Making Connections
(Text to Self, Text to Text)
Goal(s) and Objectives:
-Students will find meaning in text by making various kinds of connections to self and through
different texts
Understandings:
-Students will understand that effective readers use various strategies to help them better
understand what they read
-Students will understand that various types of text connections exist
Essential Question(s):
-How can making connections with the text help me to better understand what I read?
-What are the different types of text connections?
Vocabulary: text
Objectives:
Knowledge:
Students will know…
-the term text
- two types of text connections: self, text
Skills:
Students will be able to…
- review and discuss examples of types of connections
on Promethean board
- distinguish the differences between text to self
connections and text to text connections
-work collaboratively with a partner to read, identify,
and sort various examples of text connections
-create puzzle pieces that identify examples of
connections that they find in their own reading
-reflect on the usefulness of making connections
while they read
Procedures:
Opening:
 Begin with students gathered on the floor in a circle
 Display multiple images/scenes and prompt students, ask: What does this remind you
of…., What does this make you think of?
 Model for students the process of making personal connections with the images/scenes
 Explain to students that, just like they made different connections with the images/scenes,
they can also make connections with the texts that they read
 Model reading The Relatives Came, stopping to explain connections that I am making
with the text-- make references to types of connections
 Introduce two different types of text connections: text to self, text to text and discuss how
to identify

On the Promethean board, read aloud examples of text connections and students review
the three types
 With a partner, students read, identify, and sort various examples of text connections
 With the help of their partner (and independently), students make their own connections
to text and fill out corresponding puzzle piece(s)
Closing/Reflection:
 Reassemble at the front of the room and discuss the connected puzzle pieces
 Questions to ask: Which type of connection did we make the most? Which type of
connection was the hardest to make? Why do you think it is helpful to make these
connections when we are reading our books or other types of text?
Teaching Aids & Materials:
o Various images, printed out
o Promethean board
o White board
o The Relatives Came By Cynthia Rylant
o Pencils
o Construction paper puzzle pieces
o Clipboards
o Sorting cards and sort worksheet
Assessment of Student Learning:
Student learning will be measured in multiple ways. Upon the introduction and
discussion of the two types of text connections, I will listen to student responses and gather what
they know and/or understand about text connections. Students will assist me in writing some of
the differences between the connections on the board. Next, students will review the concept as
they read and identify text to self and text to text example connections on the Promethean board.
Students will then work with a partner to sort examples of text connections. I will walk
around the room, “checking in” with each partnership. I will also check their work once they
have completed the activity.
Students will have the opportunity to show what they know when they create their own
puzzle piece that identifies either a text to self or text to text connection from their own reading.
These puzzle pieces will be posted on the wall for students to continue adding to for an extended
amount of time.
Finally, I will listen to student responses and discussion as we share our thoughts about
text connections at the end of the lesson.