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Connecting

Connecting. The First Word C O N N E C T I N G. For each letter, write words/phrases/sentences that you know (or think you know ) about the topic of “Connecting.”. The First Word – N.C. Railroads (a sample of what students might come up with) N ew technology for people

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Connecting

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  1. Connecting

  2. The First Word C O N N E C T I N G For each letter, write words/phrases/sentences that you know (or think you know) about the topic of “Connecting.”

  3. The First Word – N.C. Railroads(a sample of what students might come up with) New technology for people Connected cities Railroads transported things After the civil war? Invested money to build Let people travel? Raleigh was probably on the path Other cities were stops A Did they carry people or just stuff? S

  4. The Last Word – N.C. Railroads (a sample of what students might come up with) • Northern states built railroads first. • Crescent of the Piedmont is where the North Carolina Railroad ran. • Railroads caused progress in towns along the rail lines. • Age of Railroad in the U.S. began in 1828. • If a town didn’t want to be involved, it suffered economically. • Longest railroad in the world in 1840 was the Wilmington an Weldon line. • Railroads formed population patterns. • Owners took advantage of the opportunities rail lines provided. • After 16 years, workers completed the North Carolina railroad. • Durham was a “sleepy” town until the railroads cause it to boom. • Smaller towns on the lines benefitted too, like Tarboro.

  5. The First Word C O N N E C T I N G For each letter, write words/phrases/sentences that you know (or think you know) about the topic of “Connecting.”

  6. Reading Tools Review Slow Down Reread/Read Ahead Mark the Text Preview the Text Self-Monitor Read Aloud

  7. As You Read: • Self-Monitor • Did you zone out? Get distracted? • Do you understand each sentence? • Write short summary phrases inthemargins. • Reread when you need to

  8. Prompts (see handout) • This part reminds me of… • I felt like…(character) when I… • If that happened to me I would… • This book reminds me of…(another text) because… • I can relate to… because one time… • Something similar happened to me when…

  9. Questions (see handout)

  10. “The purpose of making connections is to enhance understanding not derail it.” Does Any Connection Count? “There is nothing wrong with indulging a distracting connection for a moment. The problem is continuing to read while doing it.” -Harvey & Goudvis, 2007 -Harvey & Goudvis, 2007

  11. Connections to Improve Comprehension

  12. Teacher’s Role Flip Book Moment • Model making connections. • Activate students’ prior knowledge before every lesson/topic/unit/text. • Point out patterns/similarities. • Don’t assume students are connecting just because the connection seems obvious.

  13. Connecting Activities Flip Book Moment Sticky notes Discussion Thinking Maps to Compare Topics/ Texts It Says My Connection

  14. Connecting Helps Students: • remember! • use other strategies, such as inferring, visualizing, and questioning • understand characters’ feelings/motivation • stay actively involved in reading • comprehend!

  15. The information in every student’s head is a powerful resource when reading text. -adapted from Chris Tovani, 2000

  16. Resources • Florida, University of Central; Florida Department of Education;. (2004, October). Florida Online Reading Professional Development. Retrieved January 22, 2009, from Making Connections: http://forpd.ucf.edu/strategies/stratText.html • Harvey, S., & Goudvis, A. (2007). Strategies That Work: Teaching Comprehension for Understanding and Engagement. Portland: Stenhouse. • Tovani, C. (2000). I Read It, But I Don't Get It: Comprehension Strategies for Adoelscent Readers. Portland: Stenhouse.

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