension to Other Reading TEKS: As another lesson, you could use these books to
address author’s purpose TEKS.
Kilgo Question Stems:
What is a major idea found in both selections?
An idea presented in both the article and the biography isThe story and the article both present ideas aboutWhat is a theme in both selections?