Comprehension Strategy Mini-Lesson
Name: Diann Christensen
 “Good Reader” Strategy: Readers use schema to make connections between the text and their lives.
 Mini-Lesson Inspired by: Reading with Meaning, chapter 5 (Schema)
 State Standard(s): R2-S1C6-PO4: Relate information and events in a reading selection to life
experiences and life experiences to the text.
 Materials:
 Olivia by Ian Falconer with post-its on pages specified
 8x10 or projected photo of my daughter, Sydney, in her dress-ups
 Small post-its
 Procedure:
1. Show the cover of the book, read the title, and point out that this picture book is a Caldecott honor
book, one of the best picture books. “When I read this book, it immediately made me think of
someone I know, because she is a lot like the main character, Olivia.” Explain that this is
something good readers do—make connections between what they read and their own lives.
“Sometimes books remind us of people we know or things that have happened to us. It’s called
‘making a connection’ when we notice how the book is like our own life.” Connect to the notion
of “schema” discussed in the previous mini-lesson.
2. Show picture of my daughter, Sydney. Ask the students what they know about Sydney from the
picture (likes to dress up as a princess, likes ballet, etc.). Explain that Olivia in the book is a lot like
Sydney, and that I’d like them to look for ways they are alike while I read. Explain that I placed
post-its in the spots where I made connections while reading. The students may want to share
their own connections—tell them how smart that is! To keep the mini-lesson going, however, ask
them to keep those connections tucked in their heads for now. Later they will have a chance to
share the connections they make while reading.
3. Begin reading the story, and pause at the places below (marked with small post-its). In those spots,
explain to the students what connections I made in my head:
o (Page with Olivia changing clothes) Sydney also likes to play dress-up and changes outfits
10 times a day.
o (Sand castle) We had a good time building sand castles at the beach.
o (Olivia looking at ballerina painting) Sydney tells me she wants to be a ballerina someday.
o (Olivia paints on the wall) Sydney has painted the walls and even scribbled on the back
seat of her dad’s car! Boy, were we mad! I can imagine how Olivia’s mom feels!
o (Last page) Sydney loves bedtime stories, and I love reading them to her.
4. After reading, go back to the post-it pages and review the connections briefly. “You can see that
there are lots of things about Olivia that remind me of Sydney! That made the book even more
fun for me to read, and I understand Olivia better because I know someone like her. I think I
understand even better how Olivia’s mom feels, because she’s been through a lot of the same
things I have! Making these connections is something good readers do. Raise your hand if the
book Olivia helped you make a connection to your own life.” Consider using pair & share if many
students wish to speak.
5. “See? You are already beginning to make important connections.” Explain that you are going to
give each student one post-it for independent reading. Ask them to mark one spot in their reading
today that makes them think about someone they know or something that has happened to them.
After checking for understanding by having the students restate what they are expected to do,
distribute the post-its and allow them to begin their independent reading.
6. At the end of independent reading, gather the class and encourage students to share their
connections (to save time, pair & share and then have a whole-group discussion). Re-emphasize
the importance of making connections between our reading and our lives, challenging students to
keep looking for those connections when they read in school or at home.
 Assessment:
Begin assessing students’ ability to make connections by listening and taking anecdotal records as
they share in pairs and in the whole-group discussion. Assessment will be ongoing as mini-lessons
are given and students develop their use of the strategy:
o Make post-its available for students to mark connections in their reading. Ask them to
share their connections in 1:1 conferences and book club discussions.
o Listen to connections students share orally in whole-group discussions.
o On occasion, ask students to write about connections they make with texts.
o In whatever format students share connections, observe whether their connections are
relevant and whether they contribute to meaningful dialogue (internal dialogue in the
case of written connections).